Leithfield School is a semi-rural, Year 1 to 8 school with a roll of 132 students. The school’s valued outcomes are for students to achieve and demonstrate the school’s ‘RISE’ values of respect, involvement, self-management and excellence. Ngāi Tahu values are also evident in the school’s environment and curriculum. Confidence and wellbeing are also highly valued as student outcomes. The board’s strategic goals are:
The board’s annual achievement targets focus on raising achievement in mathematics for Years 2 and 3, writing in Years 5 to 8 and reading for Year 3 students. Improving outcomes for boys in writing remains a focus.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Since the 2013 ERO review, a new board chair, principal and deputy principal have been appointed. There have also been changes in trustees and staff. The school has participated in professional learning and development to accelerate learning in mathematics.
The school is a member of Puketeraki Kāhui Ako|Community of Learning (CoL).
The school is effectively working towards equitable and excellent outcomes for all its students.
Achievement data for 2017 shows most students achieve at or above curriculum expectations for reading, writing and mathematics. Boys achieved less well in literacy.
Leaders and teachers collect and report to the board on learner information in other curriculum areas against specific objectives. In 2017, achievement information showed that 73% of students achieved at or above curriculum expectations in aspects of science, 91% in social science and 86% in technology. In 2018 social science achievement identified 78% of students were at or above expectations for specific curriculum objectives. The school is using this information so that, over time, they are able to make evidence-based judgements on the school’s provision for students’ learning in these curriculum areas.
The school is achieving success in accelerating the achievement for some Māori and other students who need this.
Some students receiving additional support with mathematics are making considerable progress. Individual and group-adapted learning plans demonstrate accelerated progress made by some students and identify the teaching strategies that are most effective in supporting these students. Teachers also report most students have made positive shifts in reading engagement and attitude.
Some reports to the board do not always show students’ progress based on gender and ethnicity. In these reports it is unclear how well different groups of students who are receiving additional support are accelerating their progress.
The school is actively investigating more robust and reliable methods of analysing and reporting rates of students’ learning progress.
A number of effective processes and practices are contributing to the achievement of equity, excellence and acceleration of learning.
Students with learning and other additional needs are well supported by leaders and teachers. Effective systems and processes ensure there is close monitoring of individuals, with programmes adapted in response to identified needs. Interventions are monitored so leaders and teachers can identify those who are contributing to improving outcomes for students. Positive approaches to promoting the wellbeing and improved achievement of these students include:
A collaborative teaching culture is enhancing professional discussions and inquiry related to raising student achievement. Professional learning and development (PLD) is influencing the use of specific teaching strategies. This is particularly evident in mathematics where equitable results are evident in the 2017 achievement information. Teacher appraisal is aligned with PLD and the school’s annual achievement targets. Teachers reflect critically on what they are doing well and ways they can improve their practice.
Educationally powerful connections are effectively supporting positive outcomes for students. There is increasing involvement of parents, and the formation of learning partnerships is supporting this. This is particularly so for students needing additional support to improve their learning. There are strong reciprocal relationships between the school and local community. Very good use of external agencies is contributing towards students’ learning and wellbeing. Active involvement in the Puketeraki Kāhui Ako|Community of Learning is positively impacting on teaching and learning practices.
Strong leadership of curriculum is contributing to teachers’ shared understandings about teaching and learning and the use of effective teaching strategies known to improve student outcomes. The school’s curriculum is responsive to students’ interests and needs. The well-designed curriculum provides useful guidance for teachers and a clear focus on the importance of each essential learning area. Digital technology is effectively supporting students’ learning, particularly in the senior area of the school. Community input is sought and used to inform curriculum decisions. As a result, science, music and student wellbeing have received a greater focus in learning programmes. The integration of the school’s RISE values and the introduction of Ngāi Tahu values are contributing to an increased bicultural emphasis in the curriculum.
The board and senior leaders work well together to support students’ learning. The school’s values and a focus on positive outcomes for students strongly influence the board’s decision-making processes. There is coherence between the school’s charter, strategic and annual plans, provision of PLD and other key school documents. Community, parent and student views and opinions are valued and support the school’s strategic direction. The school is on a pathway of continuous improvement.
Further developments to build on the existing effective practices identified in this report include:
Leaders should ensure that ongoing consultation with Māori includes an increased focus on Māori student achievement and the aspirations parents have for their children.
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.
ERO identified non-compliance in relation to careers education for Years 7 and 8.
In order to address this, the board of trustees must:
To improve current practice, the board of trustees should strengthen:
Since the onsite stage of this review the board has responded positively to address this issue.
For sustained improvement and future learner success, the school can draw on existing strengths in:
the strong focus on students’ learning and wellbeing
educationally powerful connections with the school community, the Puketeraki Kāhui Ako and external support agencies
effective curriculum leadership, professional learning and development in mathematics, and effective teaching practices.
For sustained improvement and future learner success, priorities for further development are in:
improving internal evaluation so it is evaluative and includes students’ rates of progress where appropriate
continue to support students’ understanding, independence and ownership of their next level of learning
developing bicultural practices, including increased emphasis during consultation on Māori students’ achievement and the aspirations of the Māori community.
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Director Review & Improvement Services
Te Waipounamu - Southern Region
8 October 2018
|
Location |
Amberley |
|
Ministry of Education profile number |
3411 |
|
School type |
Full Primary Year 1-8 |
|
School roll |
132 |
|
Gender composition |
Boys 52% Girls 48% |
|
Ethnic composition |
Māori 16% Pākehā 79% Other ethnicities 5% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
August 2018 |
|
Date of this report |
8 October 2018 |
|
Most recent ERO report(s) |
Education Review November 2013 Education Review November 2010 |