Nelson Central School

Education institution number:

3209

School type:

Contributing

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

375

Website:

http://www.nelsoncentral.school.nz

Telephone:

03 548 4972

Address:

Nile Street, Nelson

View on map

Nelson Central School - 07/12/2015

07 Dec 2015

1. Context

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

Nelson Central is an inner-city school. Students benefit from the many learning opportunities teachers provide for them within their immediate and wider communities.

The school’s bilingual unit of four classes is a valued and well-integrated part of the school. Parents are able to choose whether their child learns primarily through English or te reo Māori.

Over the last three years the school's roll has grown and the range of backgrounds students come from has become more diverse.

The school has experienced major changes in staff at all levels during 2015. These changes have included the appointment of a new principal in term four. Due to robust policies and procedures, the school has continued to operate successfully for students during a time when a significant number of leaders and teachers took on new responsibilities.

Since the 2012 ERO review, the board, school leaders and staff have retained and built on the strengths evident at that time. They have either successfully addressed or made good progress towards actioning the recommendations.

2. Learning

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

The school makes very good use of achievement information to help improve learning opportunities for students. This is evident at all levels of the school.

Teachers gather a range of achievement information about individual students, share this with students, and use it to reflect on and adapt programmes and practices.

Teaching teams use achievement information to respond to identified needs, monitor student progress and evaluate their programmes and practices.

All teachers undertake in-depth analysis, complete detailed reports about student progress and collaboratively develop achievement targets and plans.

The board receives informative reports about student achievement. Trustees scrutinise these and actively support initiatives.

The school’s provisions for supporting students who are at risk of underachieving are strong. The wide range of additional support for these students is well targeted, managed, implemented and evaluated. The school makes effective use of external expertise to support teachers, students and parents.

3. Curriculum

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

The school’s curriculum promotes and supports student learning very well. This success is particularly evident in:

student achievement in literacy and mathematics where over 80% of students are achieving at or above the National Standards
high achievement, and the accelerated progress some students have made in reading
the cultural pride demonstrated by students in the school’s bilingual classes
students’ levels of participation and success in health promoting activities, such as sports, and kapahaka.

Leaders and teachers provide students with a rich and varied range of learning experiences. These experiences provide students with very good opportunities to achieve success across the curriculum. Student engagement is fostered through studies that are often integrated, related to their everyday lives and take into account their interests.

The school’s curriculum places particular emphasis on literacy and mathematics, students’ rights and responsibilities and physical activity. Leaders and teachers are increasingly integrating bi-cultural knowledge and understanding into teaching programmes across the school. The board, leaders and teachers focus on fostering key competencies is giving emphasis to further promoting student self management and independence.

Teachers consistently implement a range of teaching practices that effectively foster student progress and achievement. Examples of this practice include:

the high expectations teachers have for students and their support for them to meet these expectations
focused and well-paced teaching and the incorporation of tataiako (cultural competencies) into their practices
the way teachers differentiate their programmes in response to students' strengths and needs and provide them with challenge
the extent to which teachers reflect on their practices and make ongoing improvements to the quality of their programmes and practices.

Ongoing professional development and support, including peer coaching, are helping to extend the range of effective strategies teachers use to promote student achievement. This is particularly evident in mathematics.

Students learn in a supportive, inclusive, learning-focused environment. Teachers place strong focus on rights and responsibilities, and the active promotion of school values. Respectful relationships are evident between staff and students and among students. Extensive use of “buddies” helps to build relationships among students.

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

The school supports Māori students in ways that actively affirm their culture and promote their engagement and progress. This support includes the inclusion of cultural practices into the day to day operation of the school such as powhiri.

Most of the eighty students in the Te Pouahi bilingual unit are Māori. Teachers provide a range of culturally rich learning opportunities that promote students’ cultural pride, knowledge and understanding. Evidence of this includes the school’s high performing kapahaka group.

Teaching programmes provide students with a good variety of opportunities to learn te reo. Class programmes achieve a good mix of activities based on Te Marautanga o Aotearoa and the New Zealand Curriculum. Tuakana-teina relationships and a holistic approach to learning are clearly evident.

The Te Pouahi is well supported by whanau, their Runanga Matua and the school’s board. The unit’s curriculum and operation reflects parent aspirations and ideas.

Māori students in other classes, and their teachers, benefit from the close relationships between the unit and rest of the school. These students are experiencing increasing elements of te reo and tikanga Māori in their programmes because of the professional development and support provided to their teachers by unit staff.

Māori students achieve as well as their peers in mathematics and literacy. Improved achievement in literacy was evident in 2014.

4. Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is very well placed to sustain and improve its performance. The school is effectively led and managed. School leaders have high expectations and are strongly focused on school improvement and raising student achievement.

