Foxton School

Findings

Students at Foxton School, Te Kura o Te Awahou, continue to learn in an environment where relationships are valued. A re-established team approach fosters student progress and wellbeing. Improvements guided by school leadership support students and staff. The formation of a board should continue to assist the school to sustain improvements and embed new initiatives. 

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

1 Background and Context

What is the background and context for this school’s review?

Foxton School, Te Kura o Te Awahou, is a four teacher school for students in Years 1 to 8. Children participate in bilingual learning. The rumaki Māori immersion class caters for students from Years 1 to 6.

There was a period of significant staff changes before and after the August 2014 ERO report. The rumaki class was not in place at the time of the previous ERO review.

Staff from 2016 have, in 2017, provided some stability for students and continuity of school organisation. From Term Two 2017, an acting deputy principal has supported school-wide initiatives.

In 2014, ERO reported that the board of trustees should better its understanding of the governance role. This included: 

• embedding the cycle of policy review to ensure policies were up to date and useful
• using reports about student achievement to make meaningful resourcing decisions
• ensuring the annual appraisal of the principal was completed. 

The school was not well placed to sustain and improve its performance. Over time board members resigned. A commissioner was appointed by the Ministry of Education to govern the school and support the returning principal. The role included responsibility for concerns about some buildings.

ERO determined that the school needed ongoing support. An education review was initiated to be carried out over a period of two years. This ongoing evaluation involved meetings with ERO and sharing progress related to priorities for review and development identified in the 2014 ERO report. In 2016, staff contributed to a focused professional development programme resulting in a positive rebuilding of the teaching team, with a collaborative focus on students’ progress and achievement.

Foxton School is one of a group of schools in the Foxton area working within a Community of Learning|Kāhui Ako. 

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Priorities for review and development during the two year evaluation process were to: 

• support the principal to lead the school effectively
• re-establish the rumaki class to provide Māori immersion learning
• use analysed student achievement information to determine students’ progress and to consider their next steps in learning
• build a cohesive teaching team focused on teaching and learning
• appoint a board of trustees to govern the school. 

Progress

The school’s leadership, with the commissioner, have appropriately given priority to activities that positively impact on student learning. School-wide operation and practices are centred on students’ progress. Leadership, focused on student achievement, is now a key factor to the school’s well implemented teaching programmes. These are structured so that all students have opportunity to learn and progress.

Whānau and children are well known by the tumuaki and teachers. The underpinning goal to uphold Māori success for students who identify as Māori is ongoing and a school strength.

The re-established rumaki class is in place, with students taught through Māori immersion learning. The teacher is supported by the principal and other professionals, so that learning for children meets the expectations of Te Marautanga o Aotearoa. A kaiawhina supports students in te reo Māori. A collaborative approach underpins a commitment to this medium of learning and lessens teacher isolation operating as one class within the school. Rumaki class students mix with all children and participate in Foxton School out-of-class activities. Most children make progress in pānui, tuhituhi and pāngarau.

Classroom teaching has improved significantly. Teachers, through well considered internal and external professional development, have built a collaborative culture and better understanding of the purpose and use of student achievement information.

Moderation practice between teachers about students’ learning, supports the judgements made about children's progress against National Standards and Ngā Whanaketanga Rumaki Māori. This practice has been strengthened and is valued by staff. Teachers appropriately focus on literacy and numeracy teaching and learning. It is now timely to evaluate the effectiveness of the wider Foxton School Curriculum, establishing how well it promotes engagement, progress and achievement. 

Over the course of this ERO evaluation, the principal’s reporting to the commissioner (in the role of the board) and to ERO, demonstrates a commitment to accelerating students’ achievement in reading, writing and mathematics. However, some students continue to achieve below and well below expected levels. These students are well known and are targeted with appropriate teaching and at times specific interventions. Their ongoing progress is a school priority.

Data analysis identified that the teaching of mathematics and pāngarau is a focus for 2017. Professional development is expected to assist teachers improve teaching with positive outcomes for students.

