Clyde Quay School - 16/04/2013

1 Context

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

Clyde Quay School is an inner city, full primary school located in Wellington. At the time of this ERO review the school roll was 223, with a diverse ethnic population. There is an established history of integrating te reo me ngā tikanga Māori in programmes for all students. The school has a core of long-serving staff and a positive reporting history with ERO.

This ERO review occurred early in the year. Teachers and students were coping well with some temporary relocation while earthquake strengthening of buildings was undertaken.

2 Learning

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

The school uses student achievement information effectively to review its performance. Recent reviews of written language and mathematics helped teachers further develop their knowledge and assisted them to moderate students’ progress and achievement against National Standards.

Schoolwide information shows that the majority of students achieve at or above in relation to the National Standards expectations for reading, writing and mathematics. Māori and Pacific students are achieving well, and above their peers in some areas. Girls’ achievement in literacy is better than boys. Student progress and achievement is regularly reported to parents and the board of trustees.

The board receives useful assessment data in a range of curriculum areas. This includes information about science, social science and thinking skills to enhance learning. A practical school-based rubric helps teachers monitor progress and achievement in these areas and students to self and peer assess their work.

The board makes good use of achievement information to set targets and goals for continuous improvement. Targets identify goals for students who have yet to reach National Standards expectations in reading, writing and mathematics. Teachers plan special programmes and work with families, whānau and aiga to help these students make more rapid progress towards the goals.

An inclusive culture is evident. Students with special needs and abilities are well supported. Good provision is made for English Language Learners and students with high learning and behavioural needs. These students work alongside their friends and are withdrawn for special assistance where appropriate. Teachers and families work together to support learning.

There is a culture of high expectations. Students are actively engaged in their learning and are progressing well.

Staff regularly engage in professional discussion and reflect on their teaching practice.

Self review, that includes looking closely at achievement data, helps sustain and improve the school’s performance. Through ongoing review, leaders and teachers plan to explore the best ways to help groups of students move more quickly towards achieving curriculum expectations. They aim to increase the numbers of students working at or above National Standards expectations using class programmes that align to the board’s target setting.

3 Curriculum

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

The curriculum is effective in promoting and supporting student learning. It gives strong emphasis to literacy and numeracy, and developing students as learners. Clear links to The New Zealand Curriculum are apparent. Teachers are presently reviewing the school’s curriculum to determine if it is still fit for the purpose to ‘create thinkers and celebrate diversity’.

Students experience a rich curriculum that provides them with relevant choices. They have opportunities to inquire into topics that integrate a range of curriculum areas. This supports the development of their creativity, thinking and imagination. Programmes are responsive to students’ different needs and good use is made of the wide range of resources within the inner city.

Teachers use a range of effective teaching practices to support student learning. Classroom environments are settled and interactions are positive and supportive. A sound appraisal process is implemented so teachers receive useful feedback about their teaching.

Teachers strive to continually enhance learning for all students, including high achievers.

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

Māori students are actively engaged in their learning and well supported to succeed as Māori. Their culture is valued and respected. Te ao Māori is integrated in the curriculum and visible in the environment. To support this, the majority of teachers undertake study in te reo me ngā tikanga Māori and Māori families are actively involved in the school. A part-time teacher of te reo Māori is employed to help teachers and students.

The principal is a role model for teachers, students and the wider community. She is aware of the need to continually explore options to promote educational success for Māori. This direction is well supported by the board. Māori students have opportunities to show and develop cultural leadership. An award celebrating excellence in achievement recognises academic success.

4 Sustainable Performance

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

The board is highly effective in setting direction and making decisions. Trustees bring a range of expertise to the board. They are knowledgeable about their responsibilities as governors and have a shared understanding about the school’s vision and goals. The board’s strategic plan provides clear direction over five years. Annual plans, the school’s curriculum plan and self review are well aligned to long term goals.

Trustees focus on continually improving outcomes for all students. They make appropriate provision for teachers’ professional learning and development. They receive regular and useful reports from the principal and senior managers about learning and teaching. A regular monitoring and review cycle of policies and school priorities is maintained.

Leadership is highly effective and strategic. The senior team provides knowledgeable guidance through a collaborative approach. They are united in their philosophy of inclusivity and equity for all students. The team, together with teachers, give strong focus to continually improving student learning and achievement.

Self review processes are well used within an ongoing cycle of review and development. Findings inform decision making. Leaders intend to strengthen the questions they ask and include quality indicators to guide reviews. This should further enhance the review process.

Trustees and school leaders take all reasonable steps to provide a safe and inclusive environment. There is a strong partnership between the school and its community to support and further enhance outcomes for students.

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.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

About the School

Location

Wellington

Ministry of Education profile number

2827

School type

Full Primary (Years 1 to 8)

School roll

223

Gender composition

Male 53%, Female 47%

Ethnic composition

NZ European/Pākehā

Chinese

NZ Māori

Indian

Other European

Samoan

Other ethnic groups

56%

13%

  9%

  6%

  5%

  3%

  8%

 

Review team on site

February 2013

Date of this report

16 April 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2009

October 2006

October 2003