Faith City School

Education institution number:

422

School type:

Full Primary

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

153

Website:

http://www.faithcity.school.nz

Telephone:

06 345 7737

Address:

127 Springvale Road, Springvale, Whanganui

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Faith City School - 17/10/2018

17 Oct 2018

School Context

Faith City School is an integrated primary school in central Whanganui for students in Years 1 to 8. It is supported by a strong church community. The school community is diverse with many cultures represented. At the time of this ERO review there are 131 students on the roll, including 31 Māori and 16 students of Pacific heritage.

The school’s special character, ‘Faith City School teaching with a Christian World View for life-long learning’, is promoted through the values, ‘Respect for God, Respect for Others, Respect for Self, Respect for Environment’ and linked to the key competencies of the New Zealand Curriculum.

The 2018 - 2020 strategic plan gives priority to ongoing improvement in student outcomes. Current goals and targets include a strategic focus on raising achievement for Māori and Pacific and accelerating learning in writing.

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

reading, writing and mathematics in relation to the levels of the New Zealand Curriculum
target learners’ progress
intervention programmes, including for English as Second Language Learners
wellbeing.

For leaders’ and teachers’ professional learning and development, the major area of focus in 2018 is writing. Faith City School is part of the Lower North Island Christian Kāhui Ako.

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 yet to achieve equitable and excellent outcomes for all its students. Student achievement data shows a large majority of students achieve at and above school expectations in reading, writing and mathematics. There is an overall decline in achievement across these areas with the exception of Māori students. Disparity has grown significantly between boys and girls in literacy, and Pacific children and their peers, in literacy and mathematics.

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

2018 mid-year data in mathematics shows most targeted children have made progress, with half of those making accelerated progress. However in literacy only some target students have made progress towards expectation and few have made accelerated progress.

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 collaboratively developed school vision and newly developed Positive Behaviour for Learning (PB4L) values are an explicit part of the teaching and learning programmes.

Students learn in caring environments that reflect empathy and respect for all. Teaching and learning experiences promote students’ participation, collaborative work, engagement, decision-making and ownership of learning. Curriculum delivery promotes confidence in culture, language and identity. Te ao Māori is woven into the school and fostered throughout classes. Leaders and teachers focus on supporting all learners’ wellbeing and achievement. They identify and respond to the needs and strengths of children through relevant interventions and a range of internal and external supports.

Leadership of teachers’ learning and development is strong, demonstrating an understanding that growing teacher capability is key to ensuring change for improved student learning outcomes. Teachers and leaders are collaborative and collegial. They engage in regular reflection and consider ways to improve outcomes for students, undertake combined inquiry and develop useful connections across the learning community.

Cohesive performance management systems focused on building collective capability are soundly implemented by leaders through inquiry and appraisal practices, including regular observation and coaching, feedback and professional learning and development. Systematic internal review, aligned to school goals and priorities, informs changes in practice.

Leaders value the diverse identities, languages and cultures of students and families and their contributions. A sound process is in place to collect and use the views of the school community, including church, parents and students, to prioritise goals and actions for further improvement. Partnerships with iwi have been developed and the opportunities of this connection and with whānau and the wider community provide engagement, support and enrichment for learners.

Trustees bring a variety of skills to their stewardship. They have undertaken training and provide competent oversight of school operation. They maintain a strong focus on resourcing the school to maximise student outcomes. They demonstrate a culture of review and evaluation. Trustees perform their dual roles of accountability and improvement with clarity and rigour.

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 should use and build on the coherent, aligned and established sound practices to recognise and address disparity. Refining processes for target setting and reporting to specifically focus on accelerating the progress of priority students are needed. This should enable leaders and trustees to better respond to the school’s goal of achieving equitable and excellent outcomes for all students, and subsequently to monitor and evaluate progress toward the goal.

The school should continue to review and develop the documented curriculum and delivery guidelines so these reflect the school values, current practices and connections to place and context, to support the enactment of its vision for successful learning.

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.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

review and revise practices associated with, and documentation of, in-committee business.

4 Going forward

Key strengths of the school

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

values that are focused on promoting schoolwide practices and processes to enhance student wellbeing, engagement and promote culture, language and identity
purposeful leadership that promotes collaboration and collective responsibility
teacher inquiry and professional development that grows collective capability
learning partnerships with the school and wider community that promote engagement and provide enriching learning opportunities.

Next steps

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

recognising and addressing disparity through a sharper focus on promoting equity
updating curriculum guiding documents to align with innovations and evolving practice.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Alan Wynyard

Director Review and Improvement Services Central

Te Tai Pokapū - Central Region

17 October 2018

About the school

Location	Whanganui
Ministry of Education profile number	422
School type	Integrated Full Primary (Years 1 - 8)
School roll	131
Gender composition	Male 52%, Female 48%
Ethnic composition	Māori 24% Pākehā 47% Pacific 12% Asian 11% Other ethnic groups 6%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	September 2018
Date of this report	17 October 2018
Most recent ERO report(s)	Education Review November 2015 Education Review November 2012 Education Review October 2009

Faith City School - 26/11/2015

26 Nov 2015

Findings

Teaching and learning are firmly based on the school’s special Christian character, and align well with The New Zealand Curriculum. Leaders and trustees are improvement-focused, and have sound systems for planning and reviewing operations and programmes. Students achieve well in relation to National Standards in reading, writing and mathematics.

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?

Faith City School, formerly known as Faith Academy, is a state integrated primary school in Whanganui. The roll comprises 148 students in Years 1 to 8. Thirty percent identify as Māori and 11% as Pacific.

The school’s special character is based on the motto ‘To learn, grow and serve the Lord’. Closely aligned with this philosophy is a set of values and principles that guide expectations, routines and relationships schoolwide. Faith City School is a Health Promoting School.

