School Lane, Duvauchelle
View on mapThis Profile Report was written within 8 months of the Education Review Office and Duvauchelle 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
Duvauchelle School is a small, contributing primary school, located on Banks Peninsula, which provides education for students in years 1 to 6. The school’s vision is to be where tamariki grow to be AWESOME: Authentic, Welcoming, Excelling, Smiling, Outdoors, Motivated, and Engaged. An experienced principal joined the school in 2020.
Duvauchelle School’s strategic priorities for improving outcomes for learners are to:
have high aspirations for every learner | ākonga, and support these by partnering with their whānau and communities to design and deliver education that responds to their needs, and sustains their identities, languages and cultures
reduce barriers to education for all, including Māori and Pacific learners | ākonga, neurodiverse learners | ākonga and those with learning support needs
ensure every learner | ākonga gains sound foundation skills, including language, literacy, and numeracy.
You can find a copy of the school’s strategic and annual plan on Duvauchelle School’s website.
ERO and the school are working together to evaluate the impact of their refreshed, localised curriculum on improving student achievement, agency, and belonging.
The rationale for selecting this evaluation is:
the school has identified the need for students to deepen their connection to Banks Peninsula and Aotearoa histories to strengthen their senses of belonging, time, and place
learners represent a broad and diverse range of cultures and learning needs that could be better served by a refreshed, localised curriculum.
The school expects to see learners:
all making sufficient and expected progress across the curriculum
able to articulate what they are learning and why, their progress and next steps
demonstrating strong senses of belonging, of self, and the school motto of “being the best me”.
The school can draw from the following strengths to support the school in its goal to evaluate the impact of their refreshed, localised curriculum on improving student achievement, agency, and belonging.
Moving forward, the school will prioritise:
professional learning with local iwi and cluster schools which will deepen understanding of local history
collaboratively evaluating the existing curriculum plan to strengthen links to the Banks Peninsula area and histories
preparing and implementing the revised curriculum and evaluating its impact on learner achievement, agency, and belonging.
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
25 July 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of June 2023, the Duvauchelle School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
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Yes
For further information please contact Duvauchelle 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
25 July 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Duvauchelle School is a small rural school in Banks Peninsula for students in Years 1 to 6. They learn in three classrooms which have small student numbers. At the time of the review, the school had a roll of 58 students.
The school’s vision is ‘To embrace learning, explore possibilities, realise potential and be unique’. The mission of the school is ‘Learners today...Leaders tomorrow’.
The values of the school are to display whanaungatanga, manaakitanga and kaitiakitanga.
The school’s current priorities are to:
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Recent changes in staffing include the appointment of a new principal in April 2019. Schoolwide professional development is focusing on mindfulness and the Ministry of Education Accelerated Learning in Literacy contract (ALL). The school has been recently refurbished.
Duvauchelle School is part of the Banks Peninsula Learning Cluster.
Achievement information provided by the school during the onsite stage of the review shows that it is yet to achieve equitable outcomes for all students.
School data for 2015 to 2018 shows that most students achieve at or above expected curriculum levels. Over time, this data shows a decline in reading achievement.
Achievement information provided to ERO does not include outcomes for all groups of students each year.
ERO is not able to evaluate how effectively the school is accelerating learning for those Māori and other students who need this. Achievement information provided during the onsite stage of the review did not clearly identify the rate and sufficiency of accelerated progress for these students.
There is a strategic approach to building relationships and enhancing wellbeing to support student learning and their sense of belonging to the school. Parent and community knowledge and resources are valued and used within the school.
Students with additional learning needs are well supported. Individual student needs are responded to through access to external resources and agencies, individual education plans and differentiated learning. Targeted resourcing by the board of trustees allows for one-to-one support for students.
Students have access to a broad and responsive curriculum. The recent re-development of the curriculum provides clearer guidelines for teaching and learning. The use of local community resources further enhances the curriculum. Students are able to learn within a range of curriculum experiences that provide opportunities for them to achieve the school’s valued outcomes and experience success in a variety of contexts.
