Liberton Christian School

School Context

Liberton Christian School is a special character, non-denominational primary school for children in Years 1 to 8, located in Dunedin. The school has a culturally diverse roll of 102 children. Since the last ERO review in 2015, some new trustees have been elected to the board and two new teachers have been appointed.

The school states that its mission is to support Dunedin’s Christian community by providing high quality primary education within a Christian framework and encouraging family involvement. The mission is underpinned by Liberton Christian School’s vision and eight cornerstone values. Since the last ERO review, further strengthening of these values has been undertaken to better reflect the school’s commitment to bicultural partnership. Other valued outcomes of the school include fostering in students creative ways of expressing their faith and developing their gifts.

The vision and strategic goals are closely aligned. They articulate the shared understanding that students will learn with enthusiasm, grow in knowledge, develop their abilities and desire to serve God. Other strategic priorities are focused on raising student progress and achievement so that all the students can access a stimulating curriculum.

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

• achievement in reading, writing and mathematics

• engagement and wellbeing for success

• progress and accelerated progress for priority learners

• achievement in relation to the school’s valued outcomes, including visual art

• achievement in relation to special character and values enactment.

The school is part of the Christian Schools’ Network and Dunedin North Community of Learning| Kāhui Ako.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is very effectively achieving positive outcomes for its students. There are excellent and equitable outcomes in reading, visual art, and the school’s valued outcomes.

Over the last three years most students have achieved at or above expected levels in mathematics and writing. A very high proportion of students achieve excellent outcomes in particular aspects of the mathematics and English curriculums.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school is responding very well to students whose learning needs to be accelerated. The majority of students identified as needing extra support in writing and mathematics made accelerated progress.

Students’ progress and achievement is closely monitored, and individual students are provided with personalised support programmes that effectively meet their needs.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

The school has a number of processes and practices that are effective in enabling achievement of equity and excellence.

The shared faith and values that underpin all aspects of the school learning community are effective in creating a positive and caring environment.

Students’ achievement and wellbeing are effectively promoted by a culture that is inclusive and supportive, and where their abilities and interests are valued. They are actively engaged in authentic purposeful learning. Students are very well supported to take increasing responsibility for themselves and their learning by teachers who use a range of effective strategies. 2017 school assessment information shows that well considered initiatives designed to lift achievement in writing and mathematics have been successful.

Māori culture, identity and language is valued within the school.

Children identified with additional needs are very well catered for through a range of specific individualised responses. Teachers work with students to design a curriculum that best meets individual student’s social, emotional, cultural, spiritual and academic needs.

The board of trustees, leaders and teachers are strongly focussed on continuous improvement. The strategic priorities and the areas for improvement are clearly aligned. The principal and trustees regularly review how well they are meeting these priorities. The principal and teachers have established robust systems for the sharing and analysis of learner information to identify students who need extension or support. Trustees make effective use of this information to provide extra resourcing that supports students’ access to high quality personalised programmes.

The principal has a clear focus on continuing to support and build effective teaching practice to improve outcomes for students. Since the 2015 ERO review the principal has strengthened teacher appraisal and inquiry. Trustees and the principal support teachers by providing:

• purposeful professional development based on the identified needs of students

• clear guidelines for curriculum delivery and assessment

• a systematic approach to gathering, tracking and sharing learning information that is then used to adjust teaching to better meet the needs of students.

School-based assessment information shows that these approaches have been highly effective for enhancing children’s learning, engagement and sense of belonging.

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

It would be timely for the school to strengthen evaluation capacity to enable leaders and teachers:

• to clearly identify the most effective teaching practices from recent innovations

• identify the most effective strategies to accelerate the learning and progress of students working below expected levels.

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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

4 Going forward

Key strengths of the school

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

• clear direction setting and a culture of trust that successfully promotes innovation to improve student achievement

• a responsive well-integrated curriculum that effectively supports the motivation and engagement of children in their learning

• systematic and purposeful use of learner information for improvement that enhances and improves outcomes for learners

• the consistent use of assessment for learning and formative feedback by teachers that enables students to effectively monitor and improve their own learning.

Next steps

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

• strengthening collective capacity to use internal evaluation that includes inquiry into the impact of innovations in teaching practices to improve outcomes for students.

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

23 May 2018

About the school

Findings

Liberton Christian School provides a Christian-based values education for students in and around Dunedin. School achievement information shows that most students achieve well. Students experience a curriculum that effectively builds their knowledge, skills and character. This is achieved through meaningful learning that is based on the New Zealand Curriculum and the Christian values of their parents and community.

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?

Liberton Christian School provides a Christian-based values education for students from Dunedin and the wider area. The school’s vision for students to be part of the Christian community, learn with enthusiasm, grow in knowledge and develop their abilities and gifts is strongly evident in the learning and everyday life of the school.

