Clyde School

Clyde School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Clyde School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Clyde School is situated in Clyde, Central Otago. It provides learning for students in Years 1 – 8. The school’s vision is Akoranga mo ake ake: Learning for Life - empowering Connected, Ambitious, Respectful, Enthusiastic learners. The school has been part of the Dunstan Kāhui Ako for 6 years.

Clyde School’s strategic priorities for improving outcomes for learners are to:

  • strengthen learning-focussed relationships

  • promote student engagement and success through coherent learning pathways

  • develop a culturally responsive community.

You can find a copy of the school’s strategic and annual plan on Clyde School’s website.

ERO and the school are working together to evaluate the extent of the school’s progress towards developing a culturally responsive learning community, where te reo and tikanga Māori are valued, practised and celebrated.

The rationale for selecting this evaluation is:

  • school leaders have identified an opportunity to give greater effect to Te Tiriti o Waitangi and to better reflect Aotearoa New Zealand’s bi-cultural heritage

  • a cultural narrative has been written for the Dunstan Kāhui Ako, which the school is beginning to explore through their local curriculum.

The school expects to see:

  • te reo and tikanga Māori become a natural part of what is seen and heard in all areas of the school

  • meaningful partnerships with whānau and iwi are strengthened

  • students understand and value the rich connections with self, others, the environment and the world through developing a strong sense of whanaungatanga.

Strengths

The school can draw from the following strengths to support its goal to evaluate the extent of their progress towards developing a culturally responsive learning community, where te reo and tikanga Māori are valued, practised and celebrated:

  • high quality strategic planning, which provides a clear vision and coherent pathways towards excellent and equitable outcomes 

  • positive and inclusive learning environments support learners to achieve success

  • leaders and teachers are undertaking professional learning to increase their confidence and capability in te reo and tikanga Māori.

Where to next?

Moving forward, the school will prioritise:

  • professional learning for staff to continue to strengthen their confidence and capability in tikanga and te reo Māori

  • developing schoolwide tikanga to establish and embed culturally appropriate protocols within the school context

  • providing clear guidelines for teachers to clarify curriculum expectations and build consistent professional practice around the use of te reo and tikanga Māori  

  • building meaningful relationships with whānau and iwi to grow partnerships, inform the school’s curriculum plans and support rich and authentic outcomes for all learners

  • continuing to embed the Dunstan Kāhui Ako’s cultural narrative to enrich a coherent and engaging localised curriculum.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

16 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Clyde School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of August 2022, the Clyde School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Clyde School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

16 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Clyde School - 20/12/2018

School Context

Clyde School is a Years 1 to 8 primary school with a roll of 157 students. The school is located in the town of Clyde in Central Otago.

The school has a stable staff and board. Since the 2014 ERO report, the school has made some progress in relation to areas identified for further development.

The school’s mission statement is to provide ‘A dynamic learning community where students develop skills, knowledge and attitudes necessary for taking an active part in an ever changing society.’

The board and staff provide a safe and positive environment where children demonstrate the Clyde School values of: communication, respect, caring and sharing, integrity and inclusion.

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

  • progress and achievement in relation to expected curriculum levels in reading, writing and mathematics

  • student wellbeing for learning and success

  • learning areas of the curriculum.

The school is participating in a Ministry of Education writing initiative, Accelerating Literacy Learning (ALL) in 2018 and participated in Accelerating Learning in Mathematics (ALiM) in 2016, 2017 and 2018.

The school is an active participant in the Dunstan 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?

The school is effective in achieving positive outcomes for most students in reading and mathematics and for the majority of students in writing. There is no significant disparity for girls and boys in reading or mathematics. The school has identified disparity in achievement for boys and Māori students in writing. It has developed a range of targeted responses to lift achievement. There is also disparity for Māori students in mathematics. The school is achieving equitable outcomes in the areas of student wellbeing for success and engagement for learning.

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

The school is effective in accelerating the progress of those students, including some Māori students, who are achieving below or well below school expectations. All students who need to make progress in their learning are identified, planned for and closely monitored within their class, syndicate and by the principal. School information shows that greater proportions of all students achieve at or above expectations by the end of Year 8.

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?

The principal and leaders foster strong collaborative relationships across the school so that everyone feels valued. These enhance the positive environment for teaching and learning. The school has developed effective partnerships for learning, such as the expertise of external and community agencies to support students’ learning and wellbeing. The board is improvement focused and is always looking at ways to improve outcomes for students.

