Eltham School

1 Context

Eltham School is located in semi-rural Taranaki and caters for students in Years 1 to 8. At the time of this ERO review the school has 158 students enrolled, with 58% Māori and a small number of Pacific students.

An attached technology centre for Years 7 and 8 students services a number of schools in the local area. The school is currently undertaking an assessment to determine the condition of this building, with a view to refurbishment or relocation. Trustees are in the early stages of working with the Ministry of Education (Ministry) to make progress in this redevelopment.

In previous years the school has participated in Ministry initiatives. In 2014, Accelerated Learning in Mathematics was introduced and continued through 2015. The school is planning to reintroduce this initiative in 2017. Reading Together, a programme to support parents and whānau promote reading strategies at home was undertaken in 2014/15. Trustees are considering offering this again in 2017.

In 2016, a new principal has been appointed. Trustees are seeking to further develop aspects of the curriculum and build on practices to strengthen outcomes for students.

The May 2013 ERO report identified the school should increase the depth of self-review, especially related to charter goals and the connection between teacher appraisal, development and student learning, achievement and wellbeing. Strengthening partnerships for learning with families and whānau required further development. These remain areas for further improvement.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to create future achievers. The school curriculum is designed to promote the holistic development of students. It encourages students to participate and achieve academically, in sport, through culture, socially, and in community pursuits. In 2016, staff are planning to develop a graduate profile and determine the knowledge, skills and accomplishments desired for students.

Reported achievement information shows many students achieve the National Standard in reading, writing and mathematics. Lower achievement outcomes for Māori students are evident in reading and mathematics. Writing is of greatest concern with approximately half of Māori learners achieving in relation to the National Standard at the end of 2015.

To achieve equity and excellence the school should seek to address variable rates of acceleration for all students, in particular Māori learners. Leaders and trustees need to ensure achievement is consistently improved over time. The next step is to strengthen evaluation practice to understand the impact of teaching and decision making for students whose achievement needs acceleration.

Since the last ERO evaluation the school has

• provided professional learning and development (PLD) for teachers in mathematics and writing
• continued to offer intervention programmes for some students in literacy and mathematics
• made changes to the mathematics curriculum to address poor achievement and strengthen teaching and learning
• collaborated with other local schools to share practice in mathematics and writing.

3 Accelerating achievement

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

The school gathers an appropriate range of assessment information to identify the achievement of Māori learners and determine their learning needs. Many Māori learners make progress over time. However, accelerated progress is not consistently achieved or sustained. Developing a Māori achievement plan and identifying targets and actions to promote equitable outcomes is required. This should ensure the response to the learning needs of Māori students is well considered, deliberate and evaluated for effectiveness.

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

Improving the use of assessment information is required to ensure a comprehensive response to students whose achievement needs accelerating. School leaders, teachers and trustees should:

• revise annual achievement targets and align relevant actions to support improved outcomes for learners
• strengthen teachers' and leaders' capability to analyse and interpret data for the purpose of evaluation, teaching and learning
• improve teacher appraisal and inquiry to better monitor and build capability
• improve the reliability and validity of overall teacher judgements in relation to National Standards
• regularly report evaluative achievement information to trustees to support governance practice, through increased knowledge of student progress and achievement
• explore ways of extending learning partnerships with families and whānau of students requiring accelerated rates of progress.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

The school curriculum, processes and practices require improvement to promote equity and excellence for students.

The Eltham School vision for student success underpins their curriculum. Students participate in an appropriate range of activities and experiences to motivate their learning. Student leadership is provided, encouraging individuals to model and develop their co-operative skills.

Curriculum review and development is to be undertaken in 2016. Staff and trustees have planned community consultation with families and Māori whānau to reaffirm their shared values. Guidelines in reading, writing and mathematics should be redeveloped to determine shared practices and comprehensive expectations for teaching, learning and curriculum implementation.

Generally, teachers build positive relationships with Māori learners. Cultural contexts, reflecting te ao Māori, are included in the schools 'connected curriculum'. Teachers reflect on competencies through the use of Tatāiako – Cultural Competencies for Teachers of Māori Learners as part of their appraisal. To strengthen evaluation of teachers' capability, staff should develop a shared understanding of sufficient evidence in demonstrating these competencies. The school's planned development of a Year 8 graduate profile should assist in strengthening curriculum responsiveness and support evaluation.

Teachers use a range of purposeful strategies to support student learning. Increasing teachers' collective knowledge and effective use of successful strategies should strengthen practice and promote learning progress.

Processes to monitor, inquire into and build teacher practice require further development. The process for teacher appraisal is linked to the Practising Teacher Criteria (PTC). Teachers gather evidence of their practice to show how they demonstrate each criteria. To strengthen the appraisal process leaders and teachers should:

• develop a shared understanding of appropriate and sufficient evidence in demonstrating the PTC's
• receive regular, constructive and robust observational feedback in relation to their practice, specifically linked to their performance in accelerating the achievement of targeted learners.

Teachers' deliberate inquiry into the impact of their practice, in relation to student outcomes, is in the early stages. Developing a shared understanding of inquiry is a useful next step. Linking inquiry to agreed strategies for effective practice and evidencing performance by the accelerated achievement of students should improve practice.

The new principal recognises processes supporting evaluation require improvement to increase student engagement and raise achievement. The long term plan seeks to strengthen leadership, teaching, governance, school culture and the engagement of families and whānau. To ensure these are fully addressed, well managed and evaluated, leaders, teachers and trustees should develop clear actions to guide improvement.

The board needs more evaluative information to support their decision making. Participation in training is useful, and needs to be extended to support a greater understanding of student achievement and evaluation practice. To strengthen governance, trustees should:

• seek ways to consult and extend communication with families, Māori whānau and the community
• strengthen annual planning; developing specific goals linked to improvement and supporting improved evaluation practice
• develop an attendance target and specific actions to support increased attendance rates for Māori students
• review the governance manual and make relevant updates aligned to their practice, roles and responsibilities.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

• have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
• have not yet adequately established necessary conditions to effectively accelerate learning and achievement
• are not well placed to achieve and sustain equitable and excellent outcomes for all children.

Internal evaluation processes are not sufficiently developed or informative to ensure the needs of students are fully addressed. Improved knowledge and practice is necessary to ensure priorities are successfully achieved. As the new principal seeks to address the areas identified, a collaborative approach to managing development of these priorities is required. Ensuring all stakeholders are clear about their responsibilities and contribute meaningfully, is essential for achieving greater equity and excellence for students.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.

6 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 the following:

• Board administration.

• Curriculum.

• Management of health, safety and welfare.

• Personnel management.

• 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.

• Processes for appointing staff.

• Stand down, suspensions, expulsions and exclusions.

• Attendance.

• Compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendations

The board and senior leaders should:

• revise annual achievement targets and goals focused on Māori learners who require their achievement accelerated
• develop the collective capacity of staff to analyse and interpret achievement information
• review guiding documents in reading, writing and mathematics to provide comprehensive expectations for teaching, learning and curriculum implementation
• strengthen teacher appraisal and inquiry into practice
• increase the reliability and validity of overall teacher judgements in relation to National Standards
• regularly report evaluative achievement information to trustees to support effective governance
• extend communication with Māori whānau, families and the school community to develop partnerships to promote student learning
• strengthen internal evaluation. 

Joyce Gebbie

Deputy Chief Review Officer Central

23 May 2016 

About the school