David Henry School

School Context

David Henry School is a contributing primary school located in Tokoroa, catering for students in Years 1 to 6. It has a roll of 80 students, 42 of whom identify as Māori.

The school’s vision is for tamariki to be inspired and empowered to ‘connect, grow, share, achieve and lead in an ever-changing world’. The school’s values are described as WHARE values: whanaungatanga, honesty (pono), ako, respect (whakaute), and engaged in learning (hihiri).

The school’s strategic goals for 2019 include ensuring:

• all students have the opportunity to learn, progress, achieve and succeed

• staff members are passionate and skilled

• whānau, local iwi and community are actively engaged with the school

• learning is meaningful and fun

• governance and leadership enable improved outcomes for priority groups.

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

• achievement in reading, writing and mathematics.

Since the previous ERO report in 2016, there have been changes in the leadership team. In term two of 2018 a new principal began in the role and a new deputy principal joined the school. The school roll has increased in that time.

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 achieving equitable outcomes for some students but is not yet achieving excellent outcomes for all.

The school’s 2018 achievement data shows that the majority of students achieved at expected national curriculum levels in reading, writing and mathematics. Māori students achieved at comparable levels to their Pākehā peers in all three reported curriculum areas. There was disparity in reading where boys achieved less well than girls. There was also disparity in mathematics where girls achieved less well than boys.

The school was unable to provide longitudinal achievement data.

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

The school is not yet able to provide information on acceleration of progress. A system for tracking and monitoring student achievement and progress is currently being developed and refined.

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 curriculum is responsive to students’ interests and wellbeing. Tikanga Māori is a strong feature of the school and is integrated into learning opportunities, the environment and daily routines. Students are consulted about their interests as part of the process for term planning. Teachers use strategies to scaffold learning, and differentiation supports the needs of some at-risk students. Leaders and teachers support children’s transitions into the school in a way that ensures parents feel welcome and children settle quickly.

Students with additional needs, and their parents, are well-supported. Clear communication processes between leaders, teachers and teacher aides enable targeted and personalised interventions to support learning and wellbeing. A range of external agencies is accessed as needed, and parents are included in decision-making, planning and relevant professional development.

A calm settled environment creates positive conditions for learning. The school’s WHARE values are highly evident in the classrooms and are articulated by teachers and students. There is a school-wide approach to promoting positive behaviour and relationships throughout the school are respectful. Tuakana teina is encouraged through leadership opportunities for senior students. Students are supported to take learning risks and their participation and contributions are affirmed by teachers.

Leaders collaboratively develops and pursues the school vision and values. Strong levels of relational trust are developed and regular consultation with the school community includes seeking student and parent voice. Leaders collect information about whānau aspirations and priorities for their children’s learning to inform curriculum planning and other aspects of school operations. Leaders accesses a wide range of professional development opportunities, aligned to strategic goals, to build staff capability.

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 need to strengthen the management and use of achievement data to:

• respond effectively to all students who are at risk of not achieving

• respond to trends and patterns of achievement and disparity

• monitor and report on rates of progress and acceleration over time.

There is a need to develop a consistent school-wide approach to planning, assessment and internal evaluation. Priorities should be given to:

• developing shared understanding and use of formative assessment practices to increase student agency

• inquiring into the effectiveness of teacher practice, programmes and interventions to raise student 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 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of David Henry School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

• an inclusive curriculum that supports students’ wellbeing and sense of belonging
• an orderly and supportive environment that is conducive to learning
• leadership that is focused on improving outcomes for students.

Next steps

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

• the management and use of achievement data to respond effectively to all at-risk students
• consistent formative assessment practices to increase student agency
• internal evaluation processes for targeted planning and action.

Actions for compliance

ERO identified non-compliance in relation to curriculum. In order to address this, the board of trustees must:

• comply with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community
  [Education Act 1989, Sections 139AC to 139AE].

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• review and update risk management procedures.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

22 July 2019

About the school