Mount Biggs School

Mount Biggs School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 6 months of the Education Review Office and Mount Biggs School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context

Mount Biggs School is located in a rural setting on the outskirts of Feilding and caters for students in Years 1 to 8. 

Mount Biggs School’s strategic priorities for improving outcomes for learners are:

  • to maximise individual capability through quality teaching and learning
  • to deliver the Mount Biggs School curriculum through collaborative, flexible practices and by focusing on children’s diverse needs to achieve their full potential
  • to develop strong leadership capabilities through all aspects of the school using targeted professional development
  • to manage and prioritise human and physical resources to achieve the ongoing vision of confident, connected, happy, and actively involved in learning
  • celebrate the cultural diversity of the school and community
  • to promote and enhance the school culture reflective of the school values and vision.

You can find a copy of the school’s strategic and annual plan on Mount Biggs School’s website.

ERO and the school are working together to evaluate how well delivery of the literacy curriculum achieves equitable and excellent outcomes for learners. 

The rationale for selecting this evaluation is:

  • leaders have guided the implementation of changes in the approach and delivery of their literacy curriculum. Further development continues through embedding of literacy approaches and implementation of the literacy progressions. ERO and the school will work together to evaluate and report the impact of these changes in achieving equitable and excellent outcomes for all learners. 

The school expects to see: 

  • equitable and excellent outcomes for learners in literacy and accelerated progress for learners working toward curriculum expectations
  • effective teaching and learning practice that incorporates new learning and reflects shared expectations in the delivery of literacy strategies and practice
  • a highly inclusive learning environment, reflective of the schools agreed shared values, encouraging positive engagement at school and in learning
  • te ao Māori evident in design and enactment of the localised curriculum reflecting a reciprocal partnership between the school and Ngati Kauwhata.

Strengths

The school can draw from the following strengths to support its goal to build approaches and strategies in literacy to achieve equitable and excellent outcomes for all learners:

  • leaders, trustees, and teaching staff collaboratively pursue the school’s vision, goals, and targets designed to promote learner success
  • learning environments, reflective of shared school values, support positive conditions at school and encourage purposeful engagement in learning
  • staff know students well. Collaborative practice between leaders, teachers and support staff promotes a well-considered response in meeting the learning and engagement needs of students.

Where to next?

Moving forward, the school will prioritise: 

  • continuing to collaboratively engage teaching and support staff in professional learning and development to implement literacy learning progressions that promote continuity and consistency of practice across the school
  • utilising reciprocal partnerships with whānau, iwi and the community to further reflect their collective body of knowledge through continued refinement of the localised curriculum.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

22 January 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Mount Biggs School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of August 2023, the Mount Biggs School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Mount Biggs School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

22 January 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Mount Biggs School - 21/09/2018

School Context

Mount Biggs School is located in a rural setting on the outskirts of Feilding for students in Years 1 to 8.

The school’s vision, values and key competencies outline a focus on students valuing themselves and others and developing capabilities for living and lifelong learning.

The school’s valued outcomes are for students to:

  • have and realise their own goals
  • recognise and pursue opportunities
  • have confidence to face challenges and take risks
  • have a sense of pride in dual cultural heritage.

In 2018, the school’s achievement targets are focused on raising achievement in reading, writing and mathematics for those students achieving below expectation.

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

  • achievement in reading, writing and mathematics in relation to the levels of The New Zealand Curriculum

  • progress and achievement in relation to school targets

  • wellbeing for success

  • students with additional or diverse needs.

The school is part of the Feilding Kāhui Ako.

The school has had significant changes this year. The principal was appointed at the beginning of 2018, along with two new teachers. Another teacher started at the school early Term 3 this year.

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?

The school continues to focus on the achievement of equitable and excellent outcomes for students. Reported 2017 achievement information indicates that most students achieve at or above expectation in reading and mathematics, with lower level of achievement noted for writing.

Data over time shows an increase in percentage of students achieving at or above in writing with girls achieving higher than boys. Disparity is reducing over time.

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

School data shows accelerated progress and improved outcomes for some identified priority learners in 2017 and 2018.

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?

A well measured, collaborative approach is taken to the review and development of the school’s curriculum. Teachers support students to be actively engaged, critical thinking problem solvers. Students have opportunities to lead their own learning, work alongside others and contribute to school activities and events.

Students are provided with a breadth of opportunities to learn through real life contexts that are of high interest to them. Purposeful strategies support students to learn with those from other schools and access learning within the local and wider community. Purposeful connections with the wider community and iwi supports the ongoing development of the school’s curriculum and increasingly strengthens practices to more fully acknowledge Māori learners’ language and culture. A considered approach and deliberate strategies enable parents and whānau to engage in meaningful learning partnerships to support their child’s wellbeing and learning.

The new principal and teaching team focus on accelerating progress of those students, who need targeted support to achieve well. Staff know all students well. They demonstrate collective responsibility for students. Teachers promote positive, inclusive learning environments. Staff reflect on the effectiveness of systems and processes in place to promote and accelerate progress and achievement of those students identified as being at risk of underachievement. They appropriately adapt strategies to respond to priority learners. Te ao Māori is an integral and growing part of all learners’ schooling experience.

Students with diverse learning or health needs are well supported through a range of initiatives and interventions, including using appropriate external agencies and specialists. Useful plans support and monitor progress, learning and wellbeing.

Leader and teacher inquiries, collaborative, professional dialogue and an improved appraisal process implemented at the beginning of 2018 guides improvement.

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

The school should strengthen internal evaluation to evaluate how well and to what extent teaching and assessment practice and curriculum innovations are improving outcomes for those students whose progress and achievement need acceleration.

