Halcombe Primary School near Feilding has students in Years 1 to 8. At the time of this ERO evaluation, there were 183 students on the roll, including 13 identifying as Māori.
The valued outcome defined by the school for learners is to prepare children: Today for Tomorrow. Triple A values promote the importance of attitude, adventure and achievement in developing the confident, connected, actively involved and lifelong learners aspired to in the vision.
Strategic priorities, goals and targets focus on students reaching their potential academically within conditions for learning that support this.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school is part of the Feilding Kāhui Ako.
The school’s data indicates that it effectively enables most students to achieve at or above curriculum expectation in reading, writing and mathematics. Achievement in all three areas has improved since 2015. Increasing percentages of children are achieving well above expectation in reading. A large majority of Year 8 learners leave the school at or above curriculum expectation.
Achievement has improved in the past three years for the small number of students who identify as Māori. In 2017, their overall achievement in reading, writing and mathematics was at a similar high level to non-Māori within the school.Females as a group perform better overall than males. This is most marked in literacy, although the gap has reduced in writing.
Students who have additional learning needs are effectively supported to progress their learning.
Many children achieving below curriculum expectation accelerate their learning. Some progress significantly and reach curriculum expectation by the end of a year. Others make progress that allows them greater opportunity to reach expectation in subsequent years.
A positive organisational culture builds capacity to continually support school development, student wellbeing and learning. A relentless focus and deliberate actions promote equity and excellence. Comprehensive and well-understood processes successfully support acceleration of learning.
Collaborative practices build partnerships that contribute to conditions that foster student learning. Trustees, leaders and teachers display a collective responsibility for achieving the school’s vision of successful outcomes for learners.
Learning-centred relationships with parents and whānau are well established. Parents and whānau are well supported in transition to school and in knowing about each individual’s learning as children move through the school. A variety of communications support and strengthen reciprocal, relationships that contribute positively to wellbeing and learning.
The responsive curriculum and effective teaching provide meaningful opportunities to learn for all children. Collectively held high expectations and well-considered practices support teaching, learning and assessment. Children are highly engaged and enthusiastic about learning. Respectful relationships support wellbeing, belonging and learning. Well-developed student self-management skills support sustained engagement in learning activities.
Students who have additional learning needs are identified through the use of a range of assessment information. Partnerships with parents, targeted involvement of teacher aides and regular monitoring are key elements of the programmes in which these students participate.
Children are involved in authentic experiences across the breadth of The New Zealand Curriculum. They are successfully supported to develop valued and transferable skills and attitudes needed to live, learn, work and contribute as active members of communities. Children are supportive of each other’s learning. Classrooms have a positive, learning-focused tone.
Detailed reporting from leaders allows trustees to scrutinise the effectiveness of the school in achieving valued student outcomes. Leaders and trustees collaboratively develop and pursue the school’s vision, goals and targets for equity and excellence. Leaders’ and teachers’ reflection and inquiry routinely investigates the nature and impact of their practice. Organisational processes and practices support collaborative learning and decision making.
Since the previous ERO review, the school has built the extent that te ao Māori is reflected in the curriculum and is establishing positive partnerships with Māori whānau, hapū and iwi. The school has identified it will continue to promote these areas. Ongoing development should include collaboratively establishing a development plan for extending cultural responsiveness to Māori learners, linked to the school vision.
Trustees, leaders and teachers should continue to build knowledge and understanding of effective internal evaluation practices to better identify what is working well for students’ learning and where improvements are necessary, especially for students requiring accelerated progress.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
ERO is likely to carry out the next external evaluation in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
29 June 2018
Location |
Feilding |
Ministry of Education profile number |
2362 |
School type |
Full Primary (Years 1 to 8) |
School roll |
183 |
Gender composition |
Female 51%, Male 49% |
Ethnic composition |
Māori 7% Pākehā 89% Other ethnic groups 4% |
Students with Ongoing Resourcing Funding (ORS) |
No |
Provision of Māori medium education |
No |
Review team on site |
May 2018 |
Date of this report |
29 June 2018 |
Most recent ERO report(s) |
Education Review June 2015 Education Review July 2012 Education Review February 2009 |
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