Clutha Valley School

School Context

Clutha Valley School is a Years 1 to 8 school in rural South Otago. It has a roll of 110 children, some of whom enrol or leave the school mid-year. English is a second language for over 20% of the children in this school.

The school states that its vision is for ‘a journey of growth - to be the best we can be’ and that children will be ‘actively involved lifelong learners’. Its values are that children are respectful, responsible and honest citizens. Other valued outcomes are that children will be connected, collaborative, good communicators, critical thinkers, creative and feel that their cultures are respected.

The school’s stated goals are to:

• continue to implement a future-focused curriculum

• ‘grow’ students who progress and achieve well and take responsibility for their learning

• build teaching practice and strengthen parent/community engagement.

The 2018 targets are to lift the achievement of children in writing and strengthen their engagement and success in the arts.

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

• progress and achievement in reading, writing and mathematics

• achievement trends over time in literacy and mathematics

• children’s wellbeing.

Since the last ERO review in 2014, most teachers are new to the school. Professional development priorities for 2018 relate to strengthening student agency and building best practice to lift writing achievement. The school is part of the Big River Kāhui Ako | Community of Learning (CoL).

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?

Outcomes for different groups are mostly equitable in literacy and mathematics. School leaders have identified, and ERO agrees, that literacy and mathematics achievement needs to be lifted in order to achieve the school’s aspirations for excellence.

School information for 2017 shows that most children achieved at or above expected levels in reading, writing and mathematics. In reading, a third were identified as achieving above expected levels. These achievement patterns in literacy and mathematics have been consistent over the last three years.

A recent survey about children’s sense of safety and wellbeing shows that children are very positive about their experiences and relationships at school, and feel safe and cared for. All children have many opportunities to fully participate in learning and school life.

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

The school has had varied success in accelerating learning for those Māori and other children who need extra support to succeed in their learning.

Since the last ERO review, the school can show that almost half of Māori students have made accelerated progress in literacy. The proportion of Māori students in 2016 and 2017 achieving at or above the school’s expectations in mathematics was higher than their peers at the school.

Children who are English language learners make very good progress over time with the majority reaching expected levels in literacy over their time at school. Teachers can show examples of children who made two or more years progress within a year.

In 2017 the school had a target to accelerate the achievement of a large group of children in writing. School data shows that 25% made good progress. A next step for school leaders and teachers would be to increase the number of children accelerating their achievement in writing. Results for the reading target shows that over 50% children moved up a level.

Children with additional needs are very well supported to make progress against their individual goals.

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?

Children’s learning is enriched by the school’s authentic and localised curriculum. Children know and can talk confidently about the desired values, attitudes and what they are learning. The curriculum has an increasing focus on children taking responsibility for their own learning. Teachers and children make good use of digital technology to enhance the curriculum, especially in the senior class. Over time there has been a greater valuing and visibility of Māori culture.

There is a strong commitment to equity and inclusion in the school. Targets to lift achievement are set each year. New children quickly settle, and feel valued and positive about school. Trustees and parents contribute significantly to support children’s participation in all aspects of school life. Leaders and teachers ensure all children have equitable access to the full curriculum and related school activities.

School leaders and teachers have built purposeful partnerships in order to best support children. They build trusting relationships with new children and their families. They work closely with other parents and external experts when children need extra help to succeed. Parents’ and children’s views are valued and acted on. School leaders work constructively with local individuals, schools and business companies to support teaching and learning, and children’s wellbeing.

The school has very effective systems and practices to contribute to ongoing improvement and positive outcomes for children. Strong governance, management and appraisal practices are in place. Through the principal, trustees are well informed and prioritise children in their decisions. A range of effective internal evaluation practices ensure decisions are well informed. Priorities for development are identified in strategic and annual plans.

High levels of trust and cooperation are evident between leaders, trustees and teachers.

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

School leaders and ERO identified the following areas for further development.

School leaders need to analyse more deeply the sufficiency of progress for all groups of children. The board also needs better information, for example in writing, of the impact and value of interventions to lift achievement. This information should assist trustees, leaders and teachers in their decisions as to how best to support children who need to make more progress.

The school is in the early stages of developing learning progressions and statements about best teaching practice in literacy. The school also needs to develop useful progressions for Māori language learning.

