Norsewood and Districts School

Norsewood and Districts School July 2023

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Norsewood and Districts 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 

Norsewood and Districts School is situated in Norsewood, a 10-minute drive north of Dannevirke.

Norsewood and Districts School’s strategic priorities for improving outcomes for learners are to:

  • learn where there is a strong emphasis on equity, excellence and wellbeing and achievement for all learners
  • take ownership of their learning in a positive, culturally responsive environment.

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

ERO and the school are working together to evaluate how effectively the school’s partnership with parents and the local community is enriching the wellbeing and achievement of all students.

The rationale for selecting this evaluation is:

  • an understanding of how a strong parent /school partnership can support student learning and wellbeing

  • a desire to improve communication through the introduction and regular use of new tools and processes.

The school expects to see and strengthening of the relationships between whānau and the school. It also expects to see an improvement in the wellbeing and achievement of students.

Strengths

The school can draw from the following strengths to support the school in its goal to strengthen the school’s partnership with parents and the local community to enrich the wellbeing and achievement of all students:

  • connectedness with local cultures that informs the local curriculum

  • community connections to the history of the area that offer opportunities to actively engage with the wider community

  • an active school that has a focus on hauroa and the strengths of its students (active and involved students).

Where to next?

Moving forward, the school will prioritise:

  • strengthening connections with whanau and community to support student engagement and learning

  • gathering knowledge of the local communities and local stories to inform the further development of a local 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

28 July 2023 

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

Norsewood and Districts School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of November 2022, the Norsewood and Districts School Board of Trustees 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 Norsewood and Districts School Board of Trustees.

The next Board of Trustees 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

28 July 2023 

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

Norsewood and Districts School - 11/10/2018

School Context

Norsewood and Districts School, located in Norsewood, caters for students in Years 1 to 8. The roll of 79, includes 16 children who identify as Māori.

The stated vision for students is ‘On a GREAT Learning Adventure’. The school’s ‘PROUD’ values are ‘positive, respect, ownership, united and diversity’.

Strategic goals are focused on high achievement, effective and purposeful teaching and strong community engagement. In 2018, the school’s achievement targets are to raise achievement in reading, writing and mathematics for all students.

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
  • reading recovery interventions.

Professional learning and development opportunities includes a focus on culturally responsive practices, mathematics and leadership development.

Since the beginning of 2017, a new principal and teaching team has been appointed.

The school is part of the Dannevirke Kāhui Ako. 

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?

At the end of 2017, the school’s achievement data showed that the majority of students achieved at or above curriculum expectations in reading, writing and mathematics. Māori students are achieving as well as their peers in reading and writing and less so in mathematics.

The need to raise achievement for boys in literacy and Māori in mathematics is well known by the school and is being addressed.

Midyear 2018 progress data indicates achievement continues to be strengthened with most students achieving at or above in reading, and a large majority in writing and mathematics. Significant progress is evident for Māori students in all areas, especially mathematics. This information indicates that in 2018, disparity for Māori in mathematics has been effectively addressed.

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

Teachers know the students and their needs well. Specific targeted teaching and interventions are responsive to the needs of individual students. There is clear evidence of students making accelerated progress as a result of this.

The mid-year 2018 progress data indicates that many students are making significant progress.

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?

The new principal is participating in professional learning and development and actively seeks external advice and guidance to support the development of her leadership role. There is a strategic and well planned approach to change and improvement, informed by inquiry. Organisational structures and processes have been strengthened. Clear alignment to improving assessment practice is evident. Engagement in a wide range of professional learning and development, aligned to strategic priorities, is supporting curriculum review and the implementation of new initiatives.

Improved assessment practices are resulting in more robust judgements being made by teachers about students’ progress and achievement. Teachers are using this information more effectively to guide teaching and learning and support students to develop the skills they need as 21st century learners.

The review of the school’s charter in 2017, sought the perspectives and aspiration of parents, whānau, students and staff. These have been incorporated into the school’s new vision that is now clearly articulated and understood. Aligning the school’s values to this vision is a next step. The strategic plan clearly sets out long term goals that are prioritised in the annual plan. Success indicators are identified and the board is well informed about actions taken to progress these. Trustees are regularly informed about student progress and achievement.

The board expresses confidence in the new principal to pursue the school’s vision. They are working with external expertise to build knowledge and understanding of their stewardship role, and to support and guide them in governance decision making.

Students have a learning environment where interactions between them and with adults are positive and respectful. Students are enthusiastic and engaged in their learning and confident to share this with others. They work well together and support each other. Well considered strategies including increased access to digital technologies is promoting students to be self-managing learners. As new initiatives are implemented students opinions are sought, and changes made as a result.

The curriculum promotes literacy, mathematics and inquiry learning. It is currently under review to ensure it is relevant to the needs of the students, guides teaching and learning, assessment practices and reflects community aspirations and valued outcomes for students. The recently implemented ‘electives’ are providing further opportunities for students to learn in authentic contexts. This is being well supported by community members who volunteer their knowledge and skills.

The new teaching team is collaborative and focused on improving outcomes for students. The recently implemented appraisal process and the use of an on-line system are strengthening teachers’ inquiry into how specific teaching strategies impact on the learning of priority students. The use of Tātaiako: Cultural Competencies for Teachers of Māori Learners is supporting teachers’ understanding of te ao Māori concepts to promote culturally responsive practices.

