Edendale School (Southland)

Edendale School (Southland) - 29/06/2015

Findings

Edendale School is a well-established, small rural school in Southland. Most students achieve at or above the national standard in reading and writing. Students benefit from a rich curriculum that encourages the development of shared values and attitudes and provides a wide range of learning opportunities. The school is very well led. The board has a close working relationship with the principal. Trustees have a clear understanding of their roles and responsibilities and have a strategic outlook.

ERO is likely to carry out the next review in four-to-five years.

1. Context

What are the important features of this school that have an impact on student learning?

Edendale School is a long-standing, well-established, small rural school in a dairy-farming community in Southland. The school provides an inclusive and supportive environment where students' cultures are well valued.

Since the 2010 review, the school roll has remained stable. However, through the year a significant number of students arrive at and leave the school. There has also been a sharp increase in the number of students from overseas, including English as second language learners (ESOL). These changes are linked to the rapid growth of dairying in Southland.

The close and active community is very supportive of the school. Students participate in a wide variety of outdoor pursuits within and beyond the community. Parents continue to be valued as key partners in students’ learning and are kept well informed about new approaches and developments in the school.

Since the previous ERO review the principal and teachers have addressed the areas for review and development. They have extended their review of practices that support students' learning and achievement. The school has a closer relationship with local early childhood centres.

2. Learning

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

The school makes very good use of achievement information to promote students’ learning. Almost all students achieve at and above the National Standards in reading and writing. Students also perform well in mathematics. Teachers are focused on further raising achievement in mathematics.

Teachers use a number of reliable assessments and practices to identify students’ strengths and learning needs. Detailed analysis of assessment information in a range of curriculum areas is a strong feature. This achievement information is well analysed and is used effectively by teachers to provide appropriate support for students.

Teachers have developed useful practices that help them make accurate judgements about student achievement in literacy. This included working across the school and with a cluster of local schools to improve the validity of judgements.

Parents receive regular and useful information about how well their child is progressing against the National Standards. Senior leaders have established a detailed booklet that helps parents to see their child’s learning progress and achievement.

Teachers offer students a supportive learning environment. The next step is to support students to further develop their self-management skills so that they become increasingly responsible for their own learning.

3. Curriculum

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

Students benefit from a rich and effective curriculum that encourages the development of shared values and attitudes. The curriculum provides a wide range of meaningful learning opportunities. It is well documented and provides extensive guidelines for teachers.

The school’s vision, values and expectations for successful learning, developed in consultation with the school’s community, are actively promoted and well integrated into classrooms and school documentation.

Teachers are reflective and make appropriate changes in their practices and programmes to better meet identified needs. Well planned, relevant learning experiences and the use of a range of technologies support students' learning and engagement. The principal and teachers keep the board well informed about learning and achievement through detailed and informative curriculum reports.

Well-focussed and targeted professional development within the school, and the learning cluster, helps to contribute to consistent teaching strategies, and improved learning outcomes for students.

Teachers and managers have organised a comprehensive curriculum for students. The school curriculum could be strengthened further by:

  • making biculturalism in each of the curriculum areas more evident
  • increasing student voice in the design and delivery of the curriculum
  • reviewing and refining the school values.

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

The school is increasing its capacity to promote educational success for Māori, as Māori. The number of Māori students has doubled since the 2010 ERO review.

The school’s 2014 achievement information shows that Māori students are achieving at similar rates to their peers, particularly in reading and writing.

In term 4 2014 the school employed a teacher from a local school to provide opportunities for all students to learn te reo and tikanga Māori within their class programmes. Teachers have identified, and ERO agrees, that this is an area that they need to strengthen to ensure that all teachers have the necessary skills to continue the programme.

Managers and teachers have used Ministry of Education resources to consider ways to support Māori students to succeed as Māori. This is still in the early stages and is an area that they agree needs further development.

The board has provided opportunities for consultation with its Māori community. Trustees are aware that they need to consider a range of ways to successfully gather the views of all Māori families.

4. Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The board is well led by an experienced chairperson. Trustees have a clear understanding of their roles and responsibilities and have a strategic outlook. The board has a close working relationship with the principal and has a good understanding of its governance role.

The board, principal and senior leaders make very good use of self review. It is contributing to their ongoing school improvement.

The principal provides very detailed and useful information to the board on curriculum development, student achievement and progress against the board's strategic goals.

The principal and senior leaders work closely together, are proactive and lead their local cluster in regular professional development. They:

  • are collaborative, have clearly defined roles and responsibilities and high expectations
  • have established comprehensive internal systems and guidelines for teachers
  • are actively involved in regular professional development with teachers
  • closely monitor and support teachers.

The board monitors student achievement closely. It sets challenging student achievement targets. The targets should be refined to indicate the shift trustees would like to make over time for specific groups of students.

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.

