Rotorua S D A School

Findings

The principal and board consistently focus on improving their collective knowledge, systems and practices to address areas of need. They actively seek the views and aspirations of the parent and church community and keep positive student outcomes at the centre of planning and decision making about school direction and development.

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?

Rotorua Seventh Day Adventist School is a small state integrated primary school that caters for students in Years 1 to 8 in multi-level classrooms. The newly refurbished and modernised school building is situated adjacent to the Seventh Day Adventist Church in central Rotorua. At the time of this ERO review 40 students were enrolled including 25 of Māori descent.

ERO’s last review in 2014 identified key priorities for review and development in relation to:

• governance
• professional leadership of learning, including implementation of effective teacher appraisal
• use and reporting of student achievement
• improving teaching practice, including teachers’ capability to increase students’ understanding and ownership of their own learning.

Since this time the school has continued to actively participate in, and benefit from, significant support and development opportunities provided by the Ministry of Education (MoE) and New Zealand School Trustees Association (NZSTA), alongside other external opportunities accessed by the principal. The school is also a member of the recently established Rotorua Central Community of Learners. The main purpose of this group is to accelerate the progress and achievement of students at risk of under achieving within this community of learning. While there has been stable membership of the board of trustees, there were significant changes within the teaching team in 2014.

2 Review and Development

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

Priorities identified for review and development

Governance

School governance is effective. The board is led by a knowledgeable board chair and is focused on positive educational outcomes for students. Trustees are committed to ongoing training and have developed a sound understanding of their roles and responsibilities. The school charter reflects the values and aspirations of the church and parent community, and provides clear strategic direction for continual school improvement. Trustees have become confident about scrutinising reported student achievement information, and have a solution focused approach to decision making. They are strongly supportive of the principal and staff and value their work.

Professional leadership of learning

The principal has continued to develop her leadership capability with a clear emphasis on positive outcomes for students and support for teachers to develop their practice. She has developed appropriate skills and knowledge for effective personnel management, including the introduction of a sound teacher appraisal process. She has also prioritised the development of good systems for school operations.

The principal has continued to develop professional networks in the local and wider educational community. Connections with local iwi have been strengthened and this has led to the observance of local kawa and traditions. The principal has continued to strongly influence significant improvement in the school culture and positive relationships at all levels.

Use and reporting of student achievement information

The principal and teachers have reviewed assessment tools and practices. This has resulted in more reliable overall teacher judgements (OTJs) about student achievement in relation to National Standards. Information about students’ progress and achievement, and systems to identify groups of students who are at risk of underachieving are now also more robust. Increasingly effective use of the school’s student management system and other digital technologies assist the monitoring and tracking of student achievement across the school.

Digital monitoring has also supported increased professional and collaborative sharing among teachers about achievement, planning and teaching to accelerate student progress. Reporting to parents has been strengthened to include student portfolios, written reports, and face-to-face interviews that increasingly involve students. Regular parent meetings provide information about the curriculum and school-wide achievement information.

Trustees and teachers have recently begun work with the student achievement facilitator (SAF) from the MoE. The SAF framework has the potential to more specifically focus teaching practices that positively influence educational outcomes for students.

Teaching practice

Teachers have high expectations for learning and behaviour. The school’s positive culture continues to be underpinned by its special character values. New learning environments promote students’ learning and engagement. Wall displays celebrate students’ writing and art, particularly in the senior room. Senior students enjoy opportunities to participate in collaborative discussions about their learning. Routines are well established and understood by students across the school. ERO observed examples of differentiated planning and teaching to cater for students’ identified learning needs.

Teachers have benefited from a range of opportunities to observe teaching practice in other schools and to moderate assessment judgements. Staff meetings include discussions about professional readings to improve teaching practice.

Students continue to enjoy a curriculum that increasingly responds to their interests, culture and spontaneous community events. School-wide studies promote opportunities for student leadership, collaboration and tuakana/teina relationships

Key next steps

ERO has identified and the board agree important next steps for continued school development are:

• further development of the board’s policy framework and review processes
• embedding teacher appraisal processes and strengthening the teaching as inquiry process to more regularly monitor the progress of targeted students and more closely monitor the effectiveness of teaching
• the development of shared understandings about school-wide assessment tools and practices, and expectations for the use of data
• more specific diagnostic use of assessment information to inform teaching to cater for students’ identified needs
• further development and use of learning progressions in reading, writing and mathematics by teachers and students to increase students’ understanding of, and decisions about, their learning and progress
• the review of the school’s curriculum to include agreed and shared expectations for teaching practice, particularly in literacy and mathematics. This review should also include aspects of innovative learning practice in the school.

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 now well placed to sustain and continue to improve and review its performance.

Trustees have a proactive approach to succession planning for sustainability, including induction plans and training for new trustees. They are committed to open and honest sharing of information and transparency in decision making.

The principal is benefitting from a thorough and constructive performance management and appraisal process from an external consultant. She is enthusiastic about the potential sharing and learning within the recently established Rotorua Central Community of Learners.

The school continues to be well supported by its church and parent community.

After a number of changes staffing is now settled. Teachers are willing to engage in professional learning and development to improve student achievement.

Māori and Pacific learners are actively engaged in class programmes, the school and wider community activities.

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.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the board and principal develop an action plan to prioritise and address the key next steps identified in this report. This action plan should be included in the school’s ongoing strategic and annual planning process.

Conclusion

The principal and board consistently focus on improving their collective knowledge, systems and practices to address areas of need. They actively seek the views and aspirations of the parent and church community and keep positive student outcomes at the centre of planning and decision making about school direction and development.

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

Graham Randell

Deputy Chief Review Officer Northern

17 December 2015

School Statistics