Responsive systems and processes, and collaboration with external agencies, enables students with additional learning needs to learn alongside their peers. Those with high needs are well supported to participate and engage in the programme through individual planning and appropriate use of resourcing.

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

Refining the student achievement targets, to clearly focus on those students most at risk of underachievement, should contribute to better alignment of more deliberate actions to accelerate the learning of these students.

Reflection and inquiry are used to inform decisions for improvement. Strengthening internal evaluation should enable trustees, the principal and teachers to better know the impact of newly implemented programmes, initiatives and teaching practices on supporting successful outcomes for students.

A new policy framework has been developed. Ensuring that procedures reflect current practice and are well aligned should support implementation. 

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:

  • leadership’s strategic and well planned approach to pursuing the school’s vision and change management that supports the focus on schoolwide improvement and raising levels of achievement
  • the environment that is positive and fosters students’ engagement and enthusiasm in learning
  • the use of achievement information to guide teaching, learning and assessment, that effectively supports students to develop the skills they need as 21st century learners.

Next steps

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

  • refining student achievement targets to more clearly focus on those students most at risk of underachievement
  • shared understanding of internal evaluation to know the impact of programmes, practices and initiatives on outcomes for students.

[ERO will provide an internal evaluation workshop for trustees and senior leaders] 

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

11 October 2018

About the school 

Location

Norsewood

Ministry of Education profile number

2622

School type

Full Primary (Years 1 to 8)

School roll

83

Gender composition

Female 47, Male 36

Ethnic composition

Māori                                20

Pākehā                              61

Other ethnic groups             2

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

11 October 2018

Most recent ERO report(s)

Education Review               September 2015

Education Review               May 2013

Education Review               February 2010

Norsewood and Districts School - 22/09/2015

Findings

Norsewood and Districts School has made significant progress since the 2013 ERO review. There are good systems and processes in place for promoting sustainable development. The board, senior leaders and teachers are continuing to strengthen and embed improvements in leadership, teaching practices and student learning.

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

1 Background and Context

What is the background and context for this school’s review?

Norsewood and Districts School, located in southern Hawke’s Bay, caters for students in Years 1 to 8. It has a roll of 123 students and 19% identify as Māori. The shared core values are recognised and understood throughout the school as the guiding framework for learning and behaviour. There is a strong focus on providing an inclusive environment for students.

The May 2013 ERO report identified significant areas for review and development. These included the need to improve student progress and achievement, assessment practices, leadership and self review.

Following the 2013 report, school leaders developed a plan for review and development, in consultation with ERO. This has provided a framework to guide improvements in key areas. A new principal was appointed in 2014.

This 2015 report evaluates the progress made over time since 2013 and how well placed the school is to sustain continuous improvement.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

An action plan was developed with key priorities for improvement. Actions and outcomes were monitored throughout the ongoing ERO review process.

The overall goal was to improve learning, engagement, progress and achievement for all students. Actions to achieve this goal have been to:

  • strengthen leadership and management systems
  • develop effective teaching practices
  • improve assessment processes. 
Progress

The school is addressing the significant areas for development. The principal has developed a structure that supports ongoing change. She articulates high expectations for student learning and achievement and for teachers as professionals.

Professional learning and development (PLD) is prioritised and focused on building effective teaching. Staff work collaboratively to share and discuss good practice. Teachers reflect on and inquire into their practice to make improvements to teaching and learning. The revised and strengthened appraisal system supports this process of ongoing development.

Staff have strengthened their understanding and use of student achievement information. This data is used to inform decision making and to track and monitor student progress and achievement. Leaders are reviewing assessment tools and developing guidelines to further support teacher judgements and moderation processes. School reported data in 2015 shows that many students achieve well.

Recent curriculum development is providing meaningful learning experiences for students. There is
a clear framework to support and guide teaching and learning. The school is strengthening the reflection of te ao Māori throughout the curriculum. Leaders and trustees are engaging with whānau and community members to support this.

PLD in restorative practices is helping teachers build a supportive learning environment. Active engagement is encouraged and students are beginning to develop an understanding of themselves as learners.

3 Sustainable performance and self review

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

There are good systems in place for promoting sustainable development. The principal provides effective leadership to support ongoing improvement.

Trustees receive useful information, including ongoing targeted PLD, to support its operation. They fund appropriate provisions for students and teachers. The board focuses on continuing to raise student achievement and sustain improvements.

Self review has been strengthened at all levels. Strategic and annual plans identify priorities and actions for teaching, learning and student achievement. Through review there is a stronger focus on professional practice and the impact on outcomes for learners.

The board, senior leaders and teachers should embed key developments outlined in this report to continue to improve leadership, teaching practices and student 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

Norsewood and Districts School has made significant progress since the 2013 ERO review. There are good systems and processes in place for promoting sustainable development. The board, senior leaders and teachers are continuing to strengthen and embed improvements in leadership, teaching practices and student learning.

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

Joyce Gebbie
Deputy Chief Review Officer Central

22 September 2015

About the School 

Location

Norsewood

Ministry of Education profile number

2622

School type

Full Primary (Years 1 to 8)

School roll

123

Gender composition

Female 58%, Male 42%

Ethnic composition

Māori
Pākehā
Other ethnic groups

19%
77%
  4%

Review team on site

August 2015

Date of this report

22 September 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

May 2013
February 2010
May 2006