Findings
Dorie is a small rural school that caters for students in Years 1 to 8. Recent trends show that an increasing number of students arrive from, or move to other primary schools throughout the year. Students attending for more than two years are achieving well in reading. However, there is low achievement overall. Teachers know students well. The board are focused on supporting teachers in their work to help students to learn.
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?
Dorie School is a small rural school catering for students in Years 1 to 8. It is located within a mainly farming community in mid-Canterbury.
A close family environment is evident within the school. The school’s values and positive and inclusive culture, fosters students’ sense of wellbeing and belonging. It has high levels of support from community.
The school is well resourced and has a local community based preschool next door.
The board are working with the Ministry of Education to remodel the classrooms into future-focused learning environments.
Since the 2012 ERO review there has been a new principal and a number of new staff appointed. They have addressed all areas that were identified for review and development, including strengthening the school curriculum and self review.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The senior leaders and teachers effectively use achievement data to make positive changes for learners.
While achievement is lower than expected overall, students’ attending the school for more than two years are achieving well in literacy and numeracy. Groups of students in some year levels do not achieve as well as their peers in writing and mathematics. Teachers have identified this as an area to focus on to raise the achievement levels of these students.
Teachers are increasingly reviewing the effectiveness of class programmes. They are using this information to make changes to improve overall student achievement.
Teachers know students well and use a range of reliable assessments and practices to identify students’ strengths and learning needs. Students who have not reached the National Standards in reading, writing and mathematics are closely monitored and supported to lift their achievement.
Well focussed professional development is supporting teachers to use student assessment more effectively in writing.
Areas for development and review
Students’ involvement in assessing and reporting their learning could be extended further. This includes teachers:
- regularly developing learning outcomes with students
- supporting students to monitor their own progress so they know what they need to do to improve in relation to the National Standards.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum provides a wide range of relevant learning experiences through contexts that effectively promote and support student learning. The curriculum is well-documented and all learning areas identified in the New Zealand Curriculum are well covered.
Strong respectful relationships are evident between teachers and students. Students benefit from programmes that meet individual needs in reading and mathematics. Their learning is being well supported through the use of a wide range of resources, including the use of technology.
Students have increasing opportunities to take on leadership roles within and beyond the school.
How effectively does the school promote educational success for Māori, as Māori?
The school demonstrates an ongoing commitment to providing opportunities for Māori students to experience success as Māori. For instance the principal and teachers have:
- consulted with, and reported student achievement to the Māori community
- established a large kapa haka group in response to suggestions made by parents of Māori students.
Areas for development and review
The principal and staff further to build their capability in te reo and tikanga Māori by supporting the kapa haka group and continuing to include bicultural perspectives in class programmes.
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.
The board provides effective governance. Trustees are open to new ideas, and are focused on supporting teachers in their work to help students to learn. The strengths of each trustee is recognised and valued. Trustees have a clear understanding of their governance roles, are collaborative and well-led. They have implemented a robust appraisal process to support the principal to improve student outcomes.
Trustees have good knowledge of student achievement and can discuss factors that contribute towards students’ overall progress.
Senior leaders work well together, are collaboratively and keep the board well-informed about student achievement. Teachers are given good opportunities to accelerate student achievement through professional development.
Areas for development and review
ERO identified, and the board and principal agree, that to further improve outcomes for students they need to:
- extend evaluation to include the reviews of strategic goals, roles and responsibilities of the board
- consider ways to increase professional discussions with the preschool head teacher.
The teacher appraisal process is resulting in an increased focus on classroom-teaching practice. Teachers are receiving feedback on their performance. Senior leaders now need to make the areas for further development more specific on how teachers can raise student achievement further.
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.
To ensure the board is providing a safe physical and emotional environment it needs to carry out anonymous surveys for students, staff and parents. [National Administration Guidelines 5(i)]
Conclusion
Dorie is a small rural school that caters for students in Years 1 to 8. Recent trends show that an increasing number of students arrive from, or move to other primary schools throughout the year. Students attending for more than two years are achieving well in reading. However, there is low achievement overall. Teachers know students well. The board are focused on supporting teachers in their work to help students to learn.
ERO is likely to carry out the next review in three years.
Graham Randell
Deputy Chief Review Officer Southern
11 June 2015
About the School
|
Location
|
Dorie, Mid Canterbury
|
|
Ministry of Education profile number
|
3329
|
|
School type
|
Full Primary (Years 1 to 8)
|
|
School roll
|
63
|
|
Gender composition
|
Girls 30
Boys 33
|
|
Ethnic composition
|
Pākehā
Māori
Pacific
Asian
|
45
9
2
7
|
|
Review team on site
|
May 2015
|
|
Date of this report
|
11 June 2015
|
|
Most recent ERO reports
|
Education Review
Supplementary Review
Education Review
|
May 2012
May 2009
December 2007
|