Focused and strategically-aligned professional development has an emphasis on supporting priority learners. Professional capability and capacity is being further developed through effective use of the Banks Peninsula Learning Cluster resources. The use of staff strengths in curriculum leadership supports an increasingly collaborative teaching team who have a shared responsibility for improving outcomes for their students.
The new principal and board of trustees are focused on improving teaching and learning. They have identified and prioritised a number of actions, including engaging with training to develop governance knowledge and renew the strategic plan. The school’s policy framework has been revised and a regular review cycle is now in place.
Internal evaluation remains a significant area for development, as identified in the previous ERO reports of 2012 and 2015. Leaders and teachers must ensure that they develop an understanding of internal evaluation and how to use it in order to evaluate how effectively initiatives and innovations are improving outcomes for children.
Schoolwide record keeping needs to be improved so that leaders are assured that they are meeting their legal requirements and that school documentation is useful for supporting school improvement. This includes:
The school is not yet making effective use of achievement data. Leaders and teachers need to continue to strengthen data management systems and processes for collecting, moderating, analysing and reporting student achievement across the curriculum. This is likely to improve the setting of goals and targets to accelerate achievement, and allow for more informed and regular reports to the board about student progress in relation to goals and targets.
The redeveloped curriculum guidelines need to be further developed to ensure clarity of expectations for teaching and learning. Guidelines that promote effective bicultural practices and teaching and learning should be prioritised as areas for development.
The new appraisal system does not meet Teacher Council requirements. Leaders must ensure that all teachers are appraised and that all Teaching Council requirements are met.
The school has not made effective progress on most of the recommendations of the previous ERO report (2015) including;
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Duvauchelle School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
ERO identified non-compliance in relation to:
In order to address this, the board of trustees must:
To improve current practice, the board of trustees should ensure:
ERO recommends that the Ministry of Education and/or New Zealand School Trustees Association provide support for the school in order to bring about needed improvements in:
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
10 March 2020
|
Location |
Duvauchelle, Banks Peninsula |
|
Ministry of Education profile number |
3332 |
|
School type |
Contributing (Years 1 to 6) |
|
School roll |
58 |
|
Gender composition |
Girls 30, Boys 28 |
|
Ethnic composition |
Māori 5 NZ European/Pākehā 44 Other Ethnicities 9 |
|
Students with Ongoing Resourcing Funding (ORS) |
No |
|
Provision of Māori medium education |
No |
|
Review team on site |
October 2019 |
|
Date of this report |
10 March 2020 |
|
Most recent ERO report(s) |
Education review October 2015 Education review May 2012 |
Duvauchelle School provides a welcoming and supportive environment for students and families. Te reo and tikanga Māori are well integrated into the curriculum. The school makes good use of specialist teachers and the skills of community members to extend learning opportunities. The school leaders now need to establish a programme of effective self review to know about the effectiveness of school programmes, and learning and teaching.
ERO is likely to carry out the next review in three years.
Duvauchelle School is a small country school providing for students from Years 1 to 6. Parents and the wider community are actively involved in the school. Te reo and tikanga Māori are well integrated throughout the curriculum. The school environment is well used by students to work cooperatively, be creative, problem solve and care for the natural world.
Students learn in two classrooms with low numbers of students in the classroom. The board contributes funding for an additional class and specialist teachers to broaden the curriculum opportunities for learners.
The school has recently elected three new trustees. Two new teachers joined the staff in Term 3, 2015. The principal and board chairperson are experienced in their roles.
The school has made considerable progress in meeting the recommendations from the 2012 ERO review. A strategic plan has been developed and the school curriculum has been documented. The school has established closer working relationships with other schools. Internal evaluation remains an area for ongoing development.
The school is making progress in improving learners’ engagement, progress and achievement.
The principal and teachers make good use of achievement information to identify and support students who need more help with their learning. They use a wide range of assessment tools to help them make their judgements on learners' progress and achievement. Detailed analysis identifies student progress in reading, writing and mathematics.
Annual school targets identify students who are at risk of not achieving. These students are well supported in their learning. The board provides considerable resources to support a number of extra programmes and teacher-aide assistance for these students.
ERO has identified that the next steps for improving learners’ engagement, progress and achievement include the principal and teachers:
The school is making good progress in developing and implementing a curriculum that promotes and supports student’s learning.
