Ngaio School

Education institution number:
2927
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
318
Telephone:
Address:

45 Abbott Street, Ngaio, Wellington

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Ngaio School - 21/05/2019

School Context

Ngaio School is situated in the western suburb of Ngaio, Wellington. It has a roll of 440 students from Years 1 to 6, of whom 6% are Māori.

The school’s vision is for students to ‘fly to new heights’ in ‘our place to learn’ and develop the values of ‘excellence, integrity, belonging, resilience, respect and curiosity.’

The strategic priorities expressed in the school charter are focussed on: developing effective use of assessment tools; improving data analysis and effective use of data; improving outcomes in writing; staff culture and wellbeing; and strengthening collaborative practices across the school.

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

  • assessment information in reading, writing and mathematics
  • progress and achievement in relation to the school’s target in the charter goals
  • wellbeing.

In 2017 and 2018 staff participated in a variety of externally facilitated professional development (PD) to provide support for teachers and leaders to address the school’s key strategic goals.

Since the 2014 ERO review the school has continued with a programme of construction. This includes the development of buildings to create flexible classroom spaces that reflect the philosophy of collaborative teaching and learning.

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?

School leaders have identified the need to further refine their knowledge of overall achievement in: reading, writing and mathematics; achievement for different groups and cohorts; and rates of progress over time, particularly for priority students and those targeted for accelerated progress.

The school’s reported data in 2016 and 2017 showed that most students in writing and mathematics, and nearly all students in reading, were meeting expected levels for learning and achievement. Māori students achieved at similar levels to their peers within the school.

While teachers assess and monitor individual children, school-wide information for 2018 is not sufficiently curated and analysed to show a clear picture of overall achievement and progress outcomes for all students.

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

Teachers and leaders successfully use assessment information to identify those students not meeting school expectations for achievement, and who are at risk of underachievement. They are included in the school’s annual targets for improvement. Additional programmes and interventions are put in place to respond to these students’ learning needs.

Assessment information provided by the school, suggests that some of these learners, including Māori students, are experiencing accelerated progress. School leaders acknowledge that strengthening the impact the school has on increasing the rate of learning for those who need it is required.

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?

Students’ learning is effectively promoted in positive environments. Respectful, affirming and productive relationships are clearly evident. Classrooms are well resourced and students are engaged and active learners. Digital devices are used in ways that enhance learning.

Teachers are responsive to children’s interests and wellbeing. Students are able to talk confidently about their learning and progress. There are good processes for sharing information about a range of needs.

The broad curriculum provides a variety of learning opportunities that successfully support high levels of achievement in literacy and mathematics. There is a strong emphasis on growing a culture of collaboration in teaching and learning strategies to maximise the flexible working spaces. Students as active participants in their learning is promoted and learner voice is increasingly valued.

Children with additional needs are well catered for through a range of appropriate interventions, leading to positive outcomes. They are well supported through positive relationships with external agencies and providers.

Teachers are provided with access to a good range of PD to support their individual professional growth. It is suitably focussed on improvement and aligned to the school’s key priorities.

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

Assessment tools used by the school have the potential to show incremental progress and accelerated progress. They are able to provide specific information about students at risk, in particular Māori and Pacific, and their rates of progress over time. Leaders have identified that a key next step is to make effective use of achievement data to monitor, respond to and report on rates of progress, particularly for target students. This will assist the school in determining how well the curriculum is responding to the needs of all learners.

Current annual achievement goals are broad and focus on the percentage of students passing an identified threshold. Setting more specific targets about the expected rates of progress for underachieving students should promote improved outcomes and support effective evaluation.

Teachers are encouraged to be creative and innovative in their collaborative practices. Leaders identify that it is timely to refine and strengthen common expectations for teaching and learning, and to develop a shared understanding of what is effective pedagogy at Ngaio School. This should support increased consistency and quality of practice across the school.

