Queenspark School - 30/06/2017

Summary

Queenspark School has a roll of 547 children.

The school has responded positively to addressing a number of the next steps identified in the 2013 ERO report. Since that time there have been a new board chairperson and trustees appointed and some changes in the senior leadership team.

The school’s achievement information shows improvements in most children’s achievement since 2013. In 2016 there was a slight decrease in mathematics achievement for Māori children. Children’s achievement in writing, particularly for boys and Māori children, has continued to improve over time. The school has engaged the support of key external educational expertise to support improvements in teaching and learning.

How well is the school achieving equitable outcomes for all children?

The school responds well to Māori and other children whose learning and achievement need acceleration. There are many processes for enabling equity and excellence. These include:

  • the school’s shared vision and values that are well embedded across all aspects of the school

  • a culture of collaboration

  • positive relationships and inclusiveness.

School leaders and teachers need to further develop systems for reporting achievement. They also need to give greater prominence to bicultural practices across the school. Processes for evaluating the effectiveness of school initiatives and operations need to be formalised and strengthened.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Equity and excellence

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

The school responds well to Māori and other children whose learning and achievement need acceleration.

School achievement information shows an upward trend for most groups of children in reading, writing and mathematics over the last three years. Achievement is highest in writing. Most Māori and other children are achieving at or above the National Standards.

Some disparity in achievement has recently been evident between some groups of children in reading and writing. School leaders and teachers have a range of strategies in place to improve outcomes for these learners. This includes the introduction in 2016 of a well-targeted approach that is addressing and strengthening children’s oral language development.

Leaders and teachers are continuing to improve systems for tracking children’s progress over time. They recognise that this remains an area for ongoing improvement that includes school-wide guidelines for assessment and moderation.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has many processes for enabling achievement of equity and excellence.

The school’s shared vision and values are effectively embedded in processes, key documentation and practices across the school and are well known by children. This provides a shared understanding of the best ways to support children to achieve to their potential.

The board, school leaders and staff are focused on continuous improvement in outcomes for children. A school-wide culture of collaboration, positive relationships and inclusiveness supports children’s learning and wellbeing. Mutual support between the school and community is clearly evident.

Strong pastoral care systems, practices and interventions support children’s holistic development, learning and engagement. Children’s wellbeing is prioritised to ensure they are able to access all learning opportunities available.

The school’s curriculum effectively identifies valued outcomes for teaching and learning. Teachers provide many purposeful ways to support children’s learning and empower them to take more responsibility for their own learning. Students are building self-management skills and have a better understanding of what helps them learn and what they need to do to achieve success. While aspects of te reo and tikanga Māori are evident, there needs to be greater urgency given to developing and embedding bicultural understandings in class programmes and practices.

School leaders and teachers make good use of external expertise to improve teaching and learning. This includes ongoing investigations into current teaching and learning to ensure that future education developments benefit all children. Targeted professional development and a new appraisal process are helping to build a culture of reflection and collective understanding that is contributing to improved outcomes for children.

Sustainable development for equity and excellence

The school has a range of processes to achieve equity and excellence. Some initiatives are at an early stage of development.

What further developments are needed in school processes to achieve equity and excellence?

ERO and school leaders agree about the need to:

  • promote educational success for Māori as Māori
  • formalise and strengthen internal evaluation at all levels of the school, including curriculum, leadership and stewardship.

The board needs to promote high quality stewardship practices and processes. This should include:

  • clarifying reporting requirements for all school operations
  • providing regular opportunities for community consultation
  • more fully scrutinising achievement and other student information to ensure all children are making sufficient progress over time.

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
  • 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.

Provision for international students

The school is a signatory to the Educational (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

Going forward

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

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • build board capacity
  • formalise and strengthen internal evaluation
  • give greater prominence to bicultural practices. 

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

30 June 2017

About the school 

Location

Christchurch

Ministry of Education profile number

3479

School type

Full Primary

School roll

531

Gender composition

Boys: 51% Girls: 49%

Ethnic composition

Māori 9%
Pākehā 88%
Pacific 3%

Provision of Māori medium education

No

Review team on site

April 2017

Date of this report

30 June 2017

Most recent ERO reports

Education Review October 2013
Education Review March 2010
Education Review December 2006