Clive School

School Context

Clive School, between Napier and Hastings, has students in Years 1 to 6. The roll of 243 students includes 75 who identify as Māori.

The school’s focus is on skills, values and attitudes to have engaged, confident learners. The overarching values expressed as CLIVE KIDS are for students to be: capable communicators, lifelong learners, information savvy, values driven, effective thinkers, kids enjoying learning, independent, determined, skilled. These support the school vision of: A special place to be.

Achievement targets are framed as every child attaining the highest possible standard in educational achievement at all year levels.

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

• achievement and progress in reading, writing and mathematics

• wellbeing and attendance.

The school belongs to the Whirinaki 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?

School reported data for 2017 states that most students achieve above expectations in reading, writing and mathematics.

Since the May 2015 ERO report, achievement in reading, writing and mathematics has remained static. The school has yet to have all Māori students and boys achieving as well as their peers. Some reduction in disparity is evident.

Responsive systems and processes, including planning and resourcing support students with additional needs and promotes their participation and engagement in learning.

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

Some students’ progress is accelerated. However, some Māori students require continued targeted support.

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 participate and learn in caring, collaborative, inclusive learning environments. They, with their families, are well known to leaders and staff. The school’s values, principles and practices are evident. These are well known and enacted by students. The curriculum is well managed with clear expectations that link to The New Zealand Curriculum. Teachers promote lifelong learning behaviours.

Leaders, teachers, trustees and the school’s community have high expectations that all students will progress and achieve. Staff address identified disparity in learner outcomes. Some well-considered initiatives and programmes are implemented.

Leadership ensures that systems and processes are coherent to enable teachers to be innovative and flexible in their approach and usefully track and monitor student outcomes. Staff have collective responsibility for all students.

Internal evaluation is well understood as a tool for ongoing improvement with a focus on outcomes for students. Leaders and teachers are highly collaborative and this contributes to the positive learning environment. They formally reflect on their practices and strategies to make considered decisions for groups of students. Teachers respond to data and engage in professional learning. As an outcome most students have greater choice and opportunity to experience positive learning.

In their stewardship role, trustees actively represent and serve the school and its community. They receive regular information that informs resourcing decisions in the interests of students. Teachers, whānau, families, trustees and community have many opportunities to engage and participate in joint activities and initiatives to improve students’ learning.

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

Leaders and teachers know those students who require further support for equitable outcomes. The board should maintain its high expectations and continue to deliberately scrutinise the progress and achievement of those students whose learning needs acceleration.

Staff are working towards achieving equitable and excellent outcomes for all students. It is timely to reflect upon culturally responsive practices that impact on Māori learners’ progress to better understand which strategies provide opportunities for successful outcomes.

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.

4 Going forward

Key strengths of the school

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

• a professional, collaborative culture that leads to improved practice and student outcomes

• coherent systems and processes that allow teacher innovation and useful tracking and monitoring of student learning

• knowledge and use of internal evaluation that informs decision making.

Next steps

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

• staff continuing to increase their knowledge of culturally responsive practices that support students who identify as Māori, to be successful as Māori

• trustees and staff continuing to focus on the outcomes of those most at risk of not achieving so that their learning is accelerated.

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

12 June 2018

About the school

Findings

Clive School is developing 21st century teaching and learning following community consultation. Student engagement has improved. Innovative and effective teaching practices, based on effective use of digital technologies, are emerging. A key next step is to carefully monitor school developments to support improved student progress and achievement.

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?

Clive School caters for students in Years 1 to 6. It is half way between Napier and Hastings. Since the June 2012 ERO report, the roll has grown, including the number of Māori students and those from other cultures. The school continues to reflect the ‘Clive Kids’ values and key competencies.

During 2014, the board has reviewed, and consulted with the community about, the school’s direction and provision of modern learning practices. Equitable access to information and communication technologies is well supported by board resourcing decisions. Thorough foundation work by school leaders and staff underpins the introduction of e-learning opportunities.

Stability of leadership and staffing in a well-resourced learning environment remain positive features of the school. Strong community involvement in school events continues. Students participate in a wide range of learning activities, with focus on physical activity and wellbeing.

The school has responded positively to the 2012 ERO review recommendations. Key next steps include lifting student achievement and the progress of boys and Māori learners.

