Hanmer Springs School

Hanmer Springs School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within two years of the Education Review Office and Hanmer Springs School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Hanmer Springs is a rural school that caters for students in years 0 to 8 from Hanmer Springs township and the surrounding Hurunui district. The school promotes the values of Empathy, Resilience, Respect, Excellence and Integrity. Students come from a diverse range ethnicities and nationalities across the small school roll of 100.

Hanmer Springs School’s strategic priorities for improving outcomes for learners are:

  • Purpose - embracing core skills and raising achievement in literacy and numeracy; transparent and differentiated learning for every child; and improved communication between and within the school community.

  • People - improving school culture and well being; forming smooth transitions to and from school acknowledging cultural diversity; and further enhancing parents’ involvement in children’s learning

  • Place - further developing the local curriculum; and developing future focused classrooms and playground environments.

You can find a copy of the school’s strategic and annual plan on Hanmer Springs School’s website.

ERO and the school are working together to evaluate the effectiveness of raising achievement in literacy and numeracy through enhancing teaching and learning programmes.

The rationale for selecting this evaluation is:

  • this is a strategic goal with intentional planned actions in place to bring about improvements in achievement across the school

  • the outcome of the evaluation will set students up for success and allow them to access the curriculum in all learning areas.

The school expects to see:

  • improved student achievement with individuals reaching their full potential

  • robust assessment practices used consistently schoolwide

  • highly collaborative, responsive and sustainable teaching practices and learning programmes.

Strengths

The school can draw from the following strengths to support the school in its goal to raise achievement in literacy and numeracy through teaching and learning programmes.

  • Educationally powerful connections throughout the community, local schools, preschools and whānau support that enhances learning opportunities for all students.

  • Senior leaders and a stable experienced teaching team are skilled at providing leadership in curriculum, effective teaching and behaviour management strategies.

  • Tuakana teina relationships across the school that provide wellbeing and learning opportunities.

  • Strategic planning that provides clear direction for achievement, learning programmes and school wide systems.

  • The school uses the rich alpine and forest surroundings to support their localised curriculum, both in and out of the classroom to extend rich opportunities for learning.

Where to next?

Moving forward, the school will prioritise:

  • developing with all stakeholders a new strategic plan to guide the school from 2023 to 2025

  • continuing to focus on raising achievement in numeracy and literacy

  • embedding the school values and behaviour management plan to continue to build on the positive school culture

  • continuing to honour Te Tiriti by improving bicultural practices across the school.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

27 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Hanmer Springs School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2025

As of May 2023, the Hanmer Springs School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Hanmer Springs School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

27 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Hanmer Springs School - 16/02/2018

School Context

Hanmer Springs is a Year 1 to 8 school with a roll of 105 students.

The school’s vision is for students to learn with confidence by modelling the school values and developing the competencies to live up to the Hanmer Way. The school goals focus on supporting students to achieve well in relation to the school’s expectations. Students are encouraged to show compassion and respect for others, make good choices and always strive to do their best.

Leaders and teachers regularly report schoolwide information about outcomes for learners in the following areas:

  • student progress and achievement in relation to school expectations, particularly in reading, writing and mathematics

  • the range of programmes both in and beyond the school that enhance student learning

  • staff and student inquiries that support ongoing learning.

Staff changes include the appointment of a new principal and two new teachers in 2017. The board is about to change two of its trustees in line with their succession planning.

The school is a member of the Tipu Maia Kāhui Ako|Community of Learning.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is effective in achieving positive outcomes for most students.

Most students are achieving at or above school expectations in reading, writing and mathematics. Most Māori students are achieving at school expectations in reading and mathematics.

There is disparity in writing with fewer boys and Māori students achieving at or above the expected standards. The school has identified and begun to address this disparity. Evidence of accelerated progress by some of these students has already been achieved.

Students with additional learning needs are catered for by appropriate programmes and learning support. Leaders monitor and track their progress over time and ensure all students, where practical, participate in all aspects of school life.

The school has appropriate processes and practices for assessment and moderation.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school responds effectively to those Māori and other students whose learning and achievement needs acceleration. The board receives specific information about the progress students are making over time. School leaders and teachers have good learning information about individual students.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

School leaders and teachers effectively use the curriculum to respond to the needs and interests of all learners. Teachers place an emphasis on students extending their knowledge and understanding of the unique local environment and wider world. Students use a thinking framework to make connections between their ideas and to assess the depth of their learning. They are encouraged to manage and share their learning with their peers.

Highly able students have learning opportunities to further challenge and extend them. Effective support processes ensure those who need additional help, make sufficient progress in their learning. School leaders and teachers regularly monitor and track student progress. They appropriately use analysed achievement information to inform decisions about programmes, interventions and learning support.

