Carterton School

School Context

Carterton School is located in Carterton, Wairarapa. The school caters for 262 students in Years 1 to 8 and 26% are Māori. The school roll has reduced since the November 2014 ERO report.

The school stated vision for student success is for “learning together to achieve success”  The school’s ‘3R’s’ of ‘Respecting Self, Respecting Others and Respecting the Environment’ are well established.

There are two bilingual Ākonga Māori classes for students in Years 1 to 6.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• achievement in relation to reading, writing and mathematics

• progress as the result of specific interventions and programmes

• key outcomes in relation to student wellbeing.

Whole school professional development in writing, mathematics and inquiry learning has occurred over the past three years. The school has continued its involvement with the Positive Behaviour for Learning and Enviroschools initiatives.

The school is part of the South Wairarapa Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school achieves good outcomes for most of its students.

School achievement information shows that from 2015 to 2017 most students achieved at or above expectations in reading, writing and mathematics.

Data shows that there is ongoing disparity for some Māori students in mathematics, reading and writing. Overall, boys do less well in writing.

Students with more complex learning needs are well supported through a range of interventions. Their progress is appropriately tracked against individual plans.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Leaders and teachers are working to increase the effectiveness of the school’s response to those Māori and other students whose learning needs acceleration.

School data for 2017 shows a number of students, including Māori, who were identified as priority learners at the start of the year, have made accelerated progress.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Students have a purposeful learning environment. Relationships among students and with teachers are positive and respectful. This promotes students’ wellbeing, sense of identity, belonging and engagement in their learning. Student voice is valued. Increasing student responsibility and choice with their learning is a key school goal.

Students have sufficient and equitable opportunities to learn. Teachers have a collaborative approach to developing their practice, planning and assessment to more effectively respond to the needs of individuals and groups of students. Learners at risk of not achieving are well identified. An improved process tracks, monitors and reports on the overall achievement of these students at regular intervals. Teachers gather, collate and use a suitable range of assessment information well to inform decision making.

Trustees and leaders have a key charter goal to support and celebrate student’s culture, language and identity. Engagement with families and whānau is growing and their aspirations contribute to planning and development. The Ākonga Māori classes support student, parent and whānau involvement and engagement in the life of the school.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

School leaders are bringing together the many strands that comprise the Carterton School Curriculum. The development of an overall, well-documented school curriculum should include:

• articulation of the principles, values and key competencies as reflected in the school

• specific details of valued outcomes for all students

• clear outlines of expectations for high quality teaching

• expectations and guidance for the use of formative assessment

• local themes, contexts and resources.

Teachers are exploring a number of approaches to develop more collaborative teaching and learning practices. Bringing the different approaches together, deciding on what must happen and expected outcomes, should enable a more consistent approach to improving practice.

Establishing shared, expected teaching approaches and outcomes, especially for students at risk of not achieving and those who enrol during the year, should assist trustees and leaders to evaluate the impact and effectiveness of outcomes for students.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• finance
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration and certification
• processes for appointing staff
• stand down, suspension, expulsion and exclusion of students
• attendance
• school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• review and update the policy framework

• develop and articulate expectations for police vetting of volunteers

• enhance systems for recording and analysing health and safety matters including minor accidents and medication administration.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• a positive and respectful learning environment that supports students’ engagement and learning

• a collaborative approach and high expectations from trustees, leaders and teachers that promote improved outcomes for students

• identifying, tracking, monitoring and responding to the needs of priority learners that improve their progress.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• evaluating the effectiveness of new strategies and initiatives to identify key practices and embed these in the school’s curriculum

• strengthening teachers’, leaders’ and trustees’ understanding and use of internal evaluation to know what is making the most difference for learners’ progress and achievement

• internal evaluation processes and practices, to determine the impact of initiatives, identify and embed effective practice, and inform ongoing improvement. [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

2 May 2018

About the school

Findings

Students learn in a supportive environment where relationships are positive and respectful. They are settled in their classes and engaged in learning. The majority of students achieve at or above the respective National Standard expectation in reading, writing and mathematics. There is a close partnership with whānau and parents.

