Findings
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Morningside School’s performance in achieving valued outcomes for its students is: Well placed.
1 Background and Context
What is the background and context for this school’s review?
Morningside School is located in Whangarei and provides education for children in Years 1 to 6. There are over 300 students, and the majority identify as Māori.
ERO’s 2017 report identified significant areas for development in leadership, stewardship, teaching and learning, assessment systems and processes, and internal evaluation. The report recommended the school work with the Ministry of Education (MoE) and the New Zealand School Trustees Association (NZSTA) to increase the school’s capability to improve student achievement. ERO also decided to carry out an ongoing evaluation, over the course of one to two years, to support and evaluate the school’s progress.
The MoE worked with the school to plan improvement in alignment with ERO’s recommendations. The MoE has provided a wide range of support for the school. In addition to the services of a Student Achievement Function (SAF) practitioner, leaders’ and teachers’ capability has been grown through professional development and learning (PLD) about teaching literacy.
Evidence collected through ERO’s ongoing longitudinal review of the school has been used to evaluate the progress trustees, leaders and teachers have made to address the concerns and recommendations identified in 2017. The findings are outlined in the following sections of this report.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
ERO established the following priorities for the review:
improving the consistency and quality of teaching and learning
developing robust assessment systems and processes
strengthening internal evaluation capability and capacity
building leadership and stewardship capability to sustain and embed changes.
Progress
Improving the consistency and quality of teaching and learning
The quality of teaching and learning across the school has improved. Children learn in inclusive classrooms and experience caring, respectful relationships with each other and teachers. Teachers are using strategies to support students to make accelerated progress in their learning. The 2018 school achievement data show accelerated progress in reading, writing and mathematics.
Educational leadership across the school has significantly improved. Senior leaders have actively promoted building teachers’ capacity to develop more consistent classroom teaching practices across the school. As a result of the PLD, teachers are tailoring instruction to meet the needs of individuals and groups of students. Quality performance management systems create opportunities for teachers to inquire into the impact of their teaching on student outcomes.
Developing robust assessment systems and process
The school’s assessment systems and processes have improved. Teachers use appropriate tools to gather assessment information. An assessment plan responsive to children’s needs is in place. Internal moderation processes are strengthening teachers’ assessment judgements. To increase the accuracy and consistency of teachers’ judgements, senior leaders plan to moderate assessment information with local schools.
Strengthening internal evaluation capability and capacity
Internal evaluation has improved. Increasingly students, whānau and the wider community are engaging in the evaluation process. Evaluation information is used for generating solutions and decision-making about how to most effectively improve outcomes for students. Senior leaders recognise the need to develop with the school community, a more systematic, coherent approach to internal evaluation aligned to the school’s strategic direction.
Building leadership and stewardship capability to sustain and embed changes
Governance and leadership capability have been strengthened. The board and the senior leadership team have made significant improvements to the school’s organisational systems. The board recognised that further professional development would benefit trustees to increase their understanding of their stewardship roles and responsibilities.
Senior leaders have increased the collective capacity of staff to take action to realise the school’s vision, values, goals and targets. They are more systematic in their approach, aligned to the strategic plan, to improve outcomes for children. To model how a rigorous and useful appraisal process can be implemented to support professional growth, the board could consider engaging an external provider to conduct an appraisal of the senior leadership team.
Key next steps
The board, school leaders and teachers should continue to:
- embed and expand on effective teaching practices and approaches that promote children’s active learning and accelerate their progress
- strengthen assessment practices to build teachers’ data literacy capability
- increase the range and depth of assessment moderation processes to ensure the reliability of the school’s data
- develop their use of internal evaluation to track progress towards targets and goals for improving students’ educational outcomes and determining actions for ongoing improvement
- participate in training to develop a shared understanding of the trustee role and responsibilities.
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 now well placed to sustain and continue to improve its performance. An effective leadership team and more coherent school systems, processes, and practices support a school culture that is focused on student learning and wellbeing.
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
- school policies in relation to meeting the requirements of the Children Act 2014.
4 Recommendations
Recommendations, including any to other agencies for ongoing or additional support.
Conclusion
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Morningside School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
1 July 2019
About the School
| Location | Whangarei |
| Ministry of Education profile number | 1052 |
| School type | Contributing (Years 1 to 6) |
| School roll | 323 |
| Gender composition | Boys 54% Girls 46% |
| Ethnic composition | Māori
NZ European/Pākehā
other ethnic groups | 58%
36%
6% |
| Review team on site | May 2019 |
| Date of this report | 1 July 2019 |
| Most recent ERO report(s) | Education Review
Education Review
Education Review | June 2017
April 2014
March 2011 |