While the school has completed significant work towards better valuing Māori culture, further work is needed in this area. A next step for the school is the implementation and evaluation of the school’s plans to support its Māori learners and their culture to continue to raise achievement.

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:

• its positive and inclusive school culture

• its well-considered vision, values and meaningful interpretation of the NZ Curriculum key competencies

• its authentic and localised curriculum

• the way leaders and teachers build constructive relationships with parents and the wider community

• its strong governance and management practices.

Next steps

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

• continuing to develop useful curriculum progressions and statements as to what best practice should look like to ensure sufficient progress for all learners

• strengthening teachers’ inquiries into what strategies have the greatest impact in lifting children’s achievement

• focused implementation of the school’s plans to support Māori children’s success

• deeper analysis of the impact of interventions and rates of progress for different groups of children.

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

9 April 2018

About the school

Location	South Otago
Ministry of Education profile number	3724
School type	Full primary (Years 1 - 8)
School roll	110
Gender composition	Girls: 50% Boys: 50%
Ethnic composition	Māori: 13% Pākehā: 65% Other ethnicities: 22%
Provision of Māori medium education	No
Review team on site	February 2018
Date of this report	9 April 2018
Most recent ERO report(s)	October 2014 April 2013 June 2011

Findings

This school has a caring, family-like culture and a strong focus on learning. Students progress and achieve well against the National Standards. New students, including migrants, quickly settle and are very well supported. Students benefit from good to high quality teaching. Modern learning approaches include student-led learning and purposeful use of technology.

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?

Clutha Valley School is a rural, Year 1 to 8 school. As a result of recent growth in the dairy industry the school has become much more culturally diverse and has a number of students who speak English as a second language (ESOL). It also has students come and go during the school year.

The board, staff and parents work hard to support new students and their families. For example, the Parent-teacher group makes contact with each new family and the school organises English and other classes, as well as social gatherings for migrants. New students quickly settle, feel welcome and well supported in their learning. Other students told ERO that “it’s great to have different cultures” in their school.

The school has a very positive, family-like culture. Students describe it as a safe and friendly place, where they enjoy their teachers and learning. ERO observed respectful and caring interactions between adults and students and between students.

The principal and teachers encourage parents to be involved in their children’s learning. Parents/whānau and the wider community in turn, support the school in a variety of ways. For example, they raise significant funds for resources, help with sports and often attend school events.

A playcentre is on the school grounds and children and parents visit and join in with school activities. This relationship plus a transition programme help five-year olds prepare for and settle into school.

The school is part of a cluster of local schools. These schools work closely with each other to access professional learning, share new developments and trial new initiatives.

Over the last four years, the school has gone through significant change, including an unsettled period in 2011 and 2012. During this time, the board and school leaders worked constructively with a Limited Statutory Manager. This has resulted in positive changes. Three new teachers and a new Deputy-Principal have been appointed. The school has made good progress in addressing the recommendations in the April 2013 ERO report. These relate to improved governance, management, teaching and assessment practices.

2 Learning

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

Teachers, school leaders and the board make very effective use of achievement information to inform their decisions about supporting students to be successful in their learning.

Students achieve well against the National Standards. In 2013, 81-85% of students achieved at or above for reading, writing and mathematics. Māori students achieve at similar levels. Teachers and the principal monitor closely any students who are below expected levels. They inform and work closely with parents, and quickly put in place extra support.

As students move through the school, they show increasing understanding of their achievement, next learning steps and progress. They regularly assess their own and their peers’ work against criteria they have helped to develop.

Teachers make very good use of assessment information to plan and resource classroom programmes. They are quick to assess and respond to the needs of new students. Teachers know their students very well as learners and individuals. Useful assessment guidelines and systems contribute to the school’s effective assessment practices.

School-wide assessment information is well analysed to identify trends and/or emerging concerns. As a result, the board gets useful information that helps them make timely and appropriate resourcing decisions. The board expects and gets information on the impact of any special interventions/programmes.

Area for review and development

School leaders need to review their student achievement targets. Presently, there is a very large group of students achieving at the National Standards in literacy and mathematics and some students who are below who are not in target groups for improvement.

