Newstead Model School

Newstead Model School - 18/09/2019

School Context

Newstead Model School is in the rural outskirts of Hamilton and provides education for students in Years 1 to 6. The current roll of 147 includes 17 Māori students and a small number of students from culturally diverse backgrounds.

Since the previous review in 2016 there has been significant roll growth, the principal and deputy principal have continued in their roles and the teaching team has remained mostly the same. Teachers have undertaken professional learning and development in literacy, mathematics and culturally responsive practice.

The school’s vision states that the aim is to provide ‘an inclusive future-focused environment where everyone is empowered to learn. I know, I think I wonder – Kia mohio, Kia whakaaro ai, Whakamiharo e’. Developing core virtues of respect, trust, kindness, excellence and responsibility is a stated priority of the school.

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

  • reading, writing and mathematics.

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 is achieving equitable and excellent outcomes for most students.

In 2018, most students achieved national curriculum expectations in reading, writing and mathematics. Māori student achievement has improved over the past three years and is now comparable to Pākehā in reading and mathematics and higher in writing. Boys’ achievement in reading and writing has improved over time. The data also indicates that girls achieve at slightly higher levels than boys in mathematics, reading and writing.

Students with additional learning needs are well monitored and make good progress against their individual learning and development goals.

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

The school is accelerating learning for some students who need this.

The school has a small number of students whose learning needs accelerating to meet curriculum expectations. Achievement data for 2018 shows effective acceleration for at-risk learners in 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?

Leaders have high expectations for teaching and learning. Teachers are well supported by leaders to improve their practice through ongoing appropriate professional development. Leaders promote an orderly and supportive environment that is conducive to student learning and wellbeing. They build relational trust at all levels of the school and are well supported by the board of trustees. Leaders are receptive to change and improvement. They have established effective education relationships and networks which are supporting equity and excellence for students.

Students experience a rich and broad curriculum. Learning contexts are authentic and relevant. Te ao Māori is naturally integrated into the teaching and learning programmes and across the school. Parents and whānau feel welcome in the school and have opportunities to contribute to student learning. There are many opportunities for students to be extended across curriculum areas, including sports, leadership and performing arts.

Teachers provide well managed and productive learning environments. They know students well and are responsive to their learning needs. Teachers closely track and monitor student achievement and progress using appropriate assessment tools and practices. Respectful and inclusive relationships are highly evident in classrooms and across the school. Students with additional needs are well integrated into programmes and external agency support is accessed when needed. Teachers use a range of effective strategies to engage and improve learning outcomes for students.

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

There is a need to strengthen student ownership of learning. This includes a more consistent school-wide approach that supports students to set goals, understand their progress and specific next learning steps.

Leaders and teachers set high expectations for the progress and achievement of all students. To further strengthen aspects of internal evaluation there is a need for leaders to:

  • refine achievement targets and systems to more coherently track and report schoolwide progress and acceleration of all students including those at-risk
  • formalise the evaluation of programmes and initiatives to show the impact on student outcomes over time.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Newstead Model 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.

5 Going forward

Key strengths of the school

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

  • leadership that set clear expectations for effective teaching and learning
  • broad range of curriculum opportunities that focus on student interests and learning needs
  • learning environments that have high levels of student engagement.

Next steps

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

  • practices that enable students to monitor and make decisions about their learning pathways
  • target setting and internal evaluation to show the impact of initiatives and programmes.

Area for improved compliance practice

To improve current practice, the board of trustees should review the risk identification and control processes for education outside the classroom.

Phillip Cowie

Director Review and Improvement Services

Central Region

18 September 2019

About the school

Location

Newstead, Hamilton

Ministry of Education profile number

1843

School type

Contributing (Years 1 to 6)

School roll

147

Gender composition

Female 56% Male 44%

Ethnic composition

Māori 12%
NZ European/Pākehā 76%
Chinese 5%
Other 7%

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

August 2019

Date of this report

18 September 2019

Most recent ERO report(s)

Education Review May 2016
Education Review February 2013
Education Review November 2009

Newstead Model School - 31/05/2016

1 Context

Newstead Model School is a contributing primary located in rural outskirts of Hamilton. The roll is currently 120 students and 14% identify as Māori. The school is set in spacious and attractive grounds.

A new principal and deputy principal have been appointed. Teaching staff has remained consistent since the previous ERO review. Teachers have participated in the Ministry of Education funded Accelerated Learning in Literacy professional learning and development contract. Other teacher developments have been eLearning and the increased use of digital technologies.