A broad, rich, localised curriculum provides students with learning opportunities in and beyond the school. The curriculum is well managed, coherent and resourced with equity in mind. Students appreciate their unique environment and the variety of experiences it provides. The school has developed a strong EOTC programme that is enhanced by the local environment. The learning community is characterised by respect, empathy, relational trust, cooperation and teamwork. Difference and diversity are valued.

Students are developing self-regulated learning strategies that are supporting them to be independent learners. They use digital devices and ICT resources in ways that promote productive thinking and technological fluency. The school and community are engaged in learner-centred relationships. The use of communication technology enables information to be shared between teachers, home and school. Homework activities are designed to encourage parent/whānau involvement.

A wide range of information on individual children is clearly documented. Children with additional needs are well supported through targeted planning and a collaborative approach to promoting success. The increasing use of some aspects of formative practice provides opportunities for sharing of assessment information with students. Teachers track, monitor and have planned actions to meet the needs of students who are identified as below/well below school expectations. The board receives regular reports on achievement and curriculum. They ask questions and seek to make sense of student achievement data. They use this information to make resourcing decisions.

There is clear pedagogical leadership within the school. The board and principal support teachers to follow their passion and grow their professional capability as individual teachers. Strategically planned PLD has strengthened the collective capacity of the staff. There is a useful appraisal system that is based on ongoing inquiry into effective teacher practice.

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

ERO and the school agree that trustees, leaders and teachers need to:

  • build the rigour of internal evaluation by strengthening the analysis of school-wide data

  • use the analysed data to better know the impact of learning programmes and targeted actions to raise achievement

  • extend reporting to include the rates of progress learners are making in all target groups. 

These developments will enable leaders and teachers to clearly identify the teaching practices that are most effective in raising 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:

  • strong collaborative relationships at all levels of the school that make people feel valued
  • a broad, localised curriculum that provides students with rich learning opportunities in and beyond the school
  • innovative self-regulated learning strategies that are increasingly enabling students to be independent learners

  • clear pedagogical leadership that supports teachers’ professional growth.

Next steps

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

  • building the rigour of internal evaluation by strengthening the analysis of school-wide data

  • using analysed data to better know the impact of learning programmes and targeted actions to raise achievement

  • extending reporting to include the rates of progress learners are making in all target groups. 

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review and Improvement Services

Southern Region

20 December 2018

About the school

Location

Clyde, Central Otago

Ministry of Education profile number

3725

School type

Full Primary (Years 1 to 8)

School roll

157

Gender composition

Girls: 76

Boys: 81

Ethnic composition

Pākehā: 69%

Māori: 18%

Pacific: 3%

Asian: 3%

Other: 7%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

October 2018

Date of this report

20 December 2018

Most recent ERO reports

Education Review July 2014

Education Review July 2011

Education Review May 2008

Clyde School - 25/07/2014

Findings

This school has a caring, family-like culture. Students learn through a wide curriculum that reflects the context of the local environment. They are increasingly helped to manage their own learning, particularly using ICT. Extending self review practices will support the school in future planning and evaluation.

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?

Clyde school students enjoy and benefit from a positive, respectful and inclusive school culture. The school has a family-like feel. Students and staff are welcoming and friendly. Caring relationships abound. Older and younger students support one another easily.

Teachers work well together. They support students in many activities beyond the classroom. The school is well supported by parents and the wider community.

The board, principal and teachers provide well for students. Students’ learning is enhanced through high quality resources, particularly in information and communications technology (ICT). Some classrooms have been recently redeveloped to support modern learning.

Teachers, leaders and trustees have high expectations for students to achieve and succeed. Junior class sizes are small. This priority is well supported by the board. There is a strong commitment for students to get a positive start with their learning, particularly in reading and mathematics. The school’s vision is to educate the whole student. Students’ learning programmes use the local environment and resources to support this goal.

The board, leaders and teachers are forward thinking. There is a strong commitment from teachers, to increasing and sharing their knowledge and skills. This learning is used to benefit students. The board is very supportive of this community of learners.

Since the last ERO review, in 2011:

  • students continue to achieve at very good levels in relation to the National Standards, especially in reading and mathematics.
  • the school has gathered information more widely as a basis for decisions
  • there is a much greater focus and support for students managing aspects of their own learning, especially for students in Years 7 and 8.