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:

  • a culture of collaboration across all levels of the school that is supporting the development of a responsive curriculum
  • an inclusive and caring environment that effectively promotes learning, wellbeing and a sense of belonging
  • responsiveness to students’ needs through provision of a wide range of appropriate learning opportunities in school and the wider community.

Next steps

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

  • strengthening internal evaluation to show the impact of planned actions and curriculum on improving equity and excellence for all learners

  • embedding new systems, processes and curriculum for sustainability.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review & Improvement Services

Te Tai Pokapū - Central Region

21 September 2018

About the school

Location

Feilding

Ministry of Education profile number

2404

School type

Full Primary (Years 1 – 8)

School roll

73

Gender composition

Male 40, Female 33

Ethnic composition

Māori 3
Pākehā 66
Other ethnic groups 4

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

21 September 2018

Most recent ERO report(s)

Education Review September 2015
Education Review January 2013
Education Review November 2009

Mount Biggs School - 09/09/2015

1 Context

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

Mount Biggs School is located in a rural area to the northwest of Feilding. It provides education for 87 students in Years 1 to 8 and 10 are Māori. Parents and the community have close involvement with the school.

The community hall is in the school grounds, providing additional space for assemblies, events and programmes. Students experience a learning environment with a wide range of opportunities for physical activity, exploration and challenge.

The principal has led the school since 2003. Two new staff appointments were made in 2014.

The board of trustees responded positively to the areas for development identified in the January 2013 ERO report.

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 effectively to identify and cater for students who need learning support or extension. Individualised programmes and interventions are developed to make positive changes to learners’ engagement, progress and achievement. Actions taken to improve outcomes for students are well coordinated and monitored.

At the end of 2014, most students were achieving at or above in relation to the National Standards in reading, writing and mathematics. Māori learners succeeded at similar levels to their peers. The proportion of boys at the expected levels in reading and mathematics was slightly lower than for girls.

Judgements made and reported about students' achievement in relation to National Standards are increasingly reliable. Staff have developed a robust set of learning progressions for reading, writing and mathematics. Moderation processes within the school and with local other schools assist teachers in their use of multiple sources of data to assess learners’ progress with consistency.

The principal regularly provides student achievement information for the board. End-of-year National Standards data is used to set targets for improving achievement. Deeper analysis of this data should indicate trends and patterns over time and identify specific groups who are underachieving. This sharper focus is likely to place trustees in a stronger position for target setting, decision making and allocation of resources.

Teachers systematically inquire into the impact of teaching strategies on students’ progress. They are continuing to build schoolwide consistency in the close tracking of students at risk of poor educational outcomes.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. Building students’ skills to self-manage learning is a priority. The recently developed graduate profile clearly reflects the vision and values of the school.

Reading, writing and mathematics programmes are systematically reviewed at the beginning of every year. Teaching in these areas and the wider integrated curriculum is informed by clear, explicit guidelines and expectations.

The breadth and scope of the curriculum provide rich opportunities for students to learn and succeed in academic, sporting and cultural activities. There is a strong focus on interacting with the natural environment. Digital technologies are used purposefully as tools for teaching and learning.

Te ao Māori is well integrated into teaching programmes. Culturally responsive classroom practice is developing. Teachers continue to build their knowledge and understanding of te reo me ngā tikanga Māori. Students enjoy learning about the language and culture of the tangata whenua, and participate with enthusiasm in waiata, karakia and kapa haka.

Professional learning and development for staff is well aligned to school priorities. It effectively promotes and supports ongoing improvement in teaching practice. Staff demonstrate a highly collegial approach to making positive changes for increasing students’ engagement, progress and wellbeing.

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

Māori students experience an environment where their language, culture and identity are respected, valued and celebrated.

Trustees and leaders are strengthening links with parents, whānau, hapū and iwi. They are building relationships with key local people and marae. This priority is ongoing.

Māori learners benefit from the positive, inclusive tone of the school. They confidently take on leadership roles and participate in cultural activities with pride.

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.

A restructured leadership system recognises and builds on the professional strengths and interests of teachers. Leaders and staff have well-defined roles and responsibilities. The principal supports and promotes initiative and innovation.

Regular networking with other local schools contributes to shared knowledge and capacity building.

Strategic and annual planning is cohesive and based on improving outcomes for students. A major charter review sought the views and ideas of parents and staff.

Appraisal processes are robust and cohesive. The system reflects schoolwide strategic and annual goals. Trustees recognise the need to review performance management policies and procedures, to ensure that these reflect current and best practice.

Board members, parents and families are highly supportive of the school. They are actively involved day-to-day, as well as volunteering for events, fundraising and excursions.

Leaders, teachers and trustees are developing processes to:

  • inquire into practices and programmes
  • evaluate their impact on student outcomes
  • build organisational and system knowledge about what works.

ERO’s evaluation agrees that these next steps are likely to strengthen and embed effective systems and processes that improve students’ learning.

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

Students learn in a stimulating environment that provides a wide range of opportunities for them to participate and succeed. Most achieve well in relation to National Standards in reading, writing and mathematics. Teachers encourage and support students to be self-managing learners. The school fosters close links with parents and whānau.

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

Joyce Gebbie

Deputy Chief Review Officer Central

9 September 2015

About the School

Location

Feilding

Ministry of Education profile number

2404

School type

Full Primary (Years 1 to 8)

School roll

87

Gender composition

Boys 50,

Girls 37

Ethnic composition

Pākehā 75

Māori 10

Other ethnic groups2

Review team on site

August 2015

Date of this report

9 September 2015

Most recent ERO report(s)

Education Review January 2013

Education Review November 2009

Education Review November 2006