Miller Avenue School - 12/06/2018

• On this page:

• School Context
• Evaluation Findings
• 1 Equity and excellence – achievement of valued outcomes for students
• 2 School conditions for equity and excellence – processes and practices
• 3 Board assurance on legal requirements
• 4 Going forward
• About the school

Miller Ave School is situated in the township of Paeroa, in the Hauraki District, and provides education for students in Years 1 to 8. The current roll is 146, including 80 students who identify as Māori.

The school’s mission is to empower students as they strive for ever higher levels of success and happiness through education. Core values of respect, responsibility, aroha, honesty and self-discipline for ourselves, each other, our community and environment are promoted.

The school has strategic goals in relation to reading, writing, mathematics and attendance. Leaders and teachers regularly report to the board, school-wide information about outcomes for students in reading, writing, mathematics and attendance.

The school is the host school of a satellite class for Goldfields Special School and the local Resource Teacher Learning and Behaviour (RTLB) cluster. It is part of the Community of learning|Ohinemuri Kāhui Ako.

Since ERO’s last review in 2014, a new deputy principal and assistant principal have been appointed. Several new teachers have also been appointed and some school trustees are new. In 2018 professional learning and development is focusing on building leadership of learning and raising evaluation capability across the school.

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?

Raising levels of student achievement across the school in reading, writing and mathematics is an urgent priority. School data shows that overall achievement levels have not improved from 2015 to 2017. Significant disparity remains for Māori students and boys, with other groups of students in the school. This gender and ethnic disparity is evident in reading, writing and mathematics.

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

The school is unable to show accelerated progress for Māori or other students who are achieving below expected levels in reading, writing and mathematics.

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?

The leadership team is building its capability to provide professional leadership. This recently formed team has accessed appropriate external support. This professional support and development is providing direction and a considered approach to establishing leadership of learning for improved teaching and learner outcomes.

An inclusive school culture effectively supports student wellbeing and belonging. There are positive relationships and interactions between students and their teachers. Students with additional learning needs are welcomed into the school and are well supported through the school’s engagement with external support agencies. Teachers have a good understanding of students and their families. They respond respectfully to students’ pastoral care needs and take a collective approach to their wellbeing. Students benefit from a caring and supportive school culture.

The school’s core values are highly evident. These values are shared and promoted by the leadership team, teachers and students and evidenced through opportunities for student leadership in the school council, house system and te kotahitanga groups. Students’ ideas are valued and they are able to make a positive contribution to the life of the school.

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

The school’s strategic approach to raising achievement levels needs improving. This needs to include:

• setting specific targets that include all students below expected levels in reading writing and mathematics

• regular monitoring, tracking and reporting throughout the year to show accelerated progress and achievement of at-risk students

• alignment of teaching programmes, appraisal goals and teacher inquiries to the school’s strategic targets

• greater involvement of trustees in scrutinising school data, and setting strategic direction.

Leadership of learning needs strengthening. Important aspects include:

• the development and documentation of a local curriculum that reflects community aspirations, particularly for Māori

• establishing clear expectations and shared understanding about effective assessment practice, including the management and use of student achievement information, developing shared expectations for high-quality teaching and learning and ensuring consistent implementation of these across the school

• implementing robust and consistent appraisal and performance management systems for teachers and school leaders.

Internal evaluation is not well developed. The school needs to evaluate practices, processes and initiatives designed to accelerate progress and achievement of at-risk learners.

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.

4 Going forward

Key strengths of the school

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

• core values that are shared, and contribute to a caring and inclusive school culture.

Next steps

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

• targeted achievement processes to improve school-wide achievement levels and to address disparities in achievement for Māori students and boys

• leadership of learning to improve the quality of teaching and learner outcomes

• internal evaluation processes and practices
  [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO recommends that the school seek support from the Ministry of Education and New Zealand School Trustees Association in order to bring about improvements in:

• targeted actions for raising achievement

• stewardship

• leadership of learning

• responsive curriculum and effective teaching

• internal evaluation and critical inquiry.

ERO’s next external evaluation process and timing

ERO intends to carry out a process of ongoing external evaluation to support development over the course of one-to-two years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

12 June 2018

About the school