Sanson School

Sanson School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Sanson School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz

Context 

Sanson School is a village school located in rural Manawatū providing education for learners in Years 0 to 8. The school prioritises providing a caring, inclusive environment for learners and their whānau. The STARS expectations of Self Control, Take Responsibility, Aroha, Respect and Resilience, and Self-Belief guide and underpin the school culture.

Sanson School’s strategic priorities for improving outcomes for learners are:

  • adhere to and demonstrate the principles of Positive Behaviour for Learning (PB4L) schoolwide, through Sanson School’s STARS expectations

  • all students to work towards achieving their full potential in all curriculum areas

  • all students to be actively involved within the school and the community

  • to recognise and honour Te Tiriti o Waitangi/The Treaty of Waitangi.

All students to leave school with the skills required for life-long learning.

You can find a copy of the school’s strategic and annual plan on Sanson School’s website.

ERO and the school are working together to evaluate how well the school is developing and implementing targeted teaching and learning practices.

The rationale for selecting this evaluation is to:

  • ensure teaching and learning practices address the needs of each learner

  • provide opportunity for greater learner agency and individual learning pathways.

The school expects to see:

  • continued and extended use of EDUCA to support learning focused partnerships between school, learner and whānau providing the foundation for individual learning pathways

  • the use of learning progressions to identify and guide learner next steps

  • the embedding of the school’s established te reo Māori learning progressions

  • internal evaluation systems and processes focused on continuous improvement of practice

  • equitable and excellent outcomes for all learners.

Strengths

The school can draw from the following strengths to support its goal to implement targeted teaching and learning practices and greater student agency:

  • learners achieve and progress in a supportive, caring and inclusive learning environment

  • Positive Behaviour for Learning Schoolwide (PB4LSW) supports learners to take greater responsibility for their own learning and behaviour management

  • a whānau like environment supports and guides reciprocal relationships across the school between learners, staff and whānau.

Where to next?

Moving forward, the school will prioritise outcomes of equity and excellence for all learners through:

  • ongoing professional development in the use of EDUCA and student agency

  • putting in place classroom-based systems and processes that support learner agency

  • supporting learners to have the skills and competencies to be agentic learners

  • professional learning in the implementation of Structured Literacy

  • continuing to build reciprocal relationships with mana whenua.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

6 December 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Sanson School

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of November 2021, the Sanson School Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Sanson School Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

6 December 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Sanson School - 17/06/2019

Findings

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Sanson School’s performance in achieving valued outcomes for its students is: Developing.

1 Background and Context

What is the background and context for this school’s review?

Sanson School caters for students in Years 1 to 8. The current roll of 25 children includes 12% who are Māori.

ERO has worked with Sanson School to support and monitor development since 2015. The August 2017 ERO report identified concerns relating to student achievement, use of assessment data, teaching, appraisal, leadership and stewardship.

A Limited Statutory Manager (LSM) was appointed in September 2017 with the functions, powers and duties of the board as an employer, curriculum management and to advise the board on financial operations. The LSM, trustees and the principal developed an action plan for improvement. They have worked with ERO to report on progress towards addressing the key issues identified.

Since September 2017, trustees, the principal and staff have been focused on professional learning and development (PLD) and ongoing improvement. Trustees have been strengthening their skills and knowledge of governance with support from New Zealand School Trustees Association and the LSM. Leadership support has been provided. Staff have been involved in literacy PLD, including accelerated learning in literacy, and cultural responsiveness. These initiatives continue for 2019. Staff have begun the process of developing the school’s digital learning curriculum.

The school is in its fourth year as a Positive Behaviour for Learning (PB4L) school. It is a member of the Palmerston North Kāhui Ako I Community of Learning.

2 Review and Development

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

Priorities identified for review and development

The August 2017 ERO report recommended the following areas of development:

  • strengthening teacher capability and use of achievement data to accelerate student learning and achievement
  • developing the effectiveness of principal leadership
  • strengthening principal and teacher appraisal processes
  • building stewardship capability
  • developing understanding and use of internal evaluation for improvement.
Progress

Good progress has been made in raising schoolwide achievement in 2018. At the end of the year, the large majority of students were achieving at and above expected levels in reading, writing and mathematics.

Many students have made accelerated progress in literacy. Approximately half of those identified as target students made accelerated progress in reading and writing. Strengthening the focus on students at risk of not achieving in mathematics has been identified as a priority in future planning.

The principal and teachers are using assessment results and achievement data more effectively to:

  • identify individual children’s learning needs
  • track each student’s progress in reading, writing and mathematics
  • inform parents about their child’s progress and achievement
  • develop a schoolwide picture of overall achievement which is reported to the board.

Teachers make overall judgements about each student’s achievement in relation to curriculum expectations. Strengthening the consistency of moderation in writing is a focus for 2019.

