Miramar Christian School - 05/06/2014

1 Context

What are the important features of this school that have an impact on student learning?

Miramar Christian School is a state integrated primary school in Wellington's eastern suburbs. Its roll of 65 Years 1 to 8 students is multicultural, with 66% of students speaking English as a second language. Students attend from across Wellington.

The school is affiliated to the Gateway Baptist Church. Christian values, beliefs and principles, represented in the motto: Character, Competence and Community, underpin all aspects of school operations.

At the time of this ERO review the deputy principal was acting principal.

2 Learning

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

Teachers use assessment information effectively to identify learning needs and promote accelerated achievement for identified students.

They plan and set goals using good strategies to promote students' progress. Plans are adapted for high needs students and for those who are speakers of English as a second language.

The principal collates and analyses school-wide achievement data and reports this information to the board regularly.

The school's data shows that overall achievement in relation to the National Standards for reading and mathematics is good, and that it improved between 2012 and 2013. For writing, overall achievement is lower. There is a focus on raising student achievement in writing and mathematics.

School personnel intend to apply strategies that they have used successfully to accelerate learning for target students, in teaching all students, including those achieving at and above the National Standards. They will gather student's view as part of this process.

3 Curriculum

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

The school's curriculum objective is: "To provide a balanced, broad-based curriculum that recognises national requirements, gives priority to literacy and numeracy, develops communication, critical thinking, and self management preparing students to face future challenges and benefit from opportunities.”

The school's curriculum draws from the Interact Curriculum and is aligned to The New Zealand Curriculum. There are clear schoolwide guidelines for curriculum, planning and assessment.

The curriculum is based upon Christian values and follows a theme-based, integrated inquiry learning approach. It emphasises reading, writing and mathematics. Purposeful writing and reading activities are linked to themes. In mathematics authentic learning tasks are used whenever possible.

Teaching staff use student achievement information well to review and redesign the school's curriculum particularly for teaching and learning in literacy and numeracy.

Sufficient and useful opportunities are provided to enable students to engage in purposeful learning across the curriculum and work with others in a variety of ways.

Well-presented classroom environments support learning and promote student belonging. The school's Christian character is highly evident and cultural diversity is valued and celebrated. Students are well supported and spend their time purposefully engaged in their learning. They treat each other respectfully. Interactions are positive and caring.

Very good systems, processes and practices support the wellbeing of students and their families.

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

The school's overall approaches are likely to support success for Māori students.

Parent aspirations for their children are well understood by teachers. Staff meet, greet and farewell families at the gate every day. In this way they get to know the students and their families well. They recognise their identities, languages and abilities and ensure their learning needs are addressed.

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.

Trustees bring a range of expertise and knowledge to the board's governance role. The board has a strong focus on student achievement, with particular reference to students not meeting the National Standards. Trustees act on recommendations from the principal to fund additional resources and teacher aide time to support improved student achievement.

The annual planning and reporting cycle has been strengthened. Through monthly monitoring of strategic goals and informal review, next steps are identified across areas of operation.

Knowledgeable and collaborative leadership promotes continuous improvement. The teaching staff work effectively as a team.

A range of informal review, professional development and changes to practice have ensured that a focus on improving teaching and learning is benefitting student achievement.

The school’s next step is to develop a shared understanding about the use of planned, in-depth self review particularly in relation to curriculum and strengthening the board’s annual achievement targets and goals.

Provision for international students

Miramar Christian School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989.

There are currently no international students enrolled.

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.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

5 June 2014

About the School

Location

Miramar, Wellington

Ministry of Education profile number

4119

School type

Integrated Full Primary (Years 1 to 8)

School roll

65

Gender composition

Female 35, Male 30

Ethnic composition

Assyrian

NZ European/Pākehā

Indian

USA/Canadian

African

Māori

Other ethnic groups

15

14

8

6

5

4

13

Review team on site

March 2014

Date of this report

5 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

March 2011

June 2008

November 2005