Although a system for appraising teachers is in place, it should be strengthened to better align with Education Council guidelines. The principal and board agree this is a priority for 2017.

Families and the community indicated a positive interest in governing the school as trustees. A board of trustees has been elected. There is specific ongoing support for members to learn about the roles and responsibilities of governance.

Key next steps

The newly appointed board and principal must:

• develop a clear framework for the review and updating of their policies
• further strengthen the appraisal process with the teaching as inquiry component linked to students’ learning, progress and achievement.

Newly implemented initiatives and the deeper use of analysed student achievement information should continue to be strengthened.

3 Sustainable performance and self review

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

Foxton School is well placed to continue to improve and review its performance. Consolidation of new initiatives should be an important focus.

The school culture is underpinned by well-understood values and high expectations. The strengths of manaakitanga and whanaungatanga continue to be highly evident. Children are empowered to become confident, connected, actively involved, lifelong learners through a wide range of school activities inside and outside the classroom. They experience success.

The revitalised, positive teaching culture includes regular meetings where teachers collectively inquire into the effectiveness of their practice. Openness to ongoing learning is evident and demonstrated by the principal and staff through focusing on data and evidence-based decision making and planning.

Key next steps

The school agrees to continue to:

• develop targeted planning to accelerate learning for children
• monitor targeted planning, improved teaching and children's progress
• discuss the school's progress with ERO.

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

Students at Foxton School, Te Kura o Te Awahou, continue to learn in an environment where relationships are valued. A re-established team approach fosters student progress and wellbeing. Improvements guided by school leadership support students and staff. The formation of a board should continue to assist the school to sustain improvements and embed new initiatives.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

7 July 2017

About the School

Location	Foxton
Ministry of Education profile number	2359
School type	Full Primary (Years 1 to 8)
School roll	81
Gender composition	Male 48, Female 33
Ethnic composition	Māori Pākehā Other ethnic groups	62 16 3
Special Features	3 bilingual classes 1 rumaki class Puna ECE attached
Review team on site	February 2017
Date of this report	7 July 2017
Most recent ERO report(s)	Education Review Education Review Supplementary Review	August 2014 July 2011 August 2007

Findings

Students at Foxton School learn in attractive classrooms where their progress and achievement is effectively promoted. Relationships are valued. A team approach fosters student wellbeing. Ongoing changes in school leadership and the inexperience of trustees raise concerns about the school's ability to continue to make and sustain improvements.

ERO intends to carry out another review over the course of one-to-two years.

1 Context

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

Foxton School is a four teacher school catering for students in Years 1 to 8. A recent strength has been the useful partnerships developed between staff and families and whānau.

Significant changes in staff have occurred. Between 2013 and 2014 the principal has been on study leave. During that time, the deputy principal was appointed as acting principal. In June 2014, she left the school for another position. A newly appointed acting principal is to lead the school for the rest of 2014. One teacher is on leave and the rūmaki Māori immersion class is not in place for 2014.

The acting principal at the time of the onsite phase of this review in May 2014, has strongly focused on improving outcomes for students. She has supported building a trusting, collegial teaching team; working with whānau who feel valued and listened to; and communicating well with students.

The board of trustees has been relying on the acting principal for leadership in matters of governance. Given the changes in staffing and leadership, and the inexperience of the board, ERO has concerns about the sustainability of recent improvements.

Foxton School is one of a group of schools in the Foxton area working together in a ‘Learning Change Network’ initiative to share teaching and learning plans to improve outcomes for all students.

2 Learning

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

Student achievement is well tracked and analysed in depth. In the classroom and schoolwide, this data is used to make appropriate, well-considered changes that impact positively on students’ engagement, progress and achievement. Increasingly robust moderation processes between teachers have led to more reliable teacher judgements about achievement.

In 2013, students made significant progress against National Standards in reading, writing and mathematics. The acting principal and teachers report that many students achieved at and above National Standards by the end of 2013, particularly in reading. Teachers are aware that achievement in writing and mathematics still needs improvement.