A performance management process is in place and all teachers are involved. Further strengthening the appraisal framework and fully implementing the process, should lead to better support for teachers to develop and grow their practice. It will also assist leaders to monitor and gauge the impact of PD on changing teacher practice and improving effectiveness.

Leaders have affirmed that strengthening the evaluative capability of leaders and teachers is needed. The next step is to establish a shared understanding of evidence based internal evaluation and then using it effectively to determine:

  • the impact of newly introduced initiatives and programmes
  • key priorities for change
  • the impact and effectiveness of change on improved outcomes for students, particularly those requiring acceleration.

The school has employed strategies to build relationships with parents and whānau and communicate about the life of the school. Continuing to strengthen community engagement in two way partnerships that promote improved learning outcomes is an agreed next step.

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 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Ngaio 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:

  • positive, well-resourced environments that effectively promote learning and engagement
  • a curriculum that promotes high levels of achievement
  • a suitable choice of assessment tools that gather appropriate learning information
  • an increasingly collaborative approach to teaching and learning.

Next steps

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

  • systems and processes that support teachers to improve their practice
  • the use of assessment data to more effectively monitor, respond to and report on rates of progress, particularly for target students
  • shared expectations for effective teaching and learning
  • internal evaluation to better determine the impact of planned actions on improving outcomes for students
  • community engagement and partnerships for learning.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

21 May 2019

About the school

Location

Wellington

Ministry of Education profile number

2927

School type

Contributing Primary (Years 1 to 6)

School roll

450

Gender composition

Male 50%, Female 50%

Ethnic composition

NZ European/Pākehā 83%
Other ethnicities 17%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

March 2019

Date of this report

21 May 2019

Most recent ERO report(s)

Education Review November 2014
Education Review February 2011

Ngaio School - 26/11/2014

Findings

Leaders, trustees and teachers have high expectations for students’ learning and wellbeing. They build on well-embedded systems, collaborative relationships and sound knowledge of what works best to sustain a positive, professional, inclusive culture schoolwide. Students achieve very well in relation to National Standards. Parent and whānau involvement is actively fostered and highly valued.

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

1 Context

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

Ngaio School is situated in the western suburb of Ngaio in Wellington. It provides education for 548 students in Years 1 to 6 and 3% identify as Māori. There has been significant roll growth since the February 2011 ERO report.

In 2013, five teachers and three syndicate leaders were appointed. Sound induction and mentoring of these staff members has been a priority.

The school’s vision is a curriculum that has meaning for Ngaio students, connects with their wider lives and engages the support of families, whānau and community. It is currently being reviewed and further developed to increase future-focused learning and integration across the curriculum.

Major upgrades of buildings have been ongoing. School leaders and trustees take care to ensure that construction projects have minimal impact on the quality of teaching and learning.

Parents and families are highly involved in school activities and programmes. The Clinic is a key parent-led learning opportunity which many students choose to participate in.

The school has a positive ERO reporting history. Leaders, trustees and teachers have sustained high levels of student achievement and effective frameworks to guide continued improvement.

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 well to make positive changes to learners’ engagement, progress and achievement.

Leaders and teachers analyse assessment data in depth and identify students who need learning support or extension. This knowledge about learners is used to plan and implement differentiated programmes, especially in reading, writing and mathematics.

Individual students at risk of not achieving in relation to National Standards are systematically supported and tracked. Early intervention and subsequent learning support help to promote their progress and meet their needs. School leaders and trustees recognise that more precise achievement targets and actions are likely to assist with promoting the accelerated progress of learners who are achieving below expectations.

Teachers work closely with parents and whānau to improve outcomes for learners. They formally report on students’ progress twice a year. Learners contribute to three-way discussions that include goal-setting, the identification of next steps and what can be done at home to support these.

Students’ transition to school is well managed through Link. This is a structured programme that familiarises new entrants, their parents and families with staff, students, routines and expectations. The programme is seen by the school as an important first step in building partnerships with parents and whānau. Parents who spoke with ERO affirmed the value of Link for their children and themselves.

