Hoon Hay School - 01/09/2014

Findings

Hoon Hay School has a positive and inclusive culture. Students are well engaged and achieve mostly above the National Standards. The school’s curriculum provides a wide and suitable range of relevant learning experiences through contexts that effectively promote and support student learning. Effective use of achievement data and celebration of progress result in positive changes for learners. The school is very well governed, led and managed.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

Hoon Hay School provides education for students in Years 1 to 6. The student roll is relatively stable. However, recent trends show students’ and whānau needs are becoming more diverse.

The school’s vision and values, and learning and teaching expectations are well understood. The positive, inclusive culture fosters students’ sense of wellbeing and belonging. The welcoming and friendly nature of the school has resulted in strong, long-term family and community connections.

The board, senior leaders and teachers have been highly responsive to recommendations made in the 2009 ERO report. This includes well-planned, consistently implemented reviews of programmes and teacher practices that have improved student engagement and achievement over time.

2 Learning

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

The senior leaders and teachers effectively use achievement data to make positive changes for learners.

The school’s data is used effectively to form targets and to provide well-focused professional development for staff that contributes to consistent teaching strategies, student engagement and improved achievement.

Student achievement information in 2012 and 2013, shows that most students make good progress, and achieve in literacy and mathematics at or above the National Standards. While achievement in mathematics has been above National Standards, the school has identified that some groups of students need extra support to raise their achievement. The school-wide focus on mathematics, which included changes to teaching practices and programmes and resources, has resulted in groups of students making steady progress over time. Students have many opportunities to be involved in goal setting, leadership and to make choices about their learning pathways. Learning, progress and achievement are valued and well celebrated.

The senior leaders and teachers have well-developed practices that help them make accurate judgements about student achievement in literacy and mathematics school wide. They have identified that their next step is to extend this process by working with other local schools to share and compare practices.

3 Curriculum

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

The school’s curriculum provides a wide and suitable range of relevant learning experiences through contexts that effectively promote and support student learning.

The curriculum clearly outlines all learning areas identified in the New Zealand Curriculum. Useful guidelines and well-established systems effectively guide learning and teaching.

Integrated school-wide themes provide relevant learning experiences for different age groups. These themes include the school’s values and learning qualities. Students are extended and challenged to follow their interests, gifts and talents.

Teachers know their students well, are highly reflective and make appropriate changes to practices and programmes to meet identified needs. They work together to plan and share practices, including the use of technologies that engage students in interesting ways.

An identified group of students with specific learning needs has responded well to a range of initiatives that support their wellbeing and readiness for learning. Teachers have worked closely with families and whānau to develop a shared and consistent approach.

The senior leaders and teachers have identified that they could further improve the curriculum by strengthening the way they review and report achievement in learning areas beyond literacy and mathematics. They are also considering ways to further develop the use of technologies in learning and teaching.

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

The school has a positive and inclusive curriculum that supports Māori students to succeed as Māori. Teachers know all students and whānau well.

Achievement information shows that Māori students achieve above other Māori students nationally, particularly in reading and writing. Achievement information also shows Māori students progressed to achieve above their peers in writing between 2012 and 2013 and slightly below their peers in mathematics and reading in 2013.

The school gets strong support from Māori whānau. A changed consultation process, that includes personal contact with each family, has resulted in improved attendance at whānau hui.

Staff have a sound understanding of the importance of relationships for Māori. Teachers have actively raised the profile of Māori cultural practices. For example, teachers model tikanga Māori by using mihi to start assemblies. The strong kapa haka group fosters tuakana teina and ako across the school.

The principal and senior leaders have made sure there are teachers who can lead the integration of Māori in the curriculum in each team. This supports colleagues to develop confidence with te reo and tikanga Māori. The next step for leaders and teachers is to further integrate te ao Māori and local Māori perspectives in planning and the school’s curriculum.

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

The school’s inclusive culture supports family engagement and students’ potential to progress and achieve. All Pacific students achieved at or above the National Standards in 2013. This progress and achievement is supported by the way teachers know their students, use effective teaching practices and ensure that Pacific students engage with learning through meaningful contexts.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The board, principal and senior leaders have high expectations and provide strong governance and professional leadership. Trustees are knowledgeable and have a clear understanding of their roles and responsibilities.

The board has a rigorous appointment procedure that helps to maintain high-quality teaching staff. The links between the school’s strategic direction and annual plans are focused on raising student achievement and supporting professional practice. The board has established a proactive and well-planned succession process for ongoing board membership.

Teachers are given good opportunities to improve their practice through professional development and have a variety of opportunities to take on leadership roles.

Trustees, senior leaders and teachers work together to discuss and plan ways to accelerate student progress. There is a high level of community support and parent participation in the school.

A school-wide culture of high trust, ongoing and thorough critical reflection and self review contribute effectively to continuous improvement. Senior leaders make effective use of individual staff strengths.

The principal and senior leaders have established effective communication systems and are approachable, flexible and supportive to staff. These systems help to ensure that school-wide consistency and expectations are met.

Trustees and senior leaders agree that time needs to be provided for teachers to consolidate and embed recent initiatives and new learning before undertaking any additional developments.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. There were no international students at the school at the time of the review.

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

Hoon Hay School has a positive and inclusive culture. Students are well engaged and achieve mostly above the National Standards. The school’s curriculum provides a wide and suitable range of relevant learning experiences through contexts that effectively promote and support student learning. Effective use of achievement data and celebration of progress result in positive changes for learners. The school is very well governed, led and managed.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

National Manager Review Services Southern Region

1 September 2014

About the School

Location

Christchurch

Ministry of Education profile number

3379

School type

Contributing (Years 1 to 6)

School roll

413

Gender composition

Boys 52%; Girls 48%

Ethnic composition

NZ European/Pākehā

Māori

Pacific

Asian

Other ethnicities

80%

13%

3%

1%

3%

Review team on site

August 2014

Date of this report

1 September 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2009

August 2006

January 2004

ERO has also published an exemplar report on Hoon Hay School: Exemplar Review - Hoon Hay School - June 2018