School leaders have, over time, established a very positive school culture. This culture successfully promotes collaboration, team work, peer support and critical reflection. Leadership, management structures and practices have been strong enough to maintain and build on key strengths of the school during a time of significant changes.

Leadership responsibilities are well distributed and performed. They make effective use of staff strengths through the extensive use of teams and the degree to which tasks are delegated. These features, foster sustainable practices and develop leadership capacity.

Professional development and support are linked to school priorities and achievement targets. Well led and implemented recent school initiatives in mathematics teaching, appraisal and peer coaching have successfully improved practices in all these areas.

School improvement is supported by a comprehensive ongoing programme of self review. Evaluations are well informed through the gathering of staff, student and parent opinion. Review recommendations support ongoing school improvement.

The board performs its stewardship role very effectively. Trustees and school leaders provide clear direction with a strong focus on excellence and equity for students. They, along with staff, work collaboratively to achieve clear and shared goals.

The board has effective systems for governing. Trustees have a suitable mix of skills and experiences and are representative of their community. They are well informed through a range of regular reports and reviews. Well-considered decision making leads to their active support of initiatives that aim to accelerate student progress.

The board, leaders and staff work in ways that foster supportive school/community relationships. These relationships are promoted through good communication and opportunities for parent involvement across a range of activities and events.

It would be timely for the board and school leaders to give ongoing consideration to how best to build on successful recent school initiatives.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the code. This attestation was based on a systematic audit process.

International fee paying students usually attend the school for relatively short periods of time while they stay in Nelson with their families. At the time of this review, there was one international student at the school.

The school has good systems in place for providing pastoral care, education and involving students in its community.

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 supportive, inclusive, learning-focused environment. The school provides students with a rich and varied range of learning experiences within and beyond the school. Success for Māori students is also actively promoted. Very effective governance and leadership practices places the school in a strong position to sustain and improve its performance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

7 December 2015

About the School

Location	Nelson
Ministry of Education profile number	3209
School type	Contributing (Years 1 to 6)
School roll	468
Gender composition	Girls 49%; Boys 51%
Ethnic composition	Pakeha 78% Maori 17% Pacific 1% Asian 3% Other 1%
Special Features	Bilingual Unit of four classes
Review team on site	October 2015
Date of this report	7 December 2015
Most recent ERO reports	Education Review December 2012 Education Review November 2009 Education Review December 2006

Nelson Central School - 24/12/2012

24 Dec 2012

1. Context

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

Nelson Central School is an inner-city school that caters for students in Years 1 to 6. It has a current roll of 425 students, with 17% identifying as Māori. Parents can choose for their children to learn in either a Māori (bilingual) or English medium.

Teachers in the four classrooms of Te Pouahi (the bilingual unit) are beginning to use Te Marautanga o Aotearoa for planning and are seeking guidance to assess using Ngā Whanaketanga Rūmaki Māori. Teachers, in the mainstream classrooms, are guided in programme design and teaching by The New Zealand Curriculum and implement the National Standards.

Parent involvement in school life is valued. Groups of parents and whānau assist teachers and students in a range of ways. Te Runanga Matua meets regularly to support the learning and progress of Māori students in Te Pouahi and across the school. There is close liaison with early childhood education services in the area.

2. Learning

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

Procedures for collation, processing and use of assessment information over the year are well managed. Expectations for teachers' data gathering and analysis are clearly documented and supported by a deputy principal who has oversight of timeliness and reports progress and achievement to the board. Moderation of assessments to strengthen teachers' judgements in writing, reading and mathematics is well established and contributes to the reliability of National Standards information.

The mid-2012 achievement data reported most students to be at or above the end-of-year National Standards expectations for reading, writing and mathematics. Analysis of patterns of achievement across the school indicated the need to raise the performance of Māori in literacy and of boys in writing. Some students are identified as higher performers requiring additional challenge through extension.

Strategies for accelerating progress for students achieving below in relation to the National Standards are well considered and implemented schoolwide. Teachers discuss actions taken in syndicate meetings.

A particular intervention is Hei Awhina Tamariki ki te Pānui Pukapuka (HPP) which targets reading. One teacher is trialling specific strategies to promote boys' achievement in writing. Teacher-aides and kaiawhina provide inclass support for targeted students.

Reports to the board provide assurance about the worth of these interventions for student learning and progress. Building on gains made to accelerate the progress of students achieving below in relation to National Standards should continue to be a priority. A small group of teachers is trialling how to increase their effectiveness by reflecting on evidence of what is working best for students. Results of the trial should be shared with all teachers and the approach used schoolwide.

Teachers use assessment data to identify next learning steps for individuals. They use ongoing information to increase student ownership of learning. Electronic portfolios are being trialled as a basis for informing learning dialogues between students and teachers. Increased use of explicit learning goals for all students should assist them with monitoring and evaluating their own progress.