Overall achievement is very high, with no students identified as well below National Standards. The school’s data analysis shows that Māori students overall achieve at slightly lower levels than their peers. The school has good knowledge of the individual progress of the small number of Pacific students attending.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning.

A robust schoolwide approach to teaching and learning is evident. Teachers have begun to transfer the strategies used successfully to improve students’ writing, into other learning areas.

The high quality of classroom practice reflects:

  • high and clearly articulated expectations
  • sound, research-based knowledge of effective teaching
  • relevant, useful professional learning and development
  • sound mentoring
  • highly collaborative professional relationships
  • well-considered responsiveness to student voice.

Teachers reflect on and inquire into the effectiveness of strategies to improve student learning and wellbeing. The school should continue to strengthen teacher inquiry.

Students are highly engaged as active learners who take responsibility for their own learning and progress. They enjoy a wide variety of rich learning across the curriculum. Classrooms are well equipped and enhanced by displays of student work and learning prompts.

In response to parent feedback, the school is working with resource people in the community to design and implement a revised, high quality science curriculum.

A specialist teacher successfully engages teachers and students in learning experiences that enable them to increase their knowledge and awareness of te reo me ngā tikanga Māori.

Relationships at all levels of the school are positive, respectful, supportive and inclusive.

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

Leaders demonstrate a strong commitment to increasing cultural responsiveness. They have determined that their next steps are to further explore ways of ensuring that Māori students experience success as Māori, and to continue to build on their partnership with parents and whānau.

The Whānau Group, which meets regularly, makes valued and authentic contributions to the school’s curriculum, decision-making and planning. Leaders and teachers attend the Whānau Group’s hui and continue to nurture positive relationships with parents and whānau to enhance outcomes for Māori learners.

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.

Leaders and trustees work in close partnership and demonstrate a deliberate, strategic approach to school development and review. They gather and use evidence from a variety of sources to inform long-term and annual plans. Goals and achievement indicators in the plans outline a clear direction for future development.

To further refine and strengthen self review, the next step is to develop an agreed model for in-depth evaluative inquiry that includes a greater focus on outcomes for students.

The principal uses research and sound pedagogical knowledge to lead development. The senior leaders work as a highly collaborative team, with clearly defined and well understood roles and responsibilities.

Leadership capabilities are built and responsibilities distributed amongst the staff. Members’ strengths are identified and opportunities provided to undertake responsibility for particular development or management areas. Those new to leadership are well supported and mentored.

The board is well informed about student achievement. Sharper targets are likely to contribute to increased knowledge about the effectiveness of strategies to accelerate learning.

Appraisal processes promote improvement and professional learning. The principal articulated her plan to strengthen aspects of the appraisal model, and ERO's evaluation affirms this as an appropriate next step in the continued enhancement of quality.

Student voice and leadership are actively fostered.

The board, leaders and teachers affirm the importance of promoting an inclusive school climate. The school values and celebrates Māori, Pacific and Asian cultures and integrates them purposefully into teaching, learning and decision-making.

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

Leaders, trustees and teachers have high expectations for students’ learning and wellbeing. They build on well-embedded systems, collaborative relationships and sound knowledge of what works best to sustain a positive, professional, inclusive culture schoolwide. Students achieve very well in relation to National Standards. Parent and whānau involvement is actively fostered and highly valued.

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

Joyce Gebbie

National Manager Review Services Central Region

26 November 2014

About the School

Location

Ngaio, Wellington

Ministry of Education profile number

2927

School type

Contributing (Years 1 to 6)

School roll

548

Gender composition

Boys 51%,

Girls 49%

Ethnic composition

NZ European/ Pākehā

Māori

Asian

Samoan

Other ethnic groups

89%

3%

3%

1%

4%

Review team on site

October 2014

Date of this report

26 November 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2011

November 2007

December 2004