Relationships among staff and students are respectful, inclusive and caring. The school fosters parent partnership and support. Teachers know the students well as individuals and as learners. They focus on supporting the development and well-being of the whole child (emotional, physical, academic and spiritual) and preparing them for life beyond school.

The school roll has increased since the 2012 ERO review. In 2014, a third of the students were new to the school. The board of trustees has helped fund an additional teacher to accommodate the recent growth and maintain small class sizes. Property developments include building a new classroom, a library and extending the size of the hall.

Significant progress has been made in addressing the recommendations in the 2012 ERO report. The school has developed a very useful framework to guide effective self review. Successful use is made of self review to support ongoing improvements to curriculum development and delivery. This includes the meaningful integration of Māori language and culture.

2 Learning

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

The school uses achievement information very effectively to make positive changes to all learners’ engagement, progress and achievement. Teachers and leaders use student achievement information throughout the year to identify and respond to those students at risk of not achieving as well as expected.

School achievement information in 2014 showed that 92% of students achieved at or above the National Standards (NS) for reading, 83% at or above the NS in writing and 79% at or above the NS in mathematics. The school has effective systems for the identification and ongoing monitoring of students who need extra support to succeed.

Students are actively involved in their own learning. With teacher support, they use learning information to set goals and monitor their own learning.

Teachers gather useful information across many areas, including student wellbeing and learning. They gather this through observations and a range of assessments. Teachers analyse the information thoroughly to make decisions about the best ways to support students and reflect on how well these practices are working:

School leaders are well informed through comprehensive reports on school-wide student achievement and progress. They use this information appropriately to inform and monitor their decisions about:

• targets in specific curriculum areas, for groups of students and the charter
• resourcing, and the effectiveness of learning interventions and programmes.

Parents receive useful reports on their children’s progress and achievement in relation to the National Standards. This includes the school providing them with helpful information about how they can help at home.

3 Curriculum

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

Students experience a curriculum that effectively builds on their knowledge, skills and character. This is achieved through meaningful learning that is based on the New Zealand Curriculum and the Christian values of their parents and community. Teachers effectively integrate the school’s values in learning occurring in and out of the classroom.

Positive relationships are evident among the students and with their teachers. Students know the special school character and values. Senior students appreciate the many opportunities they have for leadership, and the role they share in looking out for the younger students and for each other.

Teachers seek to know students as learners and as individuals, and identify and develop students’ gifts and abilities.

Teachers place a strong emphasis on literacy and mathematics. Students experience a broad range of meaningful learning integrated across all learning areas in and beyond the school. Teachers aim to make students’ learning relevant and enjoyable. They work collaboratively to support students and to find ways to broaden their own teaching.

The principal, curriculum leaders and teachers regularly review the learning programmes. In 2014, they undertook effective teacher development for teaching writing.

Students benefit from regular talks with their teachers and with each other about their learning. They are actively involved in the learning process and take responsibility for their own learning, and on occasion, that of their peers. Students’ achievements are celebrated in a variety of ways.

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

Māori students overall achieve at similar levels to their peers.

Trustees have maintained the priority to develop the way in which the Māori language and culture is taught across the school in meaningful and appropriate ways. Students sing Māori waiata and have opportunities to participate in local cultural celebrations and to visit places and attend events of cultural significance. Teachers have been working on ways to improve their inclusion of the Māori language and culture within the daily programme. Leaders are seeking greater consistency in how the learning is delivered across the school. External expertise has been accessed to help develop teachers’ skills and knowledge.

Area for development and development

The principal has identified the need to achieve greater school-wide consistency in the delivery and review of tikanga and te reo Māori programmes.

The board and principal have identified that they now need to ensure that the school’s curriculum and guiding document reflect current practice and the aspirations of its parents and community. This includes how students’ views are gathered to inform curriculum review.

4 Sustainable Performance

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

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

School leaders and staff share a strong sense of common purpose and responsibility for achieving the school’s vision and, in particular, what is best for the students.

The board is very well informed. The principal provides useful reports that show students’ progress, engagement and achievement. Trustees place a strong emphasis on responding appropriately so that students and teachers are supported in teaching and learning.

Trustees carry out their governance roles and responsibilities well. They have useful frameworks and processes that guide effective planning and review. They have a strong focus on using self review to monitor the school’s performance and for making decisions for improvement.

The school’s performance management and support systems for staff include school-wide targets and goals.

Area for review and development

Aspects of appraisal need to be further developed. The board agrees that it needs to further develop its guidelines and processes to ensure a robust and useful appraisal process is implemented for all teaching and support staff.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. No international students were enrolled at the time of the ERO 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

Liberton Christian School provides a Christian-based values education for students in and around Dunedin. School achievement information shows that most students achieve well. Students experience a curriculum that effectively builds their knowledge, skills and character. This is achieved through meaningful learning that is based on the New Zealand Curriculum and the Christian values of their parents and community.

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

Graham Randell

Deputy Chief Review Officer Southern

5 May 2015

About the School