Hastings Central School

School Context

Hastings Central School is a contributing (Years 1 to 6) school with 205 students on the roll. Of these, 132 identify as Māori and 26 are of Pacific heritage. The roll is increasing. There is a close relationship with the adjacent Kowhai Special School. An attached unit is on the school site.

This community school practises its mission: ‘Together we succeed, Kia mau te kotahitanga’.

The school’s learning aim is to accelerate the achievement in reading, writing and mathematics of priority students within every classroom.

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

• achievement over time in reading, writing, mathematics and science

• acceleration of progress

• achievement of Māori learners

• progress of boys at risk of not achieving in writing and children below expectations In reading after 40 weeks

• additional learning needs, including English Language Learners.

In 2018 a new principal joined the long-serving staff. Most trustees have been recently elected and participated in a number of workshops to become familiar with their stewardship role.

There has been a long time involvement with the Enviro Schools programme and the school recently received a Green Ribbon Award from the Ministry of the Environment.

The school is a member of the Hastings East Kāhui Ako.

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?

Most students achieve well in reading and the majority of students are at or above the school’s expectations in writing and mathematics.

A higher proportion of Māori students achieve above school expectations than non-Māori in reading, writing and mathematics and most Pacific students achieve at or above the school expectations in reading, writing and mathematics.

Overall there is significant disparity for boys in reading and writing. The Year 5, 2017 cohort had a significant number of students not achieving in reading, writing and mathematics. The school recognises that more students should be reaching above the expected achievement level.

Student achievement improves over time and reported data show almost all Year 6 leavers achieve at or above school expectations in reading and writing.

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

There is evidence of accelerated learning for some Māori and other students who need this. There is still a need for further acceleration.

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?

The school has clear expectations for acceleration of achievement for those students who need this. There are useful systems and practices to help teachers and leaders identify students requiringextra support and for monitoring their engagement and achievement. There is appropriate support for students with additional needs.

Students have sufficient and equitable opportunities to participate and learn. The board, leaders and teachers ensure every student has the opportunity to participate in all activities. Teachers know the students and families well and regularly discuss strategies to improve achievement. There are increased opportunities to engage in and with the community. Parent support and volunteering is valued.

Teaching is responsive to the interests of the students and development of The New Zealand Curriculum key competencies. Cultural diversity is valued and celebrated. Aspects of te ao Māori are within curriculum areas. Progressions are well articulated and students are able to describe their learning and next steps. Teachers are responsive to the needs of the learners, reflective, open to new learning and interact well with children.

Students demonstrate a sense of belonging. They engage positively and develop productive relationships. Wellbeing is evident. Students take advantage of the wide range of student leadership opportunities. Tuakana teina is strong.

Transitions into, through and out of the school are well managed. The junior class teachers have close ties with the neighbouring early childhood centres. The well-structured play-based learning programme in the junior school facilitates early school learning.

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

The school has recently developed and implemented a range of practices to achieve equity and excellence and to accelerate student learning. The next step is to embed these school wide and consider more deliberate teaching by all staff for greater rates of accelerated learning.

As part of the ongoing curriculum revision, leaders and teachers should document place-based learning and improve alignment with the school’s vision and values.

Leaders and teachers are reflective. There is a good process for self review. Building internal evaluation capability at all levels should assist a sharper focus on acceleration of students’ learning. This includes teacher inquiry into how their practice is making a difference for all students who are at risk of not achieving school expectations.

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:

• the school culture that promotes social and emotional wellbeing

• senior leaders who provide a strong, strategic, and collaborative direction

• staff collaboration so that students have sufficient, equitable learning opportunities

• a strong sense of belonging where students are keen to learn

• community support that enriches student learning opportunities.

Next steps

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

• continue developing partnerships with whānau, hapū and iwi to better know and meet community expectations
• further extend students who are achieving school expectations and have the potential to achieve above
• build internal evaluation capability
  [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

25 June 2018

About the school

Findings

Hastings Central School is well placed to sustain and improve its performance. Assessment data is used well to provide for students. Plans are in place to increase student progress and achievement, particularly in mathematics. Positive connections with parents and whānau help to ensure school decision-making promotes student outcomes.

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?

Hastings Central School caters for students in Years 1 to 6. Of the 166 students who attend, 60% identify as Māori and 9% have Pacific heritage. Stable staffing supports positive relationships. Students, staff, families and whānau demonstrate a sense of belonging in the school. Students' cultures are valued.