Teachers use their inquiries to meaningfully identify the effective teaching practices that support students. Parents and community members use their skills and knowledge to contribute to students’ learning. Of particular relevance is the focus on male role models to guide and mentor boys.

The bicultural programme has an evident progression in learning expectations for te reo and tikanga Māori. The school is developing strong connections with the Māori community. This includes Māori expertise to support the learning of te reo and tikanga Māori. The concepts of manaakitanga and whanaungatanga help to guide the school’s interactions with each other and with families.

The leadership team acknowledge and use the strengths of the staff. There is strong collaboration between the leaders and between teachers and leadership. This collaboration is underpinned by strategic thinking and effective responses to realise positive outcomes for students. Leaders and teachers communicate in a range of ways with families and the community. Teachers report regularly to parents on their children’s progress and achievement across the learning areas.

Stewardship and leadership processes and practices are very sound. Board members have made good use of training. They plan to extend this training to the newly-appointed board members. Trustees are well informed about student learning, progress and achievement. They thoughtfully analyse information in order to make relevant strategic decisions, and regularly monitor the safety and wellbeing of students and staff.

The school uses professional development to build teacher capability and shared understandings, particularly in writing and mathematics. Professional learning and development has been effectively used to further strengthen teacher knowledge and practice. This in turn has resulted in evidence of accelerated progress of most students involved in targeted programmes and interventions.

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

Some school processes and practices need to be reviewed to increase their effectiveness in achieving equity and excellence. The board and leaders need to:

  • review and strengthen the school’s curriculum to more clearly reflect current practices and procedures to support children to become confident, self-motivated life-long learners

  • develop internal evaluation to show what the school is doing well, and what is having the best impact for all learners

  • identifying strategic goals and plans to achieve equity and excellence for all learners.

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 Going forward

Key strengths of the school

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

  • providing an inclusive, supportive and learning-focused environment

  • building positive partnerships with families and community to enhance students’ learning

  • a range of effective processes and practices that enable equity and excellence

Next steps

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

  • reviewing and updating the school curriculum to reflect current practices and procedures

  • developing internal evaluation capabilities

  • identify strategic goals and plans to achieve equity and excellence.

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

16 February 2018

About the school

Location

Hanmer Springs

Ministry of Education profile number

3368

School type

Full primary (Years 1 to 8).

School roll

105

Gender composition

Girls 56%

Boys 44%

Ethnic composition

Māori 17%

Pākehā 76%

Pacific 1%

Asian 2%

Other ethnicities 4%

Review team on site

December 2017

Date of this report

16 February 2018

Most recent ERO report(s)

Education Review October 2014

Education Review October 2011

Education Review August 2008

Hanmer Springs School - 15/10/2014

Findings

The board, principal and staff work well together to make the school a welcoming and supportive place for students to experience success. The leadership of the principal is having a significant influence on the quality of teaching and learning. Most students achieve at very good levels in literacy and mathematics. Students with additional learning needs are well supported to catch up with their peers. Good progress has been made in promoting success for Māori students.

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?

Hanmer Springs School is a long-established school providing good-quality education for students in Years 1 to 8. The school is the focal point of the community.

The board, principal and staff work well together to make the school a welcoming and supportive place for students to experience success. The school’s values, expressed in ‘The Hanmer Way’, are well known and regularly reinforced.

Outdoor activities, particularly sporting and adventure, feature regularly in school programmes.

The school’s location in a tourist town contributes to a fluctuating roll. However, at the time of this ERO review, the roll was rising.

The board and school leaders have acted positively on the recommendations of the 2011 ERO report. There is now more te reo and tikanga Māori included in programmes, expectations for high-quality teaching practices have been made clearer, and appropriate targets have been set to lift student achievement in relation to the National Standards.

2 Learning

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

The board, school leaders and teachers use achievement information very well to make positive changes to learners’ engagement, achievement and progress.

Student achievement and progress in reading, writing and mathematics are thoroughly analysed, reported and used.

Teachers are beginning to gather achievement information in other curriculum areas. Some comprehensive reviews have been completed for science, and health/physical education.

Teachers are increasing the accuracy of their judgements about student achievement against the National Standards using specific guidelines, and by sharing and comparing judgements.

This thoroughly analysed information shows that:

  • the school is close to the National expectations of having 85% of students at or above National Standards in reading, writing and mathematics
  • students make very good progress in Years 1 and 2
  • the school’s achievement is higher than for similar schools in mathematics and writing
  • while Māori student achievement is lower than for non-Māori, there were some considerable gains made in writing and mathematics in 2013.