Conclusion

Edendale School is a well-established, small rural school in Southland. Most students achieve at or above the national standard in reading and writing. Students benefit from a rich curriculum that encourages the development of shared values and attitudes and provides a wide range of learning opportunities. The school is very well led. The board has a close working relationship with the principal. Trustees have a clear understanding of their roles and responsibilities and have a strategic outlook.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

Deputy Chief Review Officer Southern

29 June 2015

About the School

Location

Southland

Ministry of Education profile number

3947

School type

Contributing (Years 1 to 6)

School roll

131

Gender composition

Girls 50%;

Boys 50%

Ethnic composition

NZ European/Pākehā

Māori

Asian

Pacific

Other

76%

16%

6%

1%

1%

Review team on site

April 2015

Date of this report

29 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

2010

2007

2004

Edendale School (Southland) - 19/05/2010

1. The Education Review Office (ERO) Evaluation

Edendale School provides a good quality education for Years 1 to 6 students. Since the last review, student numbers have increased and it is now a six teacher school. Most students achieve at or above expected levels in reading, writing and mathematics. Their parents are very well informed about their progress and achievement, teaching and learning priorities and what is happening in the school.

Students at Edendale describe their school as friendly and safe. In particular, ERO noted the caring way older students related to younger students. Teachers actively promote the school’s values about learning and character development and encourage older students to develop leadership and organisational skills. Academic and other achievements are often celebrated.

The school has a strong focus on ongoing improvement. This is evident at a board, principal and teacher level. Their vision is to develop students who are confident, connected, actively involved and lifelong learners. ERO noted other strengths. These include:

  • teachers know their students well and have a very good understanding of how they are progressing and achieving;
  • students experience a well-balanced curriculum and make good use of the computer to support their learning;
  • through an inquiry approach to learning, students have interesting learning experiences. For example, as part of a topic on trapping, some students learnt about early Māori trapping, met and listened to local trappers and designed their own traps;
  • students with special abilities and/or learning needs benefit from well-planned extension or support programmes;
  • parents and the local community strongly support the school. For example, parents recently purchased ten laptops and a local business meets the ongoing cost of heating the swimming pool;
  • the teachers show a strong commitment to professional learning; and
  • the principal has introduced innovative ways to develop teachers’ knowledge and practice.

The board and principal have robust systems to review how well the school is achieving its annual plans, student achievement and other targets. They and ERO identified several areas that the school could strengthen. These include: making the school’s vision more evident in the classroom and building a closer relationship with local early childhood centres.

Future Action

The board of trustees has demonstrated that it is governing the school in the interest of the students and the Crown. The board, together with the principal and school leaders, continues to be highly effective in using self review procedures to further promote student learning - engagement, progress and achievement. ERO is likely to carry out the next review in four to five years.

2. Edendale School ’s Curriculum

Edendale School How effectively does the curriculum ofpromote student learning - engagement, progress and achievement?

School context and self review

Edendale School community has adopted the New Zealand Curriculum (NZC) vision of developing children who will become confident, connected, actively involved and lifelong learners. Other curriculum priorities are reading, writing, numeracy, an inquiry approach to learning and using information and communication technologies (ICT) as a tool for teaching and learning. In each of these areas, all teachers are involved in ongoing professional learning.

Reports to the board show that most students achieve at or above expected levels in reading, writing and mathematics. The school uses a range of nationally recognised assessment tools. The board is well informed about the achievement of Māori students. Their achievement levels are similar to their non-Māori peers.

The school uses a variety of ways to review how effectively its plans and programmes are implemented. These are discussed below as an area of strength.

Areas of strength

Curriculum Development

The school and parents have worked together to identify what they want for their children and how this should happen. They have:

  • personalised the NZC vision and key competencies to make them their own; and
  • identified desired learning and character values.

The school continues to inform parents about and involve them in its curriculum.

The school has a well-balanced curriculum that is designed around its priorities of literacy, mathematics, ICT, inquiry learning and developing the whole child.

Students have good opportunities to learn in all essential learning areas.

There are carefully planned structures and programmes to meet the diverse needs and abilities of students.

School leaders and teachers provide structures and activities that encourage students to think about, use and apply the school values and key competencies.

The principal and teachers are constantly reflecting on and adapting the curriculum to better meet the students’ needs. They:

  • identify achievement trends and adjust teaching programmes accordingly;
  • use an effective inquiry approach to learning and skilfully integrate different learning areas and ICT into this; and
  • have aligned their expectations of achievement with the national standards and made some adjustments to how they report to parents.
Student Progress and Achievement

Students are being encouraged to take more ownership of their learning. This happens through:

  • setting useful long-term learning goals. In some classes, teachers take this further by getting students to plan how they will achieve these goals;
  • teachers making the next learning steps clear to students; and
  • an innovative Years 4 to 6 homework programme that fosters self-directed learning and acknowledges the learning that happens at home.

Students benefit from good teaching practice. All teachers have a good understanding of how their students are progressing and achieving. The best practice was seen when teachers:

  • constantly adapted their teaching to better meet students’ needs;
  • gave specific oral and written feedback to students, including next learning steps; and
  • skilfully questioned students to get them to think more deeply and modelled rich language.

The principal and teachers involve and value parents as partners in their children’s learning.