Reports to parents are well considered and informative. Parents value the suggestions of ways they can help their child’s learning at home.

Positive relationships are evident among students and with their teachers. Classrooms are busy, cooperative learning environments.

3. Curriculum

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

Nelson Central School’s curriculum is well aligned with The New Zealand Curriculum. The vision for learning is clearly stated in the charter, strategic plan and graduate profile. Emphasis is placed on use of te reo me ngā tikanga Māori. Te Pouahi teachers are beginning to implement Te Matauranga o Aotearoa, after which a review of the school's curriculum would be timely.

Curriculum design and implementation promotes and supports student engagement. Senior leaders and teachers are responsive to students’ prior knowledge and interests when selecting units of study. Overarching themes integrate learning across curriculum areas. These incorporate use of community facilities and the local environment to make programmes more relevant and meaningful for students. The school is participating in an Human Rights in Education initiative which is evident throughout the curriculum and supports the focus on the 'welfare, respect, education and growth of each child'.

Teachers are provided with clear expectations for effective teaching. ERO observed teachers providing explicit instruction to groups of students and modelling exemplars of high quality work. Teachers make good use of questioning and encourage students to investigate ideas. They make regular use of information and communications technologies to assist student learning and engagement. Classroom routines are well established and thorough planning is evident in all learning areas.

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

The strengths identified in the November 2009 ERO report have been sustained and enhanced across the school.

Teachers and students of Te Pouahi provide leadership in the school and community. Teachers work together collaboratively.

They are supported by whānau through regular meetings of Runanga Matua. Whanaungatanga and tikanga Māori are highly evident in syndicate practices. Students in Te Pouahi have a strong sense of belonging and identity.

Senior leaders and teachers have used ERO’s Māori Success-Complementary Evaluation Framework April 2012 to review schoolwide practices and determine what supports educational success for Māori as Māori. Schoolwide aims include ways all teachers can improve their cultural responsiveness and use of te reo me ngā tikanga Māori. Other aims include increasing the incorporation of te ao Māori in the curriculum and continuing to build strong, positive relationships with Māori students and whānau. ERO affirms the continued development of these aims along with a sustained focus on improving overall Māori student achievement in reading and writing.

Senior leaders, teachers and whānau have identified that the current level of immersion in te reo Māori in Te Pouahi is below the desired level. Teachers’ te reo Māori fluency is being supported through professional development.

4. Sustainable Performance

How well placed is the school to sustain and improve its performance?

Trustees have sound knowledge of their roles and responsibilities. Succession planning and a sound governance manual for guiding operation and meeting obligations are likely to support the smooth transition of new board members.

The board's focus is on supporting student achievement and wellbeing. Trustees use schoolwide information to assist with allocating resources to emerging priorities. The strategic plan, schoolwide targets and action plans are suitably aligned. The clarity of future direction would be enhanced by sharpening strategic goals. Senior managers identify the need to strengthen their target setting for 2013.

Processes for deliberately sustaining and improving performance are developing. The board and senior managers began the development of a self-review framework and processes in 2011. So far this work has led to the identification of some areas for further development. Monitoring of progress toward goals is done regularly, but the process is not as robust or useful as it could be. The selfreview framework needs to facilitate information gathering about how effectively intended outcomes have been met. Reflection and evaluation should be against agreed success measures. Parent and whānau voice are sought and valued in such consultation processes.

The principal leads collaboratively. He promotes leadership within his staff, shares decision-making and supports the development of collective understanding. Teachers engage in professional learning and development that targets the agreed priorities. Appraisal is used as a form of monitoring progress toward the planned goals, in particular the intended outcomes for students. Teachers should benefit from more specific feedback, in relation to the written expectations for teaching, to support their goal setting for growing practice.

Provision for international students

Nelson Central 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. At the time of this review there was one international student attending the school.

The school has attested that it complies with all aspects of the Code.

ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

Records indicate that international students and their families are supported well to settle into the school and the wider community. Planned processes assist students to feel included and secure. Transition is supported by fluent speakers of the students’ first languages. Information gathered prior to enrolment is used to determine students' needs. When appropriate, international students are given additional support to learn English. Parents receive regular reports about their children's progress.

Board assurance on legal requirements

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)

About the School

Location	Nelson
Ministry of Education profile number	3209
School type	Contributing Primary (Years 1 to 6)
School roll	425
Number of international students	1
Gender composition	Male 51%, Female 49%
Ethnic composition	New Zealand European/Pākehā Māori Other ethnic groups	70% 17% 13%
Special features	Four bilingual classrooms
Review team on site	November 2012
Date of this report	24 December 2012
Most recent ERO reports	Education Review Education Review Education Review	November 2009 December 2006 July 2003