The board sets challenging targets to lift the achievement of students who have not reached the expected levels. Specific plans are developed and deliberate actions taken so that students can make the progress necessary to catch up to their peers. This includes:

  • extending teachers’ knowledge and use of the most effective ways to accelerate students’ progress
  • providing additional support within classrooms from teacher aides and additional resources or programmes
  • closely monitoring students’ progress and achievement and evaluating the effect of teaching practices on these.

Progress reports to the board show that these actions are leading to improved levels of achievement for most students.

Written reports to students and parents clearly show how well students are achieving in reading, writing and mathematics. Students share their achievement and progress and set goals for improvement in conferences with their teachers and parents.

Areas for review and development

Teachers could share information with students more often, not just at school-wide reporting times, to help them gain a better understanding of their achievement, progress and next steps so they can take greater responsibility for their learning.

Reporting achievement and progress to students and parents needs extending to learning areas beyond literacy and mathematics.

The board has identified the need to review how well programmes and practices are catering for students identified as gifted and talented to ensure that they continue to be suitably challenged and motivated.

3 Curriculum

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

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

A student-centred approach takes advantage of the school’s location and resources to make learning relevant, for example, by extending students’ knowledge of the natural environment.

The inquiry approach is well understood and linked to all curriculum areas. A bicultural perspective is regularly included. Priority is given to raising achievement in literacy and mathematics.

Students use technologies confidently in their learning and have begun to share their learning with parents/whānau through blogs and online portfolios.

Many opportunities are provided for students to develop leadership skills. Senior students benefit from additional training outside the school.

Teachers use a range of ways to gather and respond to students’ views. A survey of students’ wellbeing confirmed the school as a caring, supportive place in which to learn.

Well-planned professional development and ongoing curriculum reviews have led to changes to programmes and practices to reflect the latest research and educational thinking. A team approach, and the use of staff strengths, is having a positive effect on the quality of teaching, especially in mathematics.

Area for review and development

The principal and staff have identified that they need to continue to build on the use of effective practices and consolidate their considerable new learning, especially in the teaching of mathematics and literacy.

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

The board, principal and staff have made good progress in promoting educational success for Māori students as Māori. This includes:

  • becoming familiar with Ministry of Education resources to extend their knowledge of the best ways to improve outcomes for Māori students
  • establishing a kapa haka group to perform at school and community events
  • valuing and making good use of the knowledge and expertise of Māori whānau in school programmes
  • giving a greater focus to te reo and tikanga Māori in the curriculum.

Areas for review and development

The board is aware that consultation with Māori whānau could be strengthened to gain a wider coverage of their views.

All students would benefit from having the opportunity to learn te reo and tikanga Māori progressively in their time at the school.

Teachers recognise that more support is needed to increase their knowledge and confidence in using te reo Māori in the curriculum.

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 leadership of the principal contributes strongly to continual school improvement. He has high expectations for teaching practice and takes an active role as curriculum leader.

The principal encourages and supports other leaders and teachers to extend their skills and share in key tasks and decision making. Teacher appraisal is thorough.

The well-considered charter identifies the key goals and priorities for ongoing school development. A strong learner focus is evident in these goals and priorities.

The knowledgeable and enthusiastic board is taking advantage of training to improve its capability. The board is taking an active role in direction setting. Trustees have engaged an external facilitator to guide the development of a new charter.

The board, leaders and teachers see parents as important partners in students’ learning. They use a variety of ways to engage parents and involve them in students’ learning. Parents are kept well informed about the latest developments in teaching and learning.

Areas for review and development

The school could consider finding ways to make the positive relationships they build with parents/whānau more of a two-way process, especially for those with children receiving extra support for their learning.

As some trustees are relatively new, the board would benefit from ongoing training to strengthen trustees’ understanding of self review at all levels of 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

The board, principal and staff work well together to make the school a welcoming and supportive place for students to experience success. The leadership of the principal is having a significant influence on the quality of teaching and learning. Most students achieve at very good levels in literacy and mathematics. Students with additional learning needs are well supported to catch up with their peers. Good progress has been made in promoting success for Māori students.

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

Graham Randell

National Manager Review Services Southern Region

15 October 2014

About the School

Location

Hanmer Springs

Ministry of Education profile number

3368

School type

Full Primary (Years 1 to 8)

School roll

100

Gender composition

Girls 48%; Boys 52%

Ethnic composition

New Zealand European/Pākehā

Māori

Asian

Other ethnicities

76%

17%

1%

6%

Review team on site

August 2014

Date of this report

15 October 2014

Most recent ERO reports

Education Review

Education Review

Education Review

October 2011

August 2008

September 2005