2 Learning

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

The teachers use achievement information very effectively to make positive changes to students’ learning. This includes:

  • identifying students' strengths and next learning needs to inform their planning and teaching
  • giving feedback to the students about their successes, and what they should do to improve and progress further
  • making useful ongoing assessments to adjust their teaching and groups
  • evaluating the effectiveness of their teaching and class programmes.

Students appreciate and use the feedback and suggestions for improvement they receive from their teachers.

Syndicate leaders carefully monitor the achievement levels of students’ learning, especially students who need to increase their rate of progress to meet the school’s achievement expectations.

Trustees ask appropriate questions and are knowledgeable about the data presented to them. In 2012 and 2013 they set appropriate targets to raise students’ writing achievement levels.

Area for development

School leaders need to increase the level of analysis of syndicate and school-wide data. Deeper analysis should identify what is going well (and why), and what needs further work to improve outcomes for students.

3 Curriculum

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

The school’s curriculum very effectively promotes and supports the students’ learning.

The design of the curriculum successfully supports the school’s vision to develop the whole child. There is a suitable balance to help students develop knowledge, skills and positive attitudes socially, physically and in their academic learning.

The school’s written outlines to guide teachers include:

  • well-developed school values that provide a shared understanding
  • clear expectations of quality teaching practices
  • priority given to literacy and numeracy within a rich curriculum.

Students experience a curriculum that focuses on developing their ability to relate to others and to manage themselves in a variety of situations. Significant features contributing to this include:

  • a comprehensive education outside the classroom programme, where students experience many of the unique outdoor challenges and resources
  • the “Spirit of Clyde” programme where students have choice from a range of physical, academic and social activities
  • the increasing opportunities and expectations teachers have for students to manage and take responsibility for their own learning
  • the range of occasions senior students have to be a leader and role model for younger students.

Students benefit from settled and purposeful learning environments. ERO observed well-managed classrooms and high levels of student involvement in appropriate learning activities. Students were able to tell ERO about their learning and what they currently had to focus on to improve. Teachers use a range of suitable teaching approaches to make learning meaningful for students.

The school continues to provide appropriate support, especially for reading and social needs. These needs are identified and responded to quickly.

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

Māori students are well engaged with their learning and in life of school. They see their culture and language are valued and reflected in aspects of school activities and programmes.

All students learn te reo Māori and have opportunities to participate in kapahaka activities.

Teachers and leaders are building effective learning partnerships with whānau. Each year parents and whānau of Māori students have opportunity to hear about Māori student achievement and discuss programmes and initiatives that are supporting their children’s learning. ERO recommends that the school reviews the timing of this consultation so that outcomes can be included in school-wide planning.

ERO observed and heard from students about many examples of manaakitanga (respect and caring), whanaungatanga (relationships) and tuakana–teina (older students supporting younger students socially and with their learning). As part of the further development of cultural awareness, the school should make stronger and more visible connections between concepts valued by Māori and the school’s values.

4 Sustainable Performance

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

With stronger strategic planning and review practices the school will be better placed to sustain and build on its performance.

The school has appropriate alignment from its charter to the annual plan through to teachers’ professional learning and their performance management. Strong links between the charter aims and intent flow through to class and school programmes.

Teachers are assessed against national and school expectations through a robust appraisal process. They receive practical feedback and areas for further development. This development is well supported by the school leaders and the board.

Areas for development

ERO recommends that the principal and board develop a more useful strategic plan that outlines the future direction of the school, in particular the current focus on increasing the students’ management of their learning.

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.

The school has not developed practices to ensure all employees are vetted every three years.

Action:

  • The board must obtain a Police vet of every person employed by the school every three years [Source: s78C, s78ca, s78CB Education Act 1989].
  • To improve current practice, the board of trustees should keep a file record of the approval of their risk analysis and management of events and trips away from the school.

The board has taken steps to address these issues since ERO was on-site.

Conclusion

This school has a caring, family-like culture. Students learn through a wide curriculum that reflects the context of the local environment. They are increasingly helped to manage their own learning, particularly using ICT. Extending self review practices will support the school in future planning and evaluation.

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

Graham Randell

National Manager Review Services

Southern Region

25 July 2014

About the School

Location

Central Otago

Ministry of Education profile number

3725

School type

Full Primary (Years 1 to 8)

School roll

120

Gender composition

Girls 63

Boys 57

Ethnic composition

NZ European/Pākehā

Māori

Samoan

Asian

86%

8%

4%

2%

Review team on site

May 2014

Date of this report

25 July 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2011

May 2008

June 2005