The school has developed some comprehensive curriculum documents. These documents provide teachers with clear direction for planning and delivering their classroom programmes, assessing student learning and helping students to continue to develop their thinking skills.
Students have a wide range of learning experiences within the school and the wider community. Curriculum specialists in Māori, French and music regularly visit the school to provide class and individual programmes. Community members share their expertise to help to ensure students have a good knowledge of their local community, including Māori and French history. Students also have many opportunities to solve problems, be creative and work collaboratively with others.
The board and teachers place a strong emphasis on student wellbeing, and respecting and caring for others. Students have good relationships with each other and their teachers. Older students are encouraged to take responsibility, show leadership and support younger students.
The school and the neighbouring preschool have established a good programme to support learners' transition to school. Teachers at the school know the preschool children well before they start school. The preschool and school teachers share important information to make transitioning easy and seamless. A well developed buddy system helps to ensure new entrants are well supported by older students prior to, and during their first weeks at school. This helps to develop and build ongoing supportive relationships.
Students achieve very well in the National Standards in reading and mathematics and less well in writing. Māori student achievement is similar to their peers.
The principal and ERO agree that the next steps for strengthening the effectiveness of the school curriculum include:
Trustees, leaders and teachers place a strong emphasis on including te reo and tikanga Māori in the school’s curriculum and students knowing and understanding the local Māori history. This is supporting Māori students to be proud of their cultural heritage and its prominent place in the school.
Parents of Māori students are regularly consulted about their aspirations for their children. They are actively involved in the life of the school.
The principal has high expectations that teachers and students will continue to increase their knowledge in this aspect of the curriculum. Key school documents include te reo and tikanga Māori and its significance for all students, particularly Māori students. Class programmes include regular te reo and tikanga lessons.
The principal and teachers have a programme for Māori language. They now need to ensure that it builds students’ confidence and knowledge in te reo Māori as they progress through the school.
The school is making good progress in developing systems and practices to sustain and improve its performance.
The trustees are developing a good understanding of their roles and responsibilities. They make appropriate use of training to increase their understanding, and to develop and improve school systems and practices. The board has high expectations that new trustees will be involved in training so they can participate knowledgeably in decision making.
The trustees and principal, in consultation with the community have developed a useful strategic plan. This plan provides good direction for the future development of the school, and is well linked to learning and teaching. The strategic plan clearly identifies what is important for students’ learning and wellbeing in this community and what needs to happen for these goals to be achieved. There are some links between teacher appraisal goals and those in the strategic plan.
Parents and members of the wider community are very involved in the life of the school. Regular board surveys are often responded to by all parents. Responses show that parents are very positive about the school and what it provides for their children.
The board and teachers are active members of a local cluster of schools and early childhood centres. This involvement is providing good support and some useful professional development for leaders and teachers.
The board and ERO agree that the trustees, principal and teachers need training to better understand and effectively use internal evaluation to enable them to sustain and improve school performance in all areas, including the curriculum and specialist programmes.
The board and principal should also:
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO recommends that New Zealand School Trustees Association (NZSTA) provide training for the board and teachers in self review to ensure the school can sustain and improve its performance in all areas, including the curriculum and board operations.
Duvauchelle School provides a welcoming and supportive environment for students and families. Te reo and tikanga Māori are well integrated into the curriculum. The school makes good use of specialist teachers and the skills of community members to extend learning opportunities. The school leaders now need to establish a programme of effective self review to know about the effectiveness of school programmes, and learning and teaching.
ERO is likely to carry out the next review in three years.
Chris Rowe Deputy
Chief Review Officer Southern (Acting)
14 October 2015
|
Location |
Banks Peninsula |
|
|
Ministry of Education profile number |
3332 |
|
|
School type |
Contributing (Years 1 to 6) |
|
|
School roll |
34 |
|
|
Gender composition |
Girls 18; Boys 16 |
|
|
Ethnic composition |
Pākehā Māori Asian Tongan |
25 7 1 1 |
|
Review team on site |
August 2015 |
|
|
Date of this report |
14 October 2015 |
|
|
Most recent ERO reports |
Education Review Education Review Education Review |
May 2012 December 2008 December 2005 |