Parents receive comprehensive information about how their children are progressing and achieving and with the teacher and their child set useful learning goals.

Through the weekly newsletter, parents are well informed about learning programmes and priorities, as well as curriculum developments.

Capability and sustainability
  • The school is very well led, managed and governed.
  • The roles and responsibilities of the board and principal are well defined.
  • The board has a strategic focus on the long term development of its school.
  • The school has well implemented and monitored strategic and annual plans.
  • Through the principal, the board is well informed about student progress and achievement.

As a result of this and other information, trustees make well informed decisions.

The school has a strong focus on improving outcomes for students. This is evident in:

  • the constant review and adaptation of school structures, programmes and supporting documents;
  • regular planned and spontaneous reviews that lead to informed change; and
  • well-designed and carefully aligned systems that support improved teaching and learning. For example, teachers meet regularly to discuss how they could better meet the learning needs of particular students and to discuss aspects of their teaching practice or recent professional learning.

Professional leadership is focused on improving teaching and learning and building staff capability. This is evident in:

  • purposeful delegation to build teacher capability and create career pathways;
  • the fostering of innovative practices to build teacher capability;
  • systems to ensure that professional learning leads to change and lifts student engagement and achievement; and
  • the principal’s continuing emphasis on making the school’s vision a reality.

Areas for development and review

During the course of the review, the principal, trustees and ERO agreed on the following areas for development:

  • the principal and teachers review teaching and learning practices in the classroom so that they more directly reflect the vision of the school for students to become confident, connected, actively-involved and lifelong learners;
  • teachers extend their reflective practices to more critically evaluate the impact of their classroom programmes and practices on student achievement and other school priorities; and
  • the board, principal and teachers build relationships with local early childhood centres to better assist children in their transition into school.

3. Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Edendale School completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • board administration;
  • curriculum;
  • management of health, safety and welfare;
  • personnel management;
  • financial management; and
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment);
  • physical safety of students;
  • teacher registration;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

During the course of the review ERO did not identify any areas of non-compliance. However, ERO discussed several areas where procedures to support good practices could be improved. These matters were all addressed while ERO was on site.

4. Future Action

The board of trustees has demonstrated that it is governing the school in the interest of the students and the Crown. The board, together with the principal and school leaders, continues to be highly effective in using self review procedures to further promote student learning - engagement, progress and achievement. ERO is likely to carry out the next review in four to five years.

Graham Randell

National Manager Review Services

Southern Region

About The School

School type

Contributing (Years 1-6)

School roll

135

Gender composition

Boys 56%

Girls 44%

Ethnic composition

NZ European/Päkehä 90%

Mäori 8%

Pacific 2%

Review team on site

April 2010

Date of this report

19 May 2010

Previous three ERO reports

Education Reviews December 2007, May 2004

Accountability Review March 2001

To the Parents and Community of Edendale School

These are the findings of the Education Review Office’s latest report on Edendale School.

Edendale School provides a good quality education for Years 1 to 6 students. Since the last review, student numbers have increased and it is now a six teacher school. Most students achieve at or above expected levels in reading, writing and mathematics. Their parents are very well informed about their progress and achievement, teaching and learning priorities and what is happening in the school.

Students at Edendale describe their school as friendly and safe. In particular, ERO noted the caring way older students related to younger students. Teachers actively promote the school’s values about learning and character development and encourage older students to develop leadership and organisational skills. Academic and other achievements are often celebrated.

The school has a strong focus on ongoing improvement. This is evident at a board, principal and teacher level. Their vision is to develop students who are confident, connected, actively involved and lifelong learners. ERO noted other strengths. These include:

  • teachers know their students well and have a very good understanding of how they are progressing and achieving;
  • students experience a well-balanced curriculum and make good use of the computer to support their learning;
  • through an inquiry approach to learning, students have interesting learning experiences. For example, as part of a topic on trapping, some students learnt about early Māori trapping, met and listened to local trappers and designed their own traps;
  • students with special abilities and/or learning needs benefit from well-planned extension or support programmes;
  • parents and the local community strongly support the school. For example, parents recently purchased ten laptops and a local business meets the ongoing cost of heating the swimming pool;
  • the teachers show a strong commitment to professional learning; and
  • the principal has introduced innovative ways to develop teachers’ knowledge and practice.

The board and principal have robust systems to review how well the school is achieving its annual plans, student achievement and other targets. They and ERO identified several areas that the school could strengthen. These include: making the school’s vision more evident in the classroom and building a closer relationship with local early childhood centres.

Future Action

The board of trustees has demonstrated that it is governing the school in the interest of the students and the Crown. The board, together with the principal and school leaders, continues to be highly effective in using self review procedures to further promote student learning - engagement, progress and achievement. ERO is likely to carry out the next review in four to five years.

Review Coverage

This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:

  • what is known about student achievement information, including the achievement of Māori and Pacific students;
  • decisions made to improve student achievement using assessment and selfreview information; and
  • teaching strategies and programmes implemented to give effect to the school’s curriculum.

ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.

Graham Randell

National Manager Review Services

Southern Region