Crofton Downs Primary School - 03/11/2017

Summary

Crofton Downs Primary School caters for students in Years 1 to 6. Pākehā children make up approximately 72% of the 257 students on the roll. Asian students are the next largest group at 17%. Māori children comprise 8% and there is a smaller group of Pacific learners.

Significant staffing changes since the June 2014 ERO report. These include a new member of the leadership team and a large number of new teaching staff. Teachers in the junior pod are all new to the school this year. The school’s roll has increased since previous ERO review. The Board of Trustees is made up of a group of experienced and new representatives.

Teaching staff have had professional learning and development opportunities, including Ministry of Education (MoE) initiatives, Accelerating Literacy Learning (ALL) and Accelerating learning in Mathematics (ALiM).

There has been a purposeful response to the areas for improvement identified in the previous ERO report. A refresh of the school’s values and vision has been carried out in consultation with families, resulting in changes to teaching and learning.

How well is the school achieving equitable outcomes for all children?

Leaders continue to strengthen practices to achieve equitable achievement outcomes for all students. The school’s analysed assessment information shows most students, including Māori, achieve very well in relation to the National Standards in reading, writing and mathematics by the end of Year 6. There is disparity in mathematics and writing achievement for boys and Māori being over represented in the non-achieving groups. Leaders continue to focus on improving outcomes for learners in writing.

The culture of the school is inclusive and welcoming. Students’ and families’ aspirations are recognised and respected, contributing positively to children’s wellbeing, engagement and learning.

Further development of school systems has resulted in better identification of learners at risk of underachievement. Children’s progress and achievement are well monitored and outcomes are reported to families and trustees.

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective sustainable processes and practices.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school responds very well to those Māori and other children whose progress and achievement need acceleration. A wide range of data and information is collected and scrutinised by leaders. This information is used well to identify learners requiring acceleration, and those who would benefit from additional support. Leader and teachers:

  • have regular collaborative discussion suitably focused on promoting student progress and wellbeing

  • identify additional support, including the provision of teacher aides, to assist students with high learning needs.

Structured internal and external moderation for writing is well planned. Leaders recognise continuing to develop and enhance these practices as worthwhile. School processes and expectations assist teachers to make judgements against the National Standards in all three areas.

The school is considering the use of assessment tools such as The Progress and Consistency Tool (PaCT) and Learning Progressions Framework. ERO’s evaluation affirms that the use of such tools should assist leaders and teachers to further improve assessment practice and the dependability of teacher judgements.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The culture of the school is inclusive and welcoming. Establishing educational relationships with families and the wider community are valued. Students’ and families’ aspirations are recognised and respected. This contributes positively to children’s wellbeing, engagement and learning. Improvement has been made in responding to Māori learners’ culture, language and identities.

A positive tone is evident in the school. Relationships amongst school staff and students are respectful and reciprocal. Children are engaged and purposefully involved in learning activities.

Digital learning options provided support engagement and extend the scope of children’s learning.The school’s vision and values express high expectations for children to lead their own learning, achieve well and have a strong sense of wellbeing. Curriculum development and renovations to physical learning spaces support teaching practice to promote and enact the school’s vision.

The board and leaders actively seek the views of children and the school community. Strategic goals reflect school priorities. Annual planning identifies actions focused on achieving the school’s desired outcomes.

Appropriate professional learning and inquiry assists the new teaching teams to build knowledge of the school’s curriculum and its approach to teaching and learning. Teachers are highly reflective and school processes enable staff to know learners’ strengths and needs well.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

To achieve and sustain equitable outcomes for all students, furthering understanding and use of deliberate, effective internal evaluation in relation to curriculum developments is necessary. This should help leaders, teachers and trustees to know how effective curriculum innovations and changes to teaching practice are, in achieving the enactment of the school’s vision, goals and targets. Evaluative judgements should highlight success to date, define limitations and inform planning for consistent sustainable practice.

Although activities and events provide children with opportunity to participate and celebrate Māori culture and te reo, meaningful inclusion of te ao Māori across the curriculum continues as an area of ongoing development.

Charter achievement targets should be revised and progress tracked against these to: further strengthen practice for those students identified as requiring acceleration; and to plan positive achievement trajectories for their success.

The school continues to work on strategies to embed consistent teacher practice. Refining teacher inquiry to link specifically with appraisal is a next step. Enhancing moderation processes to ensure consistent and dependable teacher judgements in relation to the National Standards, especially for children after 40 weeks and 80 weeks of schooling should continue.

The school’s appraisal process meets the requirements for issuing and renewing Teacher Practising Certificates.

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.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review there were no international students attending the school.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • revise charter achievement targets and tracking of progress to further strengthen the school’s response to all students requiring accelerated progress

  • refine teacher inquiry to link specifically with appraisal
  • enhance moderation processes to ensure consistent and dependable teacher judgements in relation to the National Standards.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

3 November 2017

About the school

Location

Crofton Downs, Wellington

Ministry of Education profile number

2823

School type

Contributing (Year 1 - 6)

School roll

257

Gender composition

Male 51%, Female 49%

Ethnic composition

Māori 8%
Pākehā 72%
Asian 16%
Pacific 4%

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

3 November 2017

Most recent ERO report(s)

Education Review June 2014
Education Review June 2011
Education Review June 2008