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

Carterton School caters for students in Years 1 to 8. At the time of this review it had a roll of 327 students and 29% identify as Māori.

School leaders have responded positively to areas identified in the January 2012 ERO report. Staff participate in a number of nationally supported professional learning initiatives to improve the effectiveness of teaching and learning.

The school’s 3R’s of Respecting Self, Respecting Others and Respecting the Environment are well embedded.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school makes good use of student achievement information to improve student engagement in their learning.

Teachers use an appropriate range of nationally referenced assessment tools to gather baseline data. This is collated, analysed and well used to inform and evaluate class programmes. It is appropriately used to identify students in need of additional support or extension. Specific student achievement targets are set. The board receives regular reports on trends and patterns, progress against school targets and specific programmes. Student achievement information is used by the board to inform resourcing and staffing decisions.

The school reports that the majority of students achieve at or above the National Standards expectations in reading, writing and mathematics. End-of-year 2013 data identified that generally Māori student achievement was not as high as all students. School targets for 2014 are explicitly aimed at raising the achievement of Māori students to match school wide levels. Information gathered at mid year shows that while there is a general improvement in Māori students' achievement, there is more work to do to reach the targets. A range of effective systems and programmes identify, monitor and support students with special learning needs.

Parents receive regular reports on student progress, with opportunities for specific meetings with the teachers to discuss wellbeing, next steps and shared strategies.

Well-embedded processes support teachers to make judgements about students’ progress and achievement in relation to National Standards. Effective moderation processes are enhanced by including neighbouring schools to share good practice and further improve consistency and reliability of judgements.

School leaders recognise the importance of continuing to focus on developing teachers use of student achievement information. Ongoing professional development to support the consistent use of classroom data should enhance teacher planning to meet identified student needs. This should also strengthen teachers’ ability to evaluate the impact of teaching strategies and programmes.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Student learning is well supported by the school’s curriculum. Students participate and celebrate success in academic, sporting, artistic, cultural and leadership activities. The curriculum is responsive to students and the community with local themes and learning contexts.

There is a clear literacy and numeracy focus across the curriculum. Computer technology is effectively used to support student engagement and learning. A school wide inquiry learning model guides students and teachers. Te reo Māori is widely used with teachers and students having opportunities to learn about te ao Māori.

Teachers are reflective and participate in formal, ongoing school wide professional development to better support student learning. There are high expectations for students’ participation, progress and behaviour. Students are settled in their classes, on task and engaged in their learning. Relationships among students and with teachers are positive and respectful.

School leaders and ERO agree it is timely to review the school curriculum. This should include how well the document aligns with The New Zealand Curriculum, the impact of recent professional development initiatives, changing contexts and how effectively all curriculum areas are covered.

How effectively does the school promote educational success for Māori, as Māori?

Māori students’ language, culture and identity are acknowledged and valued. A strategic approach supports Māori students. This includes a number of effective initiatives aimed at growing active learning partnerships with families and whānau.

The Akonga Māori class, started in 2013, supports student, parent and whānau engagement in the life of the school. The school reports their data shows this is contributing to improved achievement and pride in being Māori.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance. Factors contributing to this include:

• the board's well-informed strategic focus on student achievement and continual improvement
• shared understanding and expectations through clear alignment between charter, strategic plan and annual plan linked to professional development and appraisal
• effective professional leadership by the principal and senior leaders who have complementary skills and strengths
• collegial, collaborative staff, committed to continual improvement and success for all
• close partnership with whānau and parents.

There is an established culture of critical reflection, school wide. School leaders regularly review school operations and student outcomes. They have identified and are refining how self review can be further enhanced and strengthened.

The school participates in a number of major national initiatives aimed at enhancing student achievement and engagement. Leaders recognise the importance of evaluating the impact each is having, identifying priorities and including these as key aspects of curriculum review.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

Conclusion

Students learn in a supportive environment where relationships are positive and respectful. They are settled in their classes and engaged in learning. The majority of students achieve at or above the respective National Standard expectation in reading, writing and mathematics. There is a close partnership with whānau and parents.

ERO is likely to carry out the next review in three years.

Joyce Gebbie

Deputy Chief Review Officer - Central

Central Region

22 January 2015

About the School