2 Learning

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

The school has responded to student achievement information by strengthening its focus on improving teaching and learning. Robust practices for teachers' moderation of their assessment of students' writing have been extended to include mathematics. This contributes to greater confidence in the reliability of achievement data. Teachers are well placed to continue to strengthen assessment practices, including the moderation of reading.

Most students achieve at the National Standard in reading, writing and mathematics. More robust moderation and an increased focus on explicit teaching in writing and mathematics is appropriately responding to the needs of students. Improving student achievement, particular strategies for accelerating the progress of boys and Māori learners is a key next step.

Students are purposefully engaged in learning and enjoy opportunities to collaborate. They are increasingly leading their learning by setting goals and reflecting on their progress. They are supported to understand and enact positive school values that promote their wellbeing.

Parents have regular opportunities to share in their children’s learning and participate in school activities. They receive helpful reports about students’ progress in relation to the National Standards for reading, writing and mathematics. Learning Journals provide parents with a well-considered record of what their children can do and need to do next.

Students with specific learning needs are well monitored by the special education needs coordinator (SENCO). Appropriate external expertise and teacher aides are involved in developing programmes for individual students. The board has received some useful information about the impact of special programmes. It is timely to further improve reporting to trustees to include the impact of these programmes on students' achievement and wellbeing.

A key next step for school leaders and teachers is to improve students’ progress and achievement by:

improving the effectiveness of their response to the analysis, monitoring and reporting of students’ progress, particularly for target students and those learners at risk of underachievement.

3 Curriculum

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

The school's curriculum has been extensively reviewed to reflect community aspirations for 21st century teaching and learning. Trustees and teachers consulted with parent, families and whānau to develop a clear strategic direction for the school and have shared this with parents. A considered approach to staff professional learning opportunities assists better use of digital technologies.

More culturally responsive learning contexts are in development for Māori students and for those with diverse backgrounds. Literacy and mathematics continue to be key areas of focus for teaching and learning. Some effective and innovative teaching strategies in literacy, mathematics and digital technology use are emerging. There are plans to continue to share good practices across the school.

The next step to promote and support student learning is:

• to continue to monitor and track ongoing curriculum developments to reflect effective use of e-learning.

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

Progress is evident in more developed relationships with three local marae and engagement with the Ngāti Kahungunu Iwi Education Plan. More Māori students are enrolled and recent whānau consultation about the school curriculum included a marae-based meeting.

Students continue to learn te reo Māori and kapa haka. They experience aspects of te ao Māori such as karakia, waiata, pōwhiri and noho marae. Ngāti Kahungunu education indicators were used to review the school curriculum in relation to culturally-responsive approaches.Ka Hikitia - Accelerating Success 2013 - 2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners, have been used well to inform school developments.

The principal and board plan to consult further with the school’s Māori community to respond to whānau aspirations for students. ERO agrees that this should support ongoing developments of a culturally-responsive school curriculum and strategic direction.

4 Sustainable Performance

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

The school is developing its practices to sustain and improve its performance. Trustees are improvement focused and aware of the need to lift student outcomes. A sustained focus on sound management of finances, resources, property, health and safety is evident. A review of the governance framework is nearly complete. Strengthening the board focus on improved learning outcomes for students is a key next step.

School leaders have high expectations for staff. Teachers’ inquiries into their practices, and appraisal feedback, are focused on improvement. School leaders plan to improve the clarity of their feedback to teachers. This should further assist with embedding curriculum changes. Staff are working collaboratively to find innovative approaches for improving student engagement and achievement.

Strong community involvement and consultation is a strength of the school. The board and staff plan to further strengthen information sharing and responses to parents, families and whānau aspirations for their children.

School leaders, teachers and trustees should continue to:

• strengthen their focus on lifting student achievement through ongoing review and consolidation of 21st century approaches to teaching and learning, including the provision of clearer feedback to teachers about the quality of their practice
• complete the review of the governance policy framework.

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

Clive School is developing 21st century teaching and learning following community consultation. Student engagement has improved. Innovative and effective teaching practices, based on effective use of digital technologies, are emerging. A key next step is to carefully monitor school developments to support improved student progress and achievement.

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

Joyce Gebbie

Deputy Chief Review Officer Central

5 May 2015

About the School