Longburn School, for students in Years 1 to 8, is located on the southern outskirts of Palmerston North. Of the 122 students enrolled, 37% are Māori.
Shared school values are articulated in the ‘LongbuRn School RiPpLe Effect’, promoting ‘Respectful, Responsible Positive Learners’.
Strategic goals to 2021 aim to:
provide a safe and stimulating child-centered learning environment, fostering positive, strong relationships and well-being
provide a variety of rich learning experiences supported by effective teaching, fostering high levels of personal achievement whilst cultivating the individual’s passion
develop and nurture, within our learners, the skills, knowledge and cultural capital to enable them to be successful in our ever-changing world, operating as independent lifelong learners.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Several teachers are new to the school over the previous 12 months. Schoolwide professional learning and development (PLD) has been undertaken in using the Progress and Consistency Tool (PaCT) to support assessment practice in 2019 with further work planned for all staff in 2020.
The school is member of the Te Oro Karaka Rua Kāhui Ako.
Embedding assessment systems and processes, and continuing to build teacher practice aligned to school expectations, are ongoing developments to achieve equity and excellence for all students.
In 2019, many students achieved at or above curriculum expectations in reading, writing and mathematics, with over a third of learners exceeding expectations in reading. Trends from 2017, show the school has significantly increased achievement in writing, especially for boys and Māori boys, supporting equity for these learners when compared to other groups. Similar outcomes have been achieved in reading and mathematics over the same period with most students achieving curriculum expectations by the end of Year 8. To further promote equity for all students, targets have been established for 2020 aligned to those learners requiring their learning and progress accelerated.
The school reports high levels of attendance for most students.
The school provides a wide range of well-considered actions and initiatives to respond to Māori and other children whose learning and achievement need acceleration. In 2019, teachers accelerated the progress of some targeted students in reading, writing and mathematics. Ongoing development to assessment processes and teacher practice is planned to further strengthen the school’s response to Māori and other students who need their progress accelerated.
Students follow their interests and passions through a wide range of authentic learning opportunities. Learners’ skills, competencies and capabilities are fostered through their active participation and self-directed learning. Core curriculum priorities in literacy, mathematics and other areas of learning are comprehensively documented. Students regularly access digital learning technologies to support their learning. Classroom conditions and strategies used by teachers, guide students in their decisions that reflect their individual learning goals.
Staff and trustees collaboratively pursue the school’s vision and valued outcomes for students and their community. Trustees demonstrate a clear understanding of their roles and responsibilities. Strategic and annual planning reflect relevant priorities to promote ongoing development. Staff are highly collaborative, sharing strategies that inform their response to the learning and engagement needs of students. PLD for staff is suitably matched to relevant priorities. Systems and processes used to monitor teacher practice and inquire into the school’s curriculum are comprehensive.
Students identified with additional and complex learning needs receive appropriate support. Regular tracking, monitoring and collaborative review of student progress supports a timely response to learners. Staff know students and their families well. Board resourcing of additional programmes and teacher aide support is suitably matched to the specific needs of students.
Inclusive environments purposefully foster the engagement of student, families and whānau in school life. Daily interactions reflect the shared school values and promote positive relationships between staff, students and their peers. The language, culture and identity of Māori students are integral to student learning experiences delivered through relevant contexts. Student leaders contribute well in promoting the positive culture of the school. Parents, families and whānau are provided with appropriate information to encourage learning partnerships. Students share and celebrate their learning and achievements with families and community.
Leaders and teachers have implemented a range of curriculum initiatives designed to promote self direction and encourage student decision making in relation to their learning. It is timely for the school to collectively strengthen their knowledge and use of evaluation. Undertaking systematic evaluation should enable, teachers, leaders and trustees to determine how well curriculum initiatives and actions impact on priority learners and further promotes equity and excellence for all students.
The school is seeking to further develop the collective capability of teachers and build leadership roles to support curriculum delivery and coordinate special needs processes. Sharing strategies between teachers and continued participation in PLD for staff and leaders should enhance their capacity and support sustainability of the school’s valued outcomes.
Teachers have participated in initial PLD to support their understanding of assessment for teaching, learning, moderation and to promote students’ self-directed learning. Staff should continue to review and refine their assessment practices and processes to further strengthen their collective capability and support positive outcomes for students.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Longburn School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Darcy Te Hau
Acting Director Review and Improvement Services Central
15 May 2020