Peninsula Primary School - 29/06/2016

Findings

School leaders are very effective in addressing the priorities identified in the 2014 ERO report. The curriculum design and its implementation are more successfully supporting student learning. Educational decisions are now based on better student achievement information. Teachers are increasingly using relevant teaching strategies to meet the learning needs of children in an environment that supports student wellbeing. 

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?

Peninsula Primary School in Te Atatu, West Auckland, provides education for students in Years 1 to 6. Of the current roll of 395 students, 31 percent identify as Māori, and 18 percent as Pacific.

The school is planning to build several new teaching spaces. In the last two years teachers have been exploring new ways of teaching in a modified three-class space, and how best to use information and communication technology to support learning.

The ERO review in 2012 identified significant areas for development in relation to student achievement, and the implementation of school leadership roles and responsibilities. The 2014 ERO review found that a lack of significant improvement in these areas had impeded the school’s progress in the intervening time.

The 2014 ERO review also acknowledged that since the appointment of a new principal in Term 3 of 2013, and improved governance, a change process had begun that was improving the quality of education for children.

The principal and board have continued to address the areas of need identified in the last two ERO reports.

2 Review and Development

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

Priorities identified for review and development

The 2014 ERO report stressed the importance of the board and principal planning strategically to bring about the changes required to ensure that students received high quality education. It identified the need to:

  • build the leadership capability of senior and middle managers, including curriculum leadership
  • establish a school curriculum in line with the intentions of the New Zealand Curriculum and strengthen teaching and learning to better deliver the curriculum
  • define expected learning and teaching practices based on current educational research and support teachers to take ownership of these expectations so that there was greater consistency across the school
  • make better use of achievement data to inform educational decisions at all levels
  • strengthen performance management processes, including appraisals, professional development, and support for provisionally registered teachers
  • strengthen internal evaluation.

Progress

The principal is providing very effective leadership and is well supported by capable senior and middle managers. Leadership roles have been reallocated to recognise staff strengths and build capability. There are now knowledgeable curriculum leaders who lead the learning for teachers in core curriculum areas.

School leaders are working with teachers to define the school’s expectations of high quality teaching and learning. They are providing useful support to help teachers to improve teaching and learning practices. All teaching staff have participated in professional development related to the teaching of literacy and mathematics. The new learning gained through professional development is reinforced and clarified so that teachers are able to incorporate it into their teaching.

The accuracy and reliability of student achievement data have improved. The improved achievement information is being used to monitor the progress of individual students, to identify and monitor trends and patterns, and to make teaching decisions that will help children to learn.

Good progress is being made in developing the school curriculum. Literacy and mathematics curriculum developments are being complemented by discussions and trials related to the teaching of other learning areas. Children get a broad range of learning opportunities related to all learning areas of The New Zealand Curriculum.

Performance management systems for staff are being strengthened. As well as improved professional development opportunities teachers are becoming familiar with processes to gather evidence in relation to the Practising Teacher Criteria. Regular formative feedback from senior staff supports their development.

3 Sustainable performance and self review

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

The school is well placed to sustain and continue to improve its performance. School leaders are managing change successfully with clear expectations of what high quality education at Peninsula Primary could look like.

The capability of the school to sustain and improve student achievement is increasing. Teachers are receiving ongoing support to improve learning opportunities for students.

School leaders are very reflective and are constantly evaluating the impact of initiatives and changes. They have a very good understanding of what has been achieved and what still needs to be done. The principal is considering how the recording of internal evaluations can be strengthened.

School leaders have developed an effective change management model. The board is developing useful policies and governance procedures to guide future trustees and the school leaders to manage future decision making.

The school culture continues to be supportive of student wellbeing and learning. Partnerships with parents are being strengthened.

The change management process is enabling teachers to improve their practice. School leaders recognise the need to continue to clarify expectations of teachers, to continue with professional development relevant to teachers’ needs, and to monitor their progress through a robust appraisal process. Greater use should be made of Practising Teacher Criteria by teachers to reflect on and improve their practice.

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

School leaders are very effective in addressing the priorities identified in the 2014 ERO report. The curriculum design and its implementation are more successfully supporting student learning. Educational decisions are now based on better student achievement information. Teachers are increasingly using relevant teaching strategies to meet the learning needs of children in an environment that supports student wellbeing.

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

Graham Randell

Deputy Chief Review Officer Northern

29 June 2016

About the School

Location

Te Atatu, Auckland

Ministry of Education profile number

1531

School type

Contributing (Years 1 to 6)

School roll

396

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori

Pākehā

Samoan

Chinese

Tongan

Indian

Niue

Cook Island Māori

other European

other Pacific

other

31%

31%

7%

5%

4%

3%

2%

2%

5%

3%

7%

Review team on site

April 2016

Date of this report

29 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2014

March 2012

December 2008