Poolburn School

1 Context

Poolburn is a small rural Years 1 to 8 primary school. It has two modern classrooms and a relatively stable roll. Almost all students travel to school by bus. It continues to receive strong community support for learning resources for its children.

Since the last ERO review, there have been several staff changes, including a new principal in 2014. The school has sought and received Ministry of Education support. This involved a mathematics intervention programme and ongoing curriculum and assessment advice. The board and principal have consolidated the school's financial position. The school is part of the Dunstan Community of Learning.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are currently being reviewed as part of a charter review. The draft new vision is 'to become a school of excellence where there are high levels of student achievement'. The existing vision is 'expanding horizons, not to be limited to what is near but to be able to see beyond'.

The school's valued outcomes are expressed as 'RITES' values, 'Respect, Integrity, Thinking, Excellence and Self Management'.

Since the last ERO evaluation, the school has focused on improving achievement outcomes for children in reading, writing and mathematics. School-wide expectations, systems and interventions have been developed for children whose achievement and progress are at risk.

The school's achievement information shows that from 2012 to 2015 most students achieved at or above the National Standards (NS) in reading. Information at the end of 2015 shows approximately two-thirds of children were achieving at or above the writing and mathematics NS.

3 Accelerating achievement

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

This school responds very effectively to children whose learning and achievement need acceleration.

In 2014 the new principal and teachers identified overall low levels of achievement in children's writing and mathematics and, to some extent, reading. In response to this, they reviewed, redeveloped and implemented rigorous assessment practices. They also developed better systems to track and monitor children's progress and achievement, and accessed targeted professional learning. School-wide data since 2014 shows significantly increased levels of achievement, particularly in writing and mathematics.

The school's mid-2016 information about children's progress towards meeting end of year expectations reflects a continuation of this positive trend. The board, leaders and teachers are very effectively accelerating the progress of children whose learning is at risk.

Children's achievement in reading, writing and mathematics is reliably assessed, closely monitored, evaluated and reported to the board and parents. The school moderation processes involve professional discussions between teachers and leaders within this school and with one neighbouring school.

The principal has begun analysing and evaluating the sufficiency of progress children are making overall. She understands it is important to continue to analyse and report this to the board.

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 targets for equity and excellence?

The school's curriculum, positive culture and practices are all effectively supporting its focus on promoting equity and striving for excellence for all children.

Children experience a range of learning opportunities. Teachers are developing a useful framework for inquiry learning that builds on children's interests, incorporates other areas of the curriculum and encourages whole-school engagement and learning. This will benefit from ongoing evaluation.

The school has begun a process of curriculum review, ensuring that it reflects the breadth of the New Zealand Curriculum and is responsive to all learners, including those who are very able. This review should be well informed by student and parent voice. The development of a partnership with local iwi and consultation with Māori whānau will help strengthen the bicultural elements of school programmes, understandings and expectations.

New systems, processes and guidelines have been developed to support a school-wide focus on raising achievement in reading, writing and mathematics. The principal clearly communicates achievement expectations with teachers, the board and the parent community. Children's achievement and progress information is effectively and transparently reported to the board, parents and children.

Teaching and learning are being strengthened through modelling and engaging with useful professional development. Leaders are making very good use of external expertise and support in mathematics, curriculum development and assessment.

Children are very positive about their school and learning, especially the mathematics intervention programme. They regularly reflect on and are well supported to understand what they need to do to improve. They appreciate some choices within their learning. The school leader and teachers should extend opportunities for students to comment on how they are finding their learning.

The board, leaders and teachers are improvement focused. They are striving for the best outcomes for all learners. The leader and teachers are reflective and increasingly collaborative. The board and leader should formalise an internal-evaluation framework, underpinned by sound evaluative principles, to support the considerable review and development the school has undertaken. Teachers should continue to extend their moderation practices beyond the school. The school's recently reviewed and changed processes for making overall teacher judgements in relation to the NS have relied heavily on standardised testing. The principal acknowledges these decisions are now more widely based on ongoing observations of children's performance.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:

• know the children whose learning and achievement need 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 school should continue its current intensive focus and practices that are effectively accelerating progress for many learners. Trustees acknowledge the need to extend internal-evaluation processes and practices to support school decision making.

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. 

7 Recommendation

The school should begin or continue with the developments outlined in this report.

Dr Lesley Patterson

Deputy Chief Review Officer, Southern Region, Te Waipounamu

16 January 2017

About the school