The principal and teachers have made effective use of their learning from PLD. This includes incorporating new, student-focused strategies into teaching practice, and an emphasis on the purpose of learning and appropriate success criteria to promote good quality work. PLD in 2019 should continue to promote and increase teachers’ knowledge and improve practice in teaching literacy.

Staff have begun to improve their cultural responsiveness. They recently attended a PLD workshop on learning and using te reo Māori. This new learning is reflected in classroom programmes.

A positive tone continues to be evident in classrooms.

3 Sustainable performance and self review

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

The school has developed processes and practices to sustain and continue to improve its performance.

The board has met legislative obligations in relation to the principal’s appraisal. A suitable process has been implemented which is linked to the school’s strategic priorities and the principal’s development needs. An external appraiser continues to provide ongoing mentoring and feedback.

Progress has been made in improving the teacher appraisal process. Teachers are identifying more measurable goals for their development. These are linked to current school priorities and student outcomes, through an inquiry approach. An important next step is for teachers to curate the evidence required to show they meet the Standards for the Teaching Profession.

Leadership should develop guidelines to assist teachers to understand school and legislative requirements for performance management.

There should be an ongoing focus on strengthening teacher inquiries into the impact of their practice on improving outcomes, particularly in relation to:

  • use of evidence to identify student progress
  • success of teacher strategies to improve learning
  • teacher reflection on the effectiveness of their practice.

The principal has made progress in developing her leadership skills. This includes:

  • increasing her role in curriculum review and development
  • improving the quality of feedback to teachers about their practice
  • providing useful reports to the board that include a strong focus on raising student achievement, based on analysis of data, and ideas to promote further improvement.

Trustees, guided by the LSM, have developed a clear direction for the school. The charter has been re-developed with parents’, trustees’ and staff input. Priorities are clearly identified in the school’s vision, strategic intentions and annual plan, which are well aligned. Board minutes are clearly documented records of discussion and decision making.

The policy framework has been revised. There is still work to do to ensure the organisation of policy documents is finalised and made available for parents to access. A priority is to implement the requirements of the Health and Safety at Work Act 2015. A next step is to ensure that school procedures are current, clearly documented and collated to guide practice.

The school’s review process is collaborative and consultative. It includes input from teachers, parents, trustees and students. To strengthen decision making and improvement and next development steps, a more evaluative approach should be adopted.

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
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Actions for compliance

There is an area of non-compliance with requirements for appraisal.

The board of trustees must ensure that:

  • The appraisal process meets Teaching Council requirements by including the Standards for the Teaching profession.
    [s 77C State Sector Act 1998; NZ Gazette and relevant Collective Employment Agreement]

Areas for improved compliance practice

To improve practice trustees, the principal and teachers should:

  • implement the newly-developed hazard register and other protocols around safety in the workplace that relate to the requirements of the Health and Safety at Work Act 2015
  • continue to further develop policies and procedures and guidelines for practice, including documenting guidelines for the careers programme and prevention of bullying
  • improve record keeping in relation to EOTC planning, earthquake and fire drills.

Conclusion

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Sanson School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

Phil Cowie

Director Review and Improvement Services Central

Central Region

17 June 2019

About the School

Location

Sanson

Ministry of Education profile number

2443

School type

Full Primary (Years 1 to 8)

School roll

25

Gender composition

Boys 13, Girls 12

Ethnic composition

Māori
NZ European/Pākehā
Fijian Indian

3
16
6

Review team on site

May 2019

Date of this report

17 June 2019

Most recent ERO report(s)

Education Review
Education Review

August 2017
August 2015

Sanson School - 07/08/2017

Findings

Sanson School needs to make further progress in addressing the areas for improvement identified in the June 2015 ERO report. Development is required in relation to the quality of teaching, leadership, governance and curriculum responsiveness. Evaluative capacity also requires strengthening. Positive and warm relationships between children and staff are evident.

ERO intends to carry out another review over the course of one-to-two years.

1 Background and Context

What is the background and context for this school’s review?

Sanson School caters for students from Years 1 to 8. At the time of this review, 39 children were enrolled and approximately half are Māori learners. Children enjoy many opportunities to be involved in sporting, cultural and community events. The principal is experienced and teaches in the junior school for part of each day.

The revised school vision reflects The New Zealand Curriculum and its importance in supporting students as ‘confident, connected, actively involved, lifelong learners’. Literacy and mathematics continue to be curriculum priorities.

The Positive Behaviour for Learning (PB4L) programme is in its third year at Sanson School. ‘STARS’ – selfcontrol, take responsibility, aroha, respect and self-belief – are the collaboratively developed values that underpin the school's approach to positive guidance.

A Ministry of Education Senior Education Adviser has provided some assistance to the school since the June 2015 ERO evaluation. The New Zealand School Trustees Association (NZSTA) is working with the school to grow governance capability. In August 2016, the board sought support from an external provider to assist them with the appraisal of the principal for 2017.

The board of trustees comprises community members and parents of children currently at the school. Since the 2015 ERO review, one new trustee has joined the board and shares the cochair role with the other parent representative.

