Selwyn Ridge School - 16/06/2015

1 Context

What are the important features of this school that have an impact on student learning?

Selwyn Ridge School is located in Welcome Bay in Tauranga and caters for students in Years 1 to 6. The current roll is 471, of whom 24% identify as Māori, 7% as Asian and 3% as Pacific. The school has a positive reporting history with ERO. Since the 2012 ERO review, the principal and deputy principals have remained the same and there have been very few staff changes.

Over recent years, the board of trustees (BoT) has effectively managed the required rebuilding of much of the school. This significant property development was completed in Term 1 of this year. During this time, teachers and students have continued to engage in successful teaching and learning, in spite of the associated disruptions.

The board, school leaders and teachers have responded positively to the areas for improvement identified in the previous ERO review. Teachers have engaged in professional development to improve writing instruction across the school. Some staff are undertaking personal study to further develop te reo and tikanga Māori knowledge and skills. There is a culture of promoting and supporting academic study and research to improve outcomes for students.

The school’s vision and ‘Kid on the Ridge’ values are reflected in the positive relationships and interactions that are evident throughout the school. Students are confident, articulate and demonstrate considerable pride in their school. They appreciate the many opportunities for leadership, tuakana-teina support and participation in a wide range of creative, sporting and cultural activities.

There is a welcoming, inclusive and purposeful tone throughout the school.

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, progress and achievement. The BoT receives clear information about student achievement and uses it to make decisions about resources and to set targets for raising student achievement. School leaders identify achievement trends and patterns, including individual concerns. They plan focused actions to address these needs.

Teachers use in-depth analysis of assessment information to plan targeted teaching for groups and individuals. This purposeful and responsive teaching maximises student engagement and learning. Since the 2012 ERO review, school leaders and ERO recognise that there has been significant progress in developing students’ understanding of their personal learning and achievement. The school plans to continue this development.

A particular feature of the school’s recent development is an intense focus on the urgent acceleration of students at risk of poor educational outcomes. This emphasis has resulted in significant progress for these students. Teachers provide personalised learning opportunities for students with special abilities, across the curriculum.

Parents receive comprehensive reports about student progress and achievement. There are high levels of parent attendance at twice-yearly conferences about student learning. In line with the school’s culture of continuing review and development, there is now a need to review assessment and reporting in Years 1 to 3.

3 Curriculum

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

The school’s curriculum is very effective in promoting and supporting student learning. There is a strong emphasis on reading, writing and mathematics, which enables students to participate successfully in other curriculum areas. Curriculum expectations are regularly reviewed, in consultation with students and the community. There is increasing understanding and integration of New Zealand’s bicultural heritage. The language, culture and identity of Pacific students is recognised and taught through authentic, meaningful contexts.

Students confidently use information and communication technology as a tool to support their learning. There is a current focus on increasing school participation in environmental learning experiences through the Enviroschools programme.

Teachers and students benefit from collaborative practices in teaching teams across a range of year levels. This school-wide organisation promotes a sense of belonging and leadership opportunities for students. It also provides a framework for professional learning, the use of teacher strengths, and moderation of assessment judgements. Teachers demonstrate considerable depth of professional knowledge and are encouraged to be innovative in adapting their practice to meet the needs of students. They are committed to continually raising achievement and providing students with appropriate language to discuss their learning. It would be beneficial to review school-wide consistency in providing sufficient writing practise and focused independent learning activities for students.

Students receive consistent oral feedback about their progress and achievement. In some classes, written feedback and feed forward is also specific to students’ learning needs. There is a need to ensure that meaningful written feedback and next steps in learning are evident in all classes.

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

The school effectively promotes educational success for Māori, as Māori. Overall Māori student achievement is above national trends. The school is working to ensure equitable achievement with non-Māori students in the school. There has been significant development in the integration of Māori language and contexts within curriculum programmes. Competencies from Tātaiako (Ministry of Education Cultural Competencies for Teachers of Māori Learners) have been included in the school curriculum and teacher appraisal systems.

Senior leaders have worked with local Māori to develop appropriate protocols for welcoming people to the school. All students have the opportunity to participate in waiata and kapa haka. Māori students are able to participate in the extension kapa haka group.

A specialist teacher provides te reo Māori teaching in all classes. Teachers are working on implementing a sequential te reo Māori programme across the school.

4 Sustainable Performance

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

Selwyn Ridge School is very well placed to sustain and improve its performance because:

  • governance is very effective. Trustees have a sound understanding of their roles and responsibilities and are committed to school-wide improvement
  • the school charter provides clear direction for school development and is regularly reviewed to monitor progress in achieving goals
  • the principal provides informed professional leadership and maintains a strong focus on student wellbeing and achievement
  • the deputy principals provide valuable curriculum leadership and work collaboratively with the principal to support teachers to improve outcomes for students
  • team leaders and teachers are well supported and encouraged to develop their leadership capacity
  • a robust appraisal system maintains a focus on accelerating student achievement and enhancing teacher practice, with strong links to relevant research and professional discussion
  • highly effective self-review systems, with detailed analysis and critique, contribute to ongoing improvements. These include regular consultation with the community and the evaluation of achievement information
  • there are high levels of parent support and involvement in the school, including an active fundraising committee who also provide pastoral care for families when required.

Provision for international students

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

At the time of this review there were eight international students attending the school.

The school’s very effective self-review systems ensure that pastoral care and the integration of international students in the life of the school are well managed. International students benefit from effective English language teaching. More than half of these students are currently achieving at or above National Standards in reading, writing and mathematics.

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

Students at Selwyn Ridge School benefit from a positive and inclusive school culture where they are well supported to achieve national expectations, particularly in literacy and mathematics. There is a strong emphasis on personalised learning and a wide range of opportunities for co-curricular activities. Classes are settled and purposeful.

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

Dale Bailey

Deputy Chief Review Officer Northern

16 June 2015

About the School

Location

Welcome Bay, Tauranga

Ministry of Education profile number

6945

School type

Contributing (Years 1 to 6)

School roll

471

Number of international students

8

Gender composition

Boys 54%

Girls 46%

Ethnic composition

NZ European/Pākehā 59%

Māori 24%

Asian 7%

Other 7%

Pacific 3%

Review team on site

May 2015

Date of this report

16 June 2015

Most recent ERO report(s)

Education Review June 2012

Education Review May 2009

Education Review April 2006

Exemplar Review - Selwyn Ridge School - Reading - April 2019

In April 2019 ERO published an Exemplar Review on Reading please read it here

ERO has also published an exemplar report on Selwyn Ridge School: Exemplar Review - Selwyn Ridge School - June 2018