Fordell School

Fordell School - 26/04/2019

School Context

Fordell School is a small, rural school just east of Whanganui that has students from Years 1 to 8. The roll of 90 students includes 22 Māori learners. Since the June 2016 ERO report, there have been a number of changes to staffing.

The vision and valued outcomes defined by the school for all children are 'community partnership creating confident, connected, life-long learners'. The vision is underpinned by the values of respect/whakaute, responsibility/kawenga, courage/toa, and compassion/aroha.

Strategic goals established by the board of trustees are to:

  • implement child-centred learning, through a curriculum founded on aspirations for high quality numeracy, literacy, integrated learning, sporting and cultural experiences

  • provide an environment that is physically and emotionally safe and supports the wellbeing of the school community

  • strategically govern, to support student achievement and the wellbeing of the community.

The 2019 achievement targets have been established in response to an identified disparity in the achievement of those Māori learners and boys in reading and writing at the end of 2018.

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

  • achievement in reading, writing, and mathematics in relation to curriculum expectations

  • progress and achievement of targeted learners

  • wellbeing

  • attendance.

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?

ost students achieved curriculum expectations in reading, writing and mathematics with over a third of learners achieving above expected levels. Well implemented systems, processes and practices successfully support equity and excellence for students.In 2018, mMāori students achieved at similar levels to non-Māori in reading and mathematics and lower in writing. Boys achieved very well in mathematics and slightly lower outcomes in writing when compared to girls.

Reported achievement from 2016 shows the school has generally maintained similar outcomes for students, with nearly all students achieving expected levels by the end of Year 8.

School reported information indicates a high number of students identified positive wellbeing.

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

The school responds well to those Māori and other children whose learning and achievement need acceleration. In 2018, nearly all students targeted in reading, writing and mathematics made progress with approximately a third of learners accelerating their achievement to meet curriculum expectations by the end of the year.

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?

A cohesive response to promoting equity and excellence for learners is evident. Well considered assessment processes, planning and inquiry frameworks systematically guide development toward the boards’ established priorities. Strategic and annual goals are inclusive of parent and whānau aspirations and align with relevant actions matched to identified priorities. Comprehensive reporting by the principal ensures resourcing by trustees is based on achieving positive outcomes for students. Professional learning and development (PLD) is appropriate to their curriculum priorities. Teacher appraisal, inquiry, coaching and mentoring processes are well planned and foster development of practice.

Students have sufficient opportunities to learn in an inclusive learning environment. Planned curriculum experiences and activities result in the purposeful engagement of learners and the community. Teachers promote the conditions to successfully foster positive student learning in the classroom.

Students identified with additional or complex learning needs receive appropriate support. Their transition to, and through the school, is well planned and flexible to suit the individual needs of learners, parents and whānau.

Achievement targets show clear alignment from the board to classroom planning and teaching. Learner progress is regularly tracked and monitored. Teachers work collaboratively reflecting on student outcomes and developing a considered response in addressing the specific needs of individual learners. Parents and whānau are well informed in relation to the achievement of their child to support learning at home.

Students develop a strong sense of belonging at school. Shared values and expectations are actively promoted and demonstrated in practice. Positive interactions foster the development of purposeful relationships between individuals, peers, teachers and the school community. Senior student leadership is valued and actively encouraged. Useful connections are established with other schools to extend curriculum opportunities for students and to share teaching practice.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

In collaboration with the community the school has reviewed and redeveloped their vision, values and overarching curriculum philosophy. Re-design and innovation of the documented curriculum is currently being undertaken to align these aspirations and document practice. Detailing curriculum learning statements should provide clear expectations for teaching and learning and provide the basis to inform evaluation.

Leaders and teachers recognise further development of culturally responsive practice is required to comprehensively promote Māori success as Māori. Teachers have participated in PLD and information is currently being gathered from Māori whānau and local iwi to inform expectations. ERO’s evaluation findings confirm further development of improvement actions is necessary to bring about the school’s desired outcomes.