Leaders and the board of trustees have responded well to the November 2012 ERO report. Areas identified for further development have been addressed successfully and a strong focus on ongoing improvement is evident.

2 Learning

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

Leaders, teachers and trustees use achievement information effectively to make positive changes to learners’ engagement, progress and achievement.

An appropriate range of reliable assessment data is gathered. This informs teachers’ overall judgements about students’ levels of achievement in relation to the National Standards in reading, writing and mathematics. To be assured of the accuracy of these judgements, teachers have conducted a robust review of moderation processes. In addition to internal checking, they confer with other schools in a local cluster, bringing samples of student work to discuss and reach agreement about quality.

Students who are at risk of not achieving at expected levels are clearly identified. Appropriate schoolwide targets are set to accelerate the progress of groups and individuals. The current priorities for learning support involve strategies to improve senior mathematics and junior literacy.

Leaders and teachers use achievement information to find strengths and weaknesses in each student’s learning. Specific strategies are then planned and implemented to support, extend and enhance progress. Achievement is closely monitored over time, and the impact of strategies to enhance learning is evaluated.

Leaders provide well-analysed achievement information to the board. Trends and patterns are clearly reported for discussion, and decisions about funding initiatives to promote student learning are evidence-based. Information reported to the board shows that targeted strategies successfully accelerate the progress of identified learners.

The junior school focus on literacy is successfully promoted through phonics teaching and the Jump Start programme. This early intervention initiative was developed by the school in response to its goal to accelerate the progress of five year-olds at risk of poor learning outcomes. A systematic, carefully targeted approach is evident, resulting in significant improvement to the achievement levels of these learners.

Engaging parents and whānau as partners in students’ learning is a strategic priority. Progress and achievement are regularly and clearly reported to parents and whānau. Three-way conferences between students, teachers and parents further strengthen links between home and school. Next steps for learning are discussed and ideas shared about how parents can support their child’s progress.

The percentage of students meeting National Standards has increased since the previous ERO review and exceeds national rates. Māori students generally achieve at similar levels to their peers in the school. Weaker areas are known about and responded to appropriately.

There are some small disparities in the achievement of Pacific students, and these are consistently identified and addressed.

3 Curriculum

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

Recently reviewed values, principles and key competencies align well with the school’s special character and The New Zealand Curriculum.

Leaders are continuing to review the curriculum. They recognise that aspects of teaching and learning programmes are yet to be fully developed and implemented. These relate to increased integration of learning areas, more effective use of digital technologies and greater use of te reo me ngā tikanga Māori. Leaders have identified the need to improve in these areas and the school’s strategic and annual plans include actions to further develop them.

Leaders provide useful guiding documents for literacy and mathematics and articulate clear expectations for teaching and learning. ERO’s observations saw these guidelines well enacted in classrooms. Opportunities for student-led learning are increasing.

A strong focus on students’ wellbeing is evident schoolwide. Positive student learning and behaviour are affirmed through an award system that is aligned to key competencies. The climate for learning reflects shared understanding of what is expected and valued. Relationships between teachers and students and among students are warm, respectful and cooperative.

A heightened awareness and celebration of cultural diversity are evident. The board has engaged an external facilitator to build teachers’ and students’ knowledge of te reo me ngā tikanga Māori. This programme is in its second year of implementation and its impact is increasingly demonstrated in classroom routines and practices.

Teachers work together effectively as a team. This collegial approach is underpinned by their shared commitment to ongoing improvement in student outcomes and their openness to positive change. They inquire systematically into the effectiveness of teaching strategies used to raise student achievement and are well supported to improve their practice.

New entrants and their parents and whānau receive sound guidance and support before and after they start school. Similar processes take place when students leave for secondary education.

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

Māori students experience an environment in which their culture, language and local history are highly valued and respected.

The school has successfully introduced initiatives to increase Māori students’ engagement and success as Māori. Staff acknowledge that they have just begun to fulfil this long-term aspiration, and express their commitment to further building their own capability and cultural competencies.

All students and teachers learn and regularly practice waiata, mihimihi, karakia and haka. The whole school participates in pōwhiri. These cultural activities help Māori students and their whānau to develop a sense of belonging and pride in their identity. They have opportunities to lead and share their knowledge.

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 key factors that underpin this positive position are its:

firmly embedded systems and processes that support the effective enactment of its special character and values
well-informed board members who have a clear understanding of their roles and responsibilities, particularly in relation to student learning and wellbeing
experienced leaders who provide a climate in which initiative is encouraged, strengths recognised and support freely sought and given
robust appraisal processes that successfully support teachers’ professional growth and development
carefully considered, strategic approach to building and fostering strong partnerships with parents and whānau.

Leaders and trustees recognise that the next step for continued improvement in student achievement is to:

plan and implement internal evaluation of initiatives and programmes, to determine the extent to which they meet identified measures of success.

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

Teaching and learning are firmly based on the school’s special Christian character, and align well with The New Zealand Curriculum. Leaders and trustees are improvement-focused, and have sound systems for planning and reviewing operations and programmes. Students achieve well in relation to National Standards in reading, writing and mathematics.

ERO is likely to carry out the next review in three years.

Joyce Gebbie
Deputy Chief Review Officer Central

About the School

Location	Whanganui
Ministry of Education profile number	422
School type	Integrated Full Primary (Years 1-8)
School roll	148
Gender composition	Girls 54% Boys 46%
Ethnic composition	Māori Pākehā Pacific Asian Other ethnic groups	30% 49% 11% 5% 5%
Review team on site	October 2015
Date of this report	26 November 2015
Most recent ERO report(s)	Education Review Education Review Supplementary Review	November 2012 October 2009 February 2007