Sanson School is part of the Palmerston North City and Rural 1 Community of Learning.

This report outlines the progress made since the previous ERO review and the areas for continued improvement and development. 

2 Review and Development

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

Priorities identified for review and development

The 2015 ERO report identified a number of key areas for ongoing development. These were for trustees, the principal and staff to improve:

  • the responsiveness of the curriculum and teaching to strengthen outcomes for learners
  • systems and processes for effective assessment, planning and internal evaluation
  • practices to build effective teaching
  • leadership and governance.
Progress

Sanson School’s curriculum is yet to successfully support all learners to experience success. Urgent action is needed to accelerate levels of progress and achievement for those most at risk of poor educational outcomes.

National Standards data shows a decline in reading and writing since 2015. The school reports that, in 2016, almost three quarters of learners were achieving at the National Standards in mathematics, but only about half were achieving at the National Standards in writing and reading. Māori children were achieving at better levels than their non-Māori peers in reading and mathematics and at similar levels to them in writing. There was disparity in outcomes for girls in mathematics and boys in reading and writing.

In 2016 and 2017, the school was involved in an external intervention on Accelerating Literacy Learning (ALL). This programme has a focus on involving parents in goal setting for their children and supporting learning links between home and school. Student achievement information for ALL indicates some children made accelerated progress in their writing in 2016. Initial 2017 data shows that levels of achievement have been sustained for some individuals.

Teachers collate samples of student work and assessments. These are shared with parents to show children’s learning journeys. Of concern, is that limited progress is evident for some learners.

Further development is needed in the use of achievement data to better inform decisions about teaching and learning. Improving internal evaluation practices so that teachers and the principal can measure actions taken to lift achievement is urgently required.

ERO observed a positive tone in classes and warm relationships between children and staff. The enactment of the school values was evident. There were some examples of deliberate teaching practices and strategies being used to support student learning. Classrooms have visual representation of aspects of te ao Māori. 

3 Sustainable performance and self review

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

Sanson School is not well placed to sustain and continue to improve its performance.

Systems and practices for Sanson School’s internal evaluation are not adequately developed to support sustained and continued improvement to teaching, learning, leadership and stewardship.

The school’s strategic and annual plans do not clearly outline school priorities and targeted actions for raising and sustaining achievement. Strengthening targets to more clearly identify children whose learning and achievement requires acceleration is needed.

The board receives monthly principal reports outlining a range of information about aspects of the school operation. These should be strengthened to more clearly focus on the priority of raising student achievement for individuals and groups. Board meeting minutes have yet to adequately record how trustees are scrutinising student data and evaluative information focused on student achievement.

School leadership needs strengthening. The professional leader has not been successful in leading sufficient progress towards meeting the goals established in the school’s improvement plans. There has been a reliance on external support to build teacher capability.

The appraisal process for teachers requires further improvement. Changes required include, ensuring appraisal is based on the Practising Teacher Criteria (PTCs) and that teachers have evidence to show how well they meet each of the PTCs. Further development of teaching as inquiry is needed, to support staff in building their understanding of what evidence-based teaching as inquiry is and how it might help them to improve their practice.

Since September 2016, NZSTA has been providing governance training to trustees. A plan outlines the areas requiring development, support needed, and time frames for undertaking this work. Trustees express satisfaction with this useful support. ERO recommends all trustees, including the principal, continue to access ongoing training to build understanding of effective stewardship, and an improved response to meeting all legislative requirements.

The board did not meet its legislative obligations in relation to the principal’s appraisal in 2016. Steps have been taken to address this in 2017. The principal’s appraisal is now undertaken by an external appraiser. ERO recommend the board continue this approach in future years. 

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.

Since the on-site phase of the review, the board of trustees have taken steps to update policy guidelines to meet the requirements of the Vulnerable Children Act 2014.

In order to improve current practice the board of trustees should:

  • strengthen teacher appraisal and endorsement processes for the renewal of practising certificates.

4 Recommendations

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

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to bring about the following improvements:

  • strengthening teacher capability to accelerate student learning and achievement
  • develop the effectiveness of principal leadership
  • building stewardship capability
  • develop understanding and use of internal evaluation for improvement. 

Conclusion

Sanson School needs to make further progress in addressing the areas for improvement identified in the June 2015 ERO report. Development is required in relation to the quality of teaching, leadership, governance and curriculum responsiveness. Evaluative capacity also requires strengthening. Positive and warm relationships between children and staff are evident.

ERO intends to carry out another review over the course of one-to-two years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

7 August 2017

About the School 

Location

Sanson

Ministry of Education profile number

2443

School type

Full Primary (Years 1 to 8)

School roll

39

Gender composition

Girls 21, Boys 18

Ethnic composition

Māori
Pākehā
Asian

18
18
3

Review team on site

June 2017

Date of this report

7 August 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2015
September 2012
July 2010