Fenwick School

Findings

Fenwick School staff work effectively as a team. The ‘Fenwick Way’ (do your best, be fair and honest, and respect others) is clearly evident throughout the school. Students’ cultures are embraced and celebrated. They achieve highly in relation to the National Standards in reading writing and mathematics. They experience a wide range of learning opportunities.

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?

Fenwick School is in the town of Oamaru. Students enjoy the well-maintained spacious grounds. Students at Fenwick School learn in a caring and respectful environment. The ‘Fenwick Way’ (do your best, be fair and honest, and care for and respect others) is clearly evident in the interactions and daily life of the school. The inclusive school culture means the diverse backgrounds of the students and their families are warmly embraced.

Staffing is stable and the school is well led by an experienced principal and senior leadership team. There are strong relationships between staff and students and among staff. The very supportive community is involved in the school in a range of ways. The board has funded a high number of teacher aides and is committed to keeping class sizes small.

The recommendations from the July 2012 ERO review have been addressed. There are some aspects of self review and strategic planning that are being further developed.

2. Learning

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

Assessment information is used effectively to support students’ engagement, progress and achievement.

Students achieve highly in relation to the National Standards in writing and mathematics and particularly highly in reading. Students at risk of not meeting expectations are closely monitored and provided with extra support to help them succeed. Achievement targets for 2015 have been set to raise student achievement in writing. The school’s relationships with parents play a vital role in achieving success for these students.

Teachers reflect on their practice and are actively involved in ongoing improvement and raising student achievement. They know their students well and share responsibility for the success of all students.

Teachers use assessment information well to:

• plan and teach at appropriate levels

• identify students who need extension or extra support

• detect students’ learning needs, plan well to meet these and monitor progress

• set goals and targets and determine students’ next learning steps

• support smooth transitions into school and between classes

• report to parents clearly showing levels of progress and achievement and next learning steps.

Leaders use assessment information effectively to:

• set targets

• develop suitable interventions for supporting or extending students’ achievement

• inform self review

• decide on specific professional development (PD) to upskill teachers and meet students’ needs

• analyse, identify and respond to trends and patterns in whole school achievement

• report to the board on student achievement and effectiveness of programmes and practices.

Trustees use assessment information for making strategic decisions such as resourcing of teacher aides, PD for staff, creating initiatives such as the gifted extension class, and special programmes.

Areas for review and development

The school has identified and ERO agrees, that it is timely to review the consistency across the school of student involvement in making decisions about their next learning steps. ERO found some high quality examples which could be used as models.

The wording of achievement targets needs to be refined to focus on the need for all students at risk of not reaching the National Standards to make accelerated progress.

3. Curriculum

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

The school’s curriculum effectively promotes and supports students’ learning.

The school makes effective use of the local geographic and historical features to enhance students’ learning. The students experience a wide range of learning opportunities within the school and in the wider community.

Students receive high quality teaching, relevant learning activities and programmes through well-integrated curriculum topics that are developed across the school and based on an inquiry approach (students following their own inquiries). There are collaborative working relationships among staff at all levels.

The students are given choice in their learning within the classroom and the playground. Their ideas are respected and many result in changes.

The school’s values and the key competencies underpin the curriculum and are included in written reports to parents.

Students’ learning is well supported by skilled and experienced teacher aides who work in all classrooms on a daily basis. Students were observed to be highly motivated and on task with their learning. There is an emphasis on them taking pride in their work and doing their best.

Leaders and teachers know the children well and are very responsive to their identified needs. Students who are at risk of not achieving well are closely monitored at all levels and concerns are discussed in syndicates, with the special education needs coordinator (SENCO) and the leadership team. Students with special abilities are provided with a high quality alternative programme to ensure they are appropriately challenged.

An experienced SENCO actively seeks and includes a number of agencies to support students’ wellbeing and those at risk of not achieving. Close communication is maintained between the school, agencies and families, and support is available for children who are vulnerable.

Education outside the classroom is a regular feature of the school programmes and is well resourced and provides a variety of learning experiences.

The school includes aspects of Māori and Pacific Island culture and language within students’ learning experiences. This includes the school taking opportunities to celebrate the diverse cultures and involve Māori and Pacific Island communities in school activities.

The beginning teacher is well supported towards full registration.

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

The school has continued to strengthen the many ways in which it supports Māori students’ engagement, achievement and wellbeing. Staff, school leaders and trustees have created a culture of respect and inclusion for the many cultures at the school. The values of manaakitanga and whanaungatanga (caring relationships) are widely practised and evident in school-wide events and experiences.

Overall, Māori students achieve highly in their learning and at levels similar to that of their peers. Along with other students, their learning and wellbeing is closely monitored and supported.

Opportunities to learn and experience te reo and tikanga Māori within the school are planned for. Māori students spoken with by ERO enjoy the many meaningful opportunities provided for learning and celebrating their language and culture.

The school is very responsive to the wishes of its Māori community. School leaders model a high respect for te reo and tikanga Māori. They actively seek Māori parent and local rūnaka involvement in the life of the school and to help set school direction and development.

The culture and language of Māori students is increasingly becoming an integral part of life at school. Teachers are supported to become more comfortable and confident in using and teaching te reo.

Pacific Student Success

The number of Pacific students at the school is increasing. The majority of Pacific students are Tongan. The school has responded well to their learning and cultural needs by employing a Tongan-speaking teacher aide who liaises between students, families and the teachers.

As with all students, the achievement of Pasifika is closely monitored. This includes effective targeting of support for those who have English as a second language (ESOL).

The school demonstrates that it values highly Pasifika languages, culture and identity. Students are confident about themselves as learners and as important members of their school.

The school welcomes its Pacific parents and community. Their opinions and involvement are appreciated. This helps enrich learning for all students.

The principal uses cultural competencies in teacher appraisal and plans to more intentionally use students’ opinions to evaluate teaching and learning.

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.

All members of the board of trustees, including the chairperson, are new to the board. They will undertake training as it becomes available so that they have a growing understanding of their roles and responsibilities. The previous board chairperson remains in a mentoring role for the new chair.

The school leaders and teachers receive targeted professional development which is funded by the board as a high priority. The current professional development for teachers is in writing and mathematics.

Fenwick School has experienced staff who work effectively as a team. There are strong relationships between staff, the board and the community.

The experienced and able management team supports teachers to grow in their leadership skills.

A recently developed self-review framework has been implemented and should lead to more robust self review.

Area for review and development

The board receives regular reports about students who may be at risk of not achieving. These reports should show the difference made to students’ progress in a way that supports the board’s decisions about the resourcing of initiatives.

The current strategic plan includes day-to-day business. It would be more useful if it more clearly reflected the key priorities identified by the school.

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

Fenwick School staff work effectively as a team. The ‘Fenwick Way’ (do your best, be fair and honest, and respect others) is clearly evident throughout the school. Students’ cultures are embraced and celebrated. They achieve highly in relation to the National Standards in reading writing and mathematics. They experience a wide range of learning opportunities.

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

Chris Rowe 

Deputy Chief Review Officer Southern (Acting)

About the school