3 Curriculum

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

The desired principles, values, and competencies are clearly stated and evident in the school’s curriculum. Students enjoy a broad curriculum and the opportunity to learn in a variety of ways.

Students show high levels of interest in their learning, make good progress and show pleasing levels of achievement. The school is well resourced.

The school’s curriculum priority is to create a modern learning environment where students take increasing responsibility for their learning and confidently use technology. Teachers have accessed relevant professional development. They believe, and ERO agrees, these priorities need to be consolidated and built on.

Students learn in settled and visually attractive classrooms. They know how to work well independently and with each other. Students’ opinions and ideas are valued. They are often asked to comment about what went well, or didn’t, with their learning. As they move through the school, they have increasing say in what and how they learn.

Students benefit from purposeful, well-paced learning in literacy and mathematics and good to high quality teaching. Teachers are expected to regularly evaluate their work and what difference they make for their students. Evaluations of completed units often include students’ views and well- considered next steps.

The school has spent significant funds updating its technology resources. Teachers make very good use of ICT as a teaching and learning tool. ERO observed innovative use of technology, especially in the senior class.

Adults in the school are determined that no child is disadvantaged or misses out on learning opportunities. ESOL students benefit from intensive individual and small-group support. Teachers and support staff value the cultural knowledge and experiences these students bring.

The board gets regular reports about each curriculum area. These often include useful suggestions for the staff and board about what could be done better.

Area for review and development

School leaders and teachers need to review:

• the quality and depth of the Māori language programme and the inclusion of Māori perspectives in students’ day-to-day learning
• guidelines and provision for students with special abilities and talents.

The curriculum guidelines for each subject area need to be reviewed to ensure that they reflect the school’s changing context and priorities.

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

Māori students achieve well against the National Standards. Any student who needs extra help is quickly noticed and given learning support. The board sets specific targets for Māori students and gets regular information about how well students are progressing to achieve these.

Senior Māori students in the school spoke very positively about their teachers, their learning and the friendliness of the school. Core Māori values, such as whānaungatanga (family-like relationships) and manakitanga (caring and hospitality) are very evident.

Senior leaders and teachers have identified that they need to find better ways to gather the views of Māori parents about how well the school supports their children’s learning and how it could best value Māori language and culture.

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.

Over the last four years, Trustees have worked extensively with an external advisor and sought other advice about their roles. They are now confident and competent in their governance roles. The board now has a useful governance framework, guidelines and systems.

The school’s charter clearly identifies its priorities for the future. Long (strategic) and short-term (annual) plans give easy to follow direction to staff. ERO noted very good alignment between what happens in the school and these plans.

The board receives from the principal, regular and detailed information about student achievement, school operations and learning programmes. Trustees use this information to make well-informed resourcing decisions.

Trustees have a good understanding of the importance of regular review of different aspects of school operations and programmes. Useful guidelines and systems support these effective self- review practices.

Teachers work very well as a team, helping each other and sharing resources. The senior leadership team have implemented well-designed systems to support teachers’ day-to-day work and effective teaching practice. This includes a comprehensive appraisal system.

Area for review and development

• The board needs to regularly gather information about:
• parent and staff opinions about the school
• students’ physical and emotional wellbeing.

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.

There is a strong focus on students’ wellbeing and safety at school. In the future, better systems are needed to ensure that police vetting of all staff is carried out in a timely way.

Conclusion

This school has a caring, family-like culture and a strong focus on learning. Students progress and achieve well against the National Standards. New students, including migrants, quickly settle and are very well supported. Students benefit from good to high quality teaching. Modern learning approaches include student-led learning and purposeful use of technology.

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

Graham Randell

National Manager Review Services Southern Region

14 October 2014

About the School

Location	Clutha Valley, South Otago
Ministry of Education profile number	3724
School type	Full Primary (Years 1 to 8)
School roll	95
Gender composition	Boys: 53 Girls: 42
Ethnic composition	NZ European/Pākehā Māori Filipino Sri Lankan European Pacific Indian African	55 14 8 6 6 2 2 2
Review team on site	August 2014
Date of this report	14 October 2014
Most recent ERO report(s)	Arotake Paetawhiti Review Education Review Education Review	April 2013 June 2011 September 2008