Ranzau School - 20/10/2015

 

Findings

The school’s rural setting, well understood vision, values, and learning and teaching expectations fosters students’ sense of wellbeing and belonging. Students achieve well. The curriculum provides a good range of interesting experiences for learners. The school’s welcoming and friendly culture promotes strong, long term, family and community connections. The school is capably managed and led with effective systems and good communication.

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?

Ranzau School is situated in a rural setting 18 kilometres from Nelson. The school has seven classrooms and caters for students from Years 1 to 6. Students come to the school from local and other areas of Nelson.

The school’s vision, values, and learning and teaching expectations are well understood. The positive, inclusive culture fosters students’ sense of wellbeing and belonging. The welcoming and friendly culture of the school has resulted in strong, long-term family and community connections.

The board, senior leaders and teachers have been highly responsive to recommendations made in the 2012 ERO report. This includes well planned, consistently implemented reviews of learning and teaching, reporting and teacher appraisal.

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 very effectively to make positive changes to learners’ engagement and achievement.

Most students achieve at or above the National Standards in literacy and mathematics, with many students achieving above. The school has identified and provided additional resources to support and extend some students who are not achieving as well in mathematics in 2014.

Students’ achievement in literacy and mathematics has remained at consistently high levels over the past three years. The senior leaders and teachers have evaluated ways to further accelerate this achievement.

ERO and the senior leaders agree, that further extending the teaching as inquiry process will help accelerate students' achievement levels.

Students have good opportunities to be involved in goal setting to make choices about their learning pathways. They work collaboratively in groups and in buddy systems within classes, and school wide.

Well-focused professional development supports the use of high quality teaching strategies, student engagement and improved achievement.

Students have a varied range of opportunities, and are well supported to celebrate and value achievement. At all levels of the school, teachers use practices that support and extend students communication skills.

Senior leaders and teachers share leadership and work well together to ensure the school’s expectations for teaching and learning are met. Clear expectations for teachers make sure planning and assessment is detailed and clearly shows students' abilities, needs and interests.

3. Curriculum

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

The school’s curriculum effectively supports and extends student learning. The school’s vision, values, and learner qualities are central to the way students learn.

The school’s curriculum provides students with a good range of interesting learning experiences. A suitable range of resources supports and extends their learning. Programmes and practices focus on learner qualities and ways to promote thinking and problem solving.

Senior leaders and teachers have developed useful planning and assessment guidelines. These guidelines help to promote consistent curriculum delivery across the school.

All learning areas are well integrated into the curriculum. Students learn through a well understood school-wide inquiry approach that focuses on information literacy, use of technology and thinking skills.

Students transitioning into the school are very well supported. Parents are welcomed and are well informed of the school’s programmes and expectations.

Students are provided with meaningful leadership opportunities. They support younger students in a range of activities, and organise and lead a variety of school events.

Senior students can confidently acknowledge what is going well in the school and how they would like to contribute further. Their ideas are listened to by the teachers and principal. Senior students like the friendly culture and the choices in the curriculum.

Parents have strong partnerships with teachers to involve them in their children’s learning. They are well informed about student progress and achievement.

Teachers are making good progress using practices that promote student-led learning and use of available spaces. The next step for leaders is to prepare students, teachers, and parents for the changes that have been prioritised in the strategic plan regarding extending collaborative teaching practices and changing learning spaces.

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

The school effectively promotes educational success for Māori as Māori. Māori students generally achieve as well as their peers and better than other Māori students regionally and nationally particularly in mathematics.

Māori students succeed because of the:

  • strong partnerships between their parents and the school

  • ways their identity, learning and culture are valued by staff

  • high expectations for their learning and achievement.

School leaders and teachers are continuing to ensure Māori learners experience educational success as Māori.

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.

The board, school leaders and teachers know students and families well. They regularly seek parent and student feedback to ensure students' wellbeing and learning needs are met.

School leaders make good use of staff strengths and knowledge to support student needs, interests and strengths.

Leaders have developed a robust teacher appraisal system that is well linked to the school’s strategic direction, improved teacher practice and improving student achievement. The principal and board acknowledge the principal’s appraisal is evidence based and focused on the schools' strategic goals, however it could be further strengthened.

Leaders and teachers have developed a culture of ongoing reflection for improvement to ensure positive outcomes for learners. Regular, well-planned self review effectively supports improvement.

The school is well-managed and led with effective systems and good communication. The board manages governance obligations well.

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

The school’s rural setting, well understood vision, values, and learning and teaching expectations fosters students’ sense of wellbeing and belonging. Students achieve well. The curriculum provides a good range of interesting experiences for learners. The school’s welcoming and friendly culture promotes strong, long term, family and community connections. The school is capably managed and led with effective systems and good communication.

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

 

Chris Rowe
Deputy Chief Review Officer Southern (Acting)

 

About the School

Location

Hope, Nelson

Ministry of Education profile number

3214

School type

Contributing (Years 1 to 6)

School roll

143

Gender composition

Boys 55%; Girls 45%

Ethnic composition

NZ European/Pākehā
Māori
Asian

86%
11%
  3%

Review team on site

August 2015

Date of this report

20 October 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

August 2012
July 2009
June 2006