The school has devised and implemented a range of targeting, inquiry and evaluation frameworks to guide development toward their priorities and achievement targets. To further strengthen the utility of these processes the school should ensure actions provide sufficient detail to guide implementation. Aligning evaluation to determine the quality of outcomes in relation to curriculum provision and in the achievement of targeted learners should enable the school to establish how well ongoing developments further promote equity and excellence for students.

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.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Fordell School performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • inclusive school and classroom environments that promote positive student and community engagement

  • responses that are well planned for students identified with additional and complex learning needs

  • a school culture that fosters a cohesive response in promoting equity and excellence for students.

Next steps

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

  • further documenting of the school’s curriculum to inform shared expectations and provide the basis to support evaluation

  • increasing the inclusion of te ao Māori across the curriculum and further building teacher capability to promote Māori success as Māori

  • continuing to develop the use of introduced frameworks designed to strengthen planning, inquiry and evaluation.

Phillip Cowie

Director Review and Improvement Services

Central Region

26 April 2019

About the school

Location

Whanganui

Ministry of Education profile number

2357

School type

Full Primary (Years 1 to 8)

School roll

90

Gender composition

Boys 47, Girls 43

Ethnic composition

Māori 22
Pākehā 66
Other ethnic groups 2

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

March 2019

Date of this report

26 April 2019

Most recent ERO report(s)

Education Review June 2016
Education Review June 2013
Education Review March 2010

Fordell School - 17/06/2016

1 Context

Fordell is a small, rural school just east of Whanganui that caters for students from Years 1 to 8. At the time of this evaluation 86 students were enrolled, with 13 identifying as Māori and seven as Samoan.

Since the June 2013 ERO evaluation, a new principal and two new teachers have been appointed. An acting principal was in the role at the time of this 2016 evaluation as the new principal takes up the position at the beginning of term 2. Staff have been involved in a range of professional learning over the past few years. This included participation in the Ministry of Education contract to Accelerate Literacy Learning (ALL).

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are 'community partnership creating confident, connected, life-long learners'. The vision is underpinned by values such as respect, compassion, pride, confidence, responsibility, courage, honesty and commitment.

The school’s achievement information shows that, at the end of 2015, over 80% of students achieved at and above National Standards in reading and mathematics, with over 90% in reading. Achievement for Māori and Samoan students is similar to their peers. The school's data over the last three years shows continuous improvement with examples of accelerated progress for students below the Standards, especially in writing. Annual achievement targets are set by the board to continue increasing the numbers of students achieving at and above the National Standards.

Since the previous ERO evaluation teachers have participated in professional learning and development related to e-learning and accelerating the achievement of students in writing. Te Rerenga ki Tai, an externally facilitated programme is helping to build staff and students' capability to pōwhiri, waiata and kōrero Māori. This new learning assists teachers in supporting students to become confident, life-long learners.

3 Accelerating achievement

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

Teachers continue to develop and use a range of good strategies to respond effectively to students whose learning and achievement needs acceleration. These include:

  • clearly identifying Māori, Samoan and other students requiring additional support
  • making good use of a range of assessment information to highlight each child's strengths and next learning steps
  • sharing the next steps with students and their families
  • providing regular feedback about progress and engagement
  • helping students take greater responsibility for their learning by monitoring their own progress and giving feedback to peers, especially in the senior classes
  • supporting students to make good use of digital devices and hands-on activities to enhance learning
  • inquiring into their teaching practice to help students accelerate their rate of progress over time.

Through ongoing inquiry, review and evaluation of the ALL contract, leaders and teachers identified next steps for development. These include promoting:

  • learning-centred partnerships with families of students whose learning needs acceleration
  • the strategies identified to accelerate the progress of students who need help to reach the National Standards by the end of Year 8.

To support this development, it is timely to review:

  • target setting at board level to focus on the acceleration of students below National Standards
  • the national assessment tools teachers use to make their overall assessment judgements, particularly in reading and writing
  • the school's assessment schedule in relation to the timing of assessments, and to include opportunities for external moderation.

