Levin School

Findings

Levin School has made positive progress in addressing areas for improvement identified by ERO in April 2015. Developments are evident in school processes, levels of whānau involvement, leadership, governance and curriculum responsiveness for Māori. Further developing evaluative capacity is a next step for the school. 

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

1 Background and Context

What is the background and context for this school’s review?

Levin School caters for students from Years 1 to 6. At the time of this review, 125 students were enrolled, half of whom are Māori learners. Students enjoy many opportunities to be involved in sporting, cultural and community events.

The school’s charter suitably reflects its context and the aspirations that parents, whānau and the community have for students' success. Establishing a relationship with mana whenua, Muaupoko has been a priority for the school. The revised school values of ‘respect, excellence, attitude, cooperation and honesty’ sit alongside the refreshed motto that challenges and encourages students to ‘reach, learn and grow’ to realise their potential.

The April 2015 ERO report identified a number of issues in relation to the quality of principal leadership, governance and teaching and learning. In Term 4 2015, a new principal was appointed. Most of the teaching team has remained since the previous ERO review. A Ministry of Education Senior Education Adviser has provided ongoing assistance to the school since the 2015 ERO evaluation.

The board received support from an external provider to assist with the appraisal of the previous principal and appointment of the new principal. A student achievement function (SAF) practitioner was involved with the school for most of 2016. She supported teachers, leaders and community representatives that formed the change team. This team focuses on building learning partnerships with children, families and whānau and improving the use of evidence based teaching practice schoolwide.

This report outlines the progress made since the previous ERO review and the areas for continued development. 

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The 2015 ERO report identified a number of key areas for ongoing development. These were for trustees, leaders and staff to improve:

• the responsiveness of the curriculum for Māori learners and effective teaching to improve outcomes for students 
• systems and processes for effective assessment, planning and internal evaluation 
• engagement with parents and whānau and the community
• leadership and governance.

Progress

Teachers, leaders and trustees have undertaken considerable work and have made good progress in responding to the issues identified in ERO’s 2015 evaluation.

Processes and practices to respond to individual student needs have been developed and strengthened. The revised student tracking sheet outlines how teachers plan to improve and raise progress and achievement. Teachers are strengthening how they use data to promote children’s learning and progress. Making wider use of the student management system to inform teaching and learning is a next step.

National Standards data since 2014 shows an upward trend in reading and writing. The school reports that in 2016, many students were achieving at the National Standards in reading, writing and mathematics. Māori achieved at similar levels to their peers in writing and reading. Māori boys’ achievement in mathematics declined in 2016. Achievement information about target students in 2016 shows that most students made good progress in reading, with some making accelerated progress.

Targets are set for raising student achievement. These need to more clearly identify the numbers of students needing acceleration in their learning and achievement. Continuing to develop a shared understanding of what acceleration is, and what expected outcomes are for individual progress and achievement is needed. This should assist the school to evaluate the impact of planned actions.

An ongoing emphasis on building teacher expectations and shared understanding of effective practices is evident. Growing consistency and embedding evidence-based teaching practice is an identified priority for leaders. ERO agrees with this direction.

ERO observed positive levels of engagement, relationships and a range of contexts to promote children’s learning in classrooms. The purpose of learning and enactment of the school values was evident. There were examples of deliberate teaching practices and strategies being used to extend student learning.

Considerable consultation was undertaken in the development of the revised school vision, values, motto and graduate profile. These should provide a sound basis for the planned curriculum reviews. ERO and leaders agree that curriculum review should be prioritised to ensure it is responsive to current student needs, including Māori learners.

Students demonstrate increasing confidence and understanding of pōwhiri. They take leadership roles and are supported by the whānau Māori group to build their knowledge. A more collaborative and positive school culture for children, staff and families and improved levels of family and whānau involvement in the school are evident.

Key next steps

Leaders and ERO agree that:

• the curriculum review should be prioritised to better respond to the needs of current students
• continuing to develop a shared understanding of what acceleration is, and what expected outcomes are for individual progress and achievement is needed.

3 Sustainable performance and self review

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

The school is soundly placed to sustain and continue to improve its performance. The board and principal are working together effectively to lead the school forward.

Improvements to strategic and annual planning more clearly focus on outcomes for students. The board has developed a sound framework for policy and procedure review.

The principal’s appraisal is undertaken by an external provider with a summary provided to the board. Staff are building their understanding of what evidence-based teaching as inquiry is, and how it might help them to improve their practice in raising levels of student achievement.

Leadership is improvement focused. The principal continues to work effectively in establishing meaningful partnerships with parents, whānau, and the community to support positive change in the school. Parents receive useful reports that show their child’s progress and achievement in relation to National Standards' expectations.

Ongoing involvement in external professional training and support is strengthening trustees’ understanding of their governance role.

Key next steps

ERO, leaders and trustees agree on the following areas to further develop and progress:

• continue to build trustees' capability and awareness of their roles and responsibilities
• further develop, then embed, teacher inquiry
• fully implement the revised appraisal process and ensure all requirements related to the endorsement of teachers' and leaders' practising certificates are met.
• strengthen inquiry and evaluative capacity to support teachers, leaders and trustees to more clearly know about the impact of actions on outcomes for children’s learning and progress. 

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.

4 Recommendations

The school agrees to:

• develop more targeted planning to accelerate learning for children
• monitor targeted planning, improved teaching, and children’s progress
• discuss the school’s progress with ERO.

Conclusion

Levin School has made positive progress in addressing areas for improvement identified by ERO in April 2015. Developments are evident in school processes, levels of whānau involvement, leadership, governance and curriculum responsiveness for Māori. Further developing evaluative capacity is a next step for the school. 

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

Joyce Gebbie
Deputy Chief Review Officer Central

19 April 2017

About the School