Most students identify as Māori. Their achievement is similar to that of students overall in the school. Information about their progress and achievement is collated and analysed to ensure their needs as a group are well met. Other priority students, Pacific students and students with special needs, make good progress.

Students performing below expected levels are identified and appropriate programmes to accelerate their learning are put in place. The success of programmes is clearly evident in the improvement in student achievement.

A positive tone effectively supports the learning and wellbeing of all students. This includes regular, planned and close relationships with teams from external agencies who support students with specific, special needs. Improving attendance has been a priority for the acting principal. Student absences have diminished.

Families are well informed about students’ progress through a range of home and school communications. These include useful written reports as well as formal and informal meetings with teachers. Families are encouraged to be part of the school. Initiatives like Computers in Homes have supported families and staff to encourage ongoing success for students. Learning is shared between families, the teacher and the student.

The board of trustees has yet to use student achievement data to make resourcing decisions. This aspect of governance has been the responsibility of the acting principal.

3 Curriculum

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

The school’s curriculum promotes student progress, especially in literacy and numeracy. Students in small groups and in larger class activities learn in stimulating, well-managed classrooms. Positive relationships and a climate of cooperation are evident. Teachers share responsibility to promote learning for all students.

Information and communication technologies (ICT) are used to prepare students for 21st Century learning. Teachers share their expertise to ensure the best use is made of these tools.

In 2012, learning in mathematics was a priority. Shared understandings and guidelines for effective teaching were collaboratively developed.

Over time, staff have been actively engaged in professional learning and development opportunities that have resulted in sharpening the focus of classroom programmes to better meet the specific needs of students.

A next step is for teachers to embed the practice of inquiring into their teaching practice and how that impacts on outcomes for students. This emerging work is planned to be more closely aligned to a framework for teacher appraisal.

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

Students participate in classes where te reo Māori is a teaching and learning focus. Students with greater ability in te reo Māori participate in a specific programme to support their language learning. This initiative was designed with whānau. Māori student success and achievements are celebrated schoolwide and with whānau.

4 Sustainable Performance

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

The school is not well placed to sustain and improve its performance.

Changes in staffing and leadership mean that the school has had three people in the role of principal over a two year period. This raises concern about continuing school improvement and sustaining current good practice.

The lack of understanding of the roles and responsibilities of trustees leaves the school in an uncertain position that poses a concern for the promotion of positive outcomes for students.

Key next steps:

The board of trustees requires urgent support to understand and meet its governance responsibilities. In particular the board should:

• embed the cycle of policy review to ensure policies are up to date and useful
• use reports about student achievement to make meaningful resourcing decisions
• ensure the annual appraisal of the principal is completed.

The new acting principal should be supported to ensure that professional leadership continues to sustain effective teaching and school management.

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.

The board of trustees must:

• Ensure that the principal completes an annual appraisal process that incorporates the professional standards for principals.

[s77 State Sector Act 1988]

• Maintain an on-going programme of self review in relation to policies, plans and programmes, which includes consideration of information about student achievement.

[NAG 2(b)]

Recommendation to other agencies

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to strengthen school governance and leadership.

Conclusion

Students at Foxton School learn in attractive classrooms where their progress and achievement is effectively promoted. Relationships are valued. A team approach fosters student wellbeing. Ongoing changes in school leadership and the inexperience of trustees raise concerns about the school's ability to continue to make and sustain improvements.

ERO intends to carry out another review over the course of one-to-two years.

Joyce Gebbie

National Manager Review Services Central Region

14 August 2014

About the School

Location	Foxton
Ministry of Education profile number	2359
School type	Full Primary (Years 1 to 8)
School roll	71
Gender composition	Male 41, Female 30
Ethnic composition	Māori NZ European/Pākehā Other ethnic groups	50 17 4
Special features	Te Pa Harakeke ECE on site
Review team on site	May 2014
Date of this report	14 August 2014
Most recent ERO report(s)	Education Review Supplementary Review Education Review	July 2011 August 2007 June 2006