This should continue to assist teachers, leaders and the board monitor and track student progress, including the rate of acceleration, over eight years of schooling.

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's curriculum, processes and practices are effective in developing and enacting the vision, values, goals and priorities for equity and excellence. Students experience a rich and varied curriculum. Priority is given to literacy and numeracy, cultural, sporting, rural-based activities and team building. Good links are made with the preschool to support transition to school. Leaders and teachers work collaboratively to respond well to the learning needs and wellbeing of students.

Te reo me ngā tikanga Māori are effectively supported in the school. Students and staff are developing their knowledge of te ao Māori, kupu Māori and protocols. Culture, language and identity are upheld through these rituals.

Students are encouraged to take greater responsibility for their own learning. They are developing an increasing understanding of their learning goals, especially for writing and other aspects that support the development of key competencies.

Families receive useful information about their child's progress through the reporting processes and digital media. They have opportunities to meet formally and informally with teachers to discuss their child's learning. Including specific next learning steps for children targeted for acceleration and how families can help at home is likely to further strengthen the reporting process.

A positive school culture and tone is apparent. Classrooms are settled learning-focused environments. Interactions are respectful and supportive. Students are actively engaged in, and enjoy, their learning. Appropriate provision is made for any student with specific needs. This includes seeking support from external agencies as required.

The school actively seeks the views of students and their families, including Māori and Samoan. This is done through surveys and other opportunities to provide feedback. Information gathered is used well by the board and teachers to promote continuous improvement and inform the review of the school's charter.

A considered appraisal process is implemented for teachers. It continues to be strengthened through the recent inclusion of the practicing teacher criteria and a new teacher inquiry model. The next step is to include Tātaiako: Cultural Competencies for Teachers of Māori Learners.

School governance is effective. Trustees have a sound understanding of their role and responsibilities. A comprehensive manual is developed to guide school operations, support succession management and the induction for new trustees. The board sets high expectations with clear alignment between the governance framework, student achievement targets and the principal's appraisal goals.

Trustees are kept well informed about progress towards the board's goals, priorities and achievement targets. They scrutinize the school's achievement data to help them make wellconsidered resourcing decisions.

The board plans to continue exploring the most effective way to consult with the Māori community to make known the policies, procedures, plans and targets for continually improving the achievement of Māori students.

5 Going forward

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

The school is well placed to achieve and sustain equitable and excellent outcomes for all students.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond to the strengths, needs and interests of each child
  • regularly evaluate how teaching is working for these children
  • do not always or systematically act on what they know works for each child
  • have a plan in place but have not yet built teacher capability effectively to achieve equitable outcomes for all children.

The ALL professional learning and development provides an effective model to regularly evaluate teaching and learning to establish what works well for these students. Continuing to use this model for writing and mathematics should help teachers gauge the effectiveness of teaching and learning, and support ongoing development.

A useful action plan has been developed to promote inquiry into the strategies that accelerate the progress of each student below National Standards.

Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop a Raising Achievement Plan to further develop processes and practices that respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.

As part of this review ERO will continue to monitor the school’s Raising Achievement Plan and the progress the school makes.

ERO is likely to carry out the next review in three 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-downs, suspensions, expulsions and exclusions

  • attendance

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

7 Recommendations

The board and ERO agree that the next step is to strengthen internal review to:

  • ensure shared understandings of this process amongst the new teaching team
  • include success indicators to enable leaders to evaluate the effectiveness of initiatives to determine how well the board's vision, values and goals are enacted.

Joyce Gebbie

Deputy Chief Review Officer Central

17 June 2016

About the school

Location

Whanganui

Ministry of Education profile number

2357

School type

Full Primary (Year 1 to 8)

School roll

86

Gender composition

Male 46, Female 40

Ethnic composition

Māori

Pākehā

Samoan

Other ethnic groups

13

57

7

9

Review team on site

April 2016

Date of this report

17 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2013

March 2010

February 2007