2 Equity and excellence

The vision and valued outcomes defined by the school are for all children to experience an inclusive future-focused environment where they are empowered to learn, be resilient risk takers, inquisitive thinkers and global communicators. This vision is reflected in the 'Learning Tree' which illustrates the learning competencies and the virtues of respect, responsibility, excellence, perseverance and trust. The school whakataukī is:

Ko te manu e kai ana i te miro nona te ngahere

Ko te manu e kai ana i te matauranga nona to ao

The school's achievement information from 2015 shows that out of the 14 Māori children in the school a very small number need extra learning support. Programmes to accelerate the progress of these students towards their expected levels in reading, writing and mathematics are well organised and managed.

School achievement information from the previous three years shows:

  • that overall Māori children are achieving and progressing well in relation to the school's expectations
  • consistently high achievement in reading and mathematics for both boys and girls
  • girls achieved significantly better than boys in writing.

Since the previous ERO evaluation the following initiatives have been implemented:

  • two reports in relation to National Standards are provided for parents each year
  • achievement and progress checks have been introduced for every child each term
  • extension programmes in science and mathematics are implemented
  • the Learning Tree is the reference point for curriculum planning and approaches to learning
  • an action plan to guide the use of digital technologies is developed
  • a specialist teacher has been appointed to lead the promotion of te reo and tikanga Māori practices
  • classroom programmes are supplemented by an appropriate range of additional learning opportunities effectively coordinated by the Special Education Needs Coordinator (SENCO).

3 Accelerating achievement

How effectively does this school respond to children whose learning and achievement need acceleration?

The school effectively responds to children at risk of not achieving equitable outcomes. The achievement of these children, including Māori and other groups of students, is closely tracked. Many Māori students make accelerated progress. The SENCO uses a range of achievement information and her in-depth knowledge of children and their families to establish a detailed register of children at risk in their learning. She works collaboratively with classroom teachers, learning assistants and families to develop and implement appropriate and responsive interventions and support for these children.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

The school provides a broad and holistic curriculum that reflects their rural community. Additional opportunities include sport, drama, music, and many traditional country school events. Curriculum and school practices include bicultural perspectives.

The board is well led by an experienced and knowledgeable chairman. Trustees are well informed about achievement and actively scrutinise this information through ongoing questioning and discussion. This process informs the setting of appropriate charter targets and strategic resourcing decisions. Trustees are highly dedicated and committed to promoting equitable outcomes for all children.

The principal is strongly focused on building a culture of leadership for learning and success for all children. He empowers and supports teachers by setting high expectations in all aspects of their professional practice. A systematic review process identifies next steps for ongoing improvement and includes in depth consultation with the school community.

A feature of the school is the strong sense of pride in, and identity with, the school. This is evident in the high levels of contribution, attendance and participation by parents, whānau, students and staff across a wide range of school events.

Positive and inclusive relationships are underpinned by the school's values and virtues. Learning-centred partnerships with parents are enhanced through educational workshops, community consultation, student-led conferences and increased communication through various forms of digital technologies. Relationships between teachers and students are caring and respectful and classrooms are settled, productive learning environments.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • know the children whose learning and achievement needs to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

The new principal is bringing a renewed focus on a culture of learning and equitable outcomes for all children. The school provides an effective curriculum that supports and promotes high levels of achievement for all children.

Next steps for the school are to continue to increase students taking ownership and responsibility for their own learning and strengthen teaching as inquiry approaches.

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

6 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014.

In order to improve practice the board must meet its legal obligation for performance management and attestation of teaching staff in relation to the practising teacher criteria (PTCs). The school has identified this as a focus area and has begun this process. 

7 Recommendations

ERO recommends that school leaders:

  • continue to intensify efforts to lift the levels of achievement Māori students and boys, particularly those who are below or well below expectations
  • build teacher capability and capacity in evaluation and inquiry for sustained improvement. 

Lynda Pura-Watson

Deputy Chief Review Officer

31 May 2016

About the school

Location

Newstead, Hamilton

Ministry of Education profile number

1843

School type

Contributing (Years 1 to 6)

School roll

120

Gender composition

Girls 53% Boys 47%

Ethnic composition

Pākehā

Māori

Other

79%

14%

7%

Review team on site

February 2016

Date of this report

31 May 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2012

November 2009

October 2006