A positive tone in the school supports the engagement and learning of all students. The culture of high expectations supports the holistic development of each student. The school’s mission ‘together we succeed, kia mau te kotahitanga’ underpins all aspects of school life and the curriculum.

The school’s positive ERO reporting history continues with the findings of this review.

2 Learning

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

The school effectively uses student achievement information to support students’ progress and achievement. Senior leaders collect a range of appropriate data to set annual student achievement targets, plan professional learning and development (PLD) and identify future directions. Senior leaders have identified writing and mathematics as priorities for PLD.

Trustees receive detailed and meaningful information about student progress and achievement. This is used to make decisions about resourcing. Data reported to the board in December 2014 shows a steady increase in achievement in reading, writing and mathematics. Significant progress is evident for some groups of students, including Māori learners. Senior leaders set annual improvement targets to support the raising of Māori student achievement.

Teachers are continuing to strengthen their use of student achievement data to improve their teaching and learning programmes. Teachers regularly reflect on the progress of learners to ensure they are providing programmes that are well matched to individual needs. Teacher aides play an important role in supporting teachers and students.

Pacific language, culture and identity are promoted through topics studied within learning programmes, targeted support programmes and positive relationships with families. National Standards data for Pacific students shows that most are achieving well in reading, writing and mathematics.

Parents are important partners in their children’s learning and achievement. They receive useful information about their children's progress and achievement in reading, writing and mathematics. Teachers’ feedback supports students’ next learning steps and strategies for parents and whānau to extend learning at home. Senior leaders continue to review student reports to parents to ensure they clearly show student progress and achievement in relation to National Standards in reading, writing and mathematics.

3 Curriculum

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

Hastings Central School’s curriculum effectively promotes and supports student learning. Teaching and learning programmes are underpinned by and consistent with The New Zealand Curriculum principles, values and key competencies. There is a sense of community and strong value is placed on establishing, building and maintaining purposeful parent and whānau relationships.

Appropriate priority is given to literacy and mathematics. Other curriculum areas such as science and social sciences are integrated through student inquiries. Students have opportunities to participate in a wide range of learning experiences in and outside of the classroom. Learners are supported to be independent and self managing.

Senior leaders are planning to review mathematics across the school. This should support the school’s current professional learning and development focus.

Students’ transition to school is well supported. Partnerships have been developed between the new entrant teacher, local early childhood centres and parents. This enhances students’ confidence and sense of security.

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

The school continues to strengthen its approach to promoting educational success for Māori, as Māori. The percentage of students who identify as Māori has increased since the June 2012 ERO report. School leaders have recently consulted with whānau and collected their aspirations for their children and the school. These comments have been analysed and planning in response is underway.

The school is beginning to develop links with local iwi. Senior leaders have identified, and ERO agrees, that a next step is to further support Māori language, culture and identity across the school. This includes reviewing the provision of te reo Māori and continuing to build teachers’ cultural competencies. The use of Tātaiako: Cultural Competencies for Teachers of Māori Learners and seeking external support should guide this development.

4 Sustainable Performance

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

Hastings Central School is well placed to sustain and improve its performance. Senior leaders have complementary skills and proactively work towards realising the school’s vision and goals.

Trustees are continuing to build their knowledge and understanding of their governance roles and responsibilities. They make well-considered decisions that contribute to success for students, their families and whānau.

Senior leaders support staff by providing opportunities to take on leadership initiatives within the school. The school-wide direction is clear and focuses on meeting the diverse needs of students. Teachers work with each other, share ideas and reflect on their teaching practices. Good strategies and practices are focused on promoting student wellbeing.

Systems and processes to support ongoing improvement and sustainability are becoming well established. Staff appraisal supports teachers’ professional growth and self review promotes ongoing improvement.

Senior leaders, trustees and teachers demonstrate a clear understanding of the importance of forming partnerships with parents, whānau and the wider community. They make positive connections, share successes and seek ideas and opinions to ensure that their decision-making is in the best interests of students.

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

Hastings Central School is well placed to sustain and improve its performance. Assessment data is used well to provide for students. Plans are in place to increase student progress and achievement, particularly in mathematics. Positive connections with parents and whānau help to ensure school decision-making promotes student outcomes.

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

Joyce Gebbie
Deputy Chief Review Officer Central

30 April 2015

School Statistics