Johnsonville School - 13/08/2019

School Context

Johnsonville School caters for 360 Years 1 to 6 students from diverse cultural backgrounds. New Zealand European/Pākehā students make up approximately half of the roll. The next three largest ethnic groups are Chinese, Indian and Māori. Many students are English language learners.

The school’s valued outcomes for students are for them to leave school as a confident, connected, actively involved, lifelong learner. The vision for Learning and Growing Together: Akoranga, Whakatipuranga, Ngatahi is supported through the development of the values of courage, inclusion, perseverance, honesty, empathy and respect.

School achievement targets for 2019 are for improving the percentage of students achieving at and above expectations in mathematics.

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

  • achievement in reading, writing and mathematics in relation to curriculum expectations
  • progress of targeted students
  • attendance.

A Special Education unit provides specialised support with learners with high and complex learning needs.

Several property developments are planned to improve and provide additional learning spaces for children. School facilities are regularly shared with the community. The school participates in the Enviroschool programme.

A new principal was appointed at the beginning of 2019 and a deputy principal began in Term 2. There are a number of long-serving staff.

Professional learning and development (PLD) for teachers has included Accelerated Learning in Literacy, innovative teaching and learning and leadership development. Mathematics PLD is ongoing.

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, including Māori, achieve curriculum expectations in reading, writing and mathematics. The trends of achievement over time is similar for all learners, with a slight upward trend of achievement in mathematics.

In 2018, Māori students achieved as well or better than schoolwide achievement overall in the three learning areas.

The school recognises that Pacific students, as a group, continue to achieve less well than schoolwide achievement overall. Boys continue to achieve at significantly lower rates than girls for writing.

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

There is evidence that learning is accelerated for some students at risk of not achieving, including Māori.

Continuing to develop assessment processes and systems should help to better show rates of progress and acceleration for all groups of learners at risk and build a schoolwide picture of 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?

Positive relationships between teachers and students, and amongst students, are evident. Children engage actively and enthusiastically in learning tasks. They collaborate and support each other in their learning. Children have opportunities to learn about and celebrate cultural events and practices. They are encouraged to undertake leadership roles within the school.

Teachers use a range of appropriate assessment information to identify areas for focus and children requiring additional support or extension. They provide a range of thoughtfully chosen learning opportunities in response to identified needs. Teachers focus on developing strategies to promote student agency. Children’s interests are considered and they are supported to make choices about aspects of their learning.

Growing children’s understanding of the natural world and environmental sustainability is fostered through schoolwide inquiry topics, student leadership and the Enviroschool programme. Local sustainability networks and purposeful excursions are well used to extend this learning and connect with the community.

Students with high and complex needs are very well supported. Their strengths, interests and preferences are maximised as opportunities for meaningful learning. Individualised strategies in relation to learning goals are thoughtfully considered. These are usefully informed by specialist knowledge, liaison with relevant agencies and strong communication with parents. Staff use a collaborative approach to plan, monitor and celebrate student achievement across the competencies of the New Zealand Curriculum. They provide warm, calm and purposeful learning interactions. A systematic approach is in place to closely monitor progress and celebrate successes.

School leaders and teachers participate and contribute to a range of educational and community networks to enrich their practice and the curriculum. Children participate in a diverse range of cultural, sporting and arts opportunities in the wider community. New families enjoy being welcomed to the school with mihi whakatau. There is specific provision for instruction in te reo Māori and opportunities to participate in kapa haka.

Trustees bring a range of expertise and experience to their roles. They value the cultural diversity of their families and are appropriately focused on supporting positive outcomes for children, staff and the school. They undertake their responsibilities in a deliberate, focused manner, supported by well organised planning and guiding documentation.

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

Leaders are committed to implementing a cohesive schoolwide approach to achieving equity and excellence for all students. This should include:

  • continuing to support teachers to inquire into their practice to identify, share and evaluate successful strategies in accelerating learning
  • ensuring appraisal effectively promotes consistent, effective teaching and learning that aligns with curriculum guidelines and the school’s vision for learning
  • leaders and trustees developing more specific targets and strategic goals to address disparities and better guide targeted actions to promote acceleration for students who need this.

Developing a shared understanding and clear processes for internal evaluation should assist in monitoring the impact of initiatives in achieving equitable outcomes and support decision-making for improvement.

The school should continue to build on the learning partnerships it has with whānau and families to inform localised and responsive curriculum development and support student learning outcomes.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Johnsonville School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • positive relationships and thoughtfully chosen learning opportunities that support students’ engagement in learning
  • well-considered provision for students with additional learning needs that results in successful outcomes
  • trustees who undertake their responsibilities effectively and are appropriately focused on promoting positive outcomes for children.

Next steps

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

  • continuing to take deliberate action to promote acceleration and reduce disparities for groups of learners
  • developing a coherent approach to implementing processes and systems and promote consistent, effective practice for accelerating learning
  • building a shared understanding and clear processes for internal evaluation to inform strategic priorities and actions, and to help monitor the impact of initiatives for ongoing improvement.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

13 August 2019

About the school

Location

Wellington

Ministry of Education profile number

2866

School type

Contributing (Years 1 to 6)

School roll

360

Gender composition

Male 52%, Female 48%

Ethnic composition

Māori 7%
NZ European/Pākehā 51%
Indian 11%
Chinese 9%
Other Asian 9%
Pacific 5%
Other ethnic groups 8%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

May 2019

Date of this report

13 August 2019

Most recent ERO report(s)

Education Review December 2014
Education Review December 2010