Spreydon School - 01/08/2013

1 Context

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

Spreydon School caters for students in Years 1 to 6. The school serves a culturally diverse community.

There is a number of new trustees on the board, including a new board chair. The long-serving principal has good knowledge of the school and its community. There is a focus on increasing community involvement to support student learning and for the school to be more visible in the community.

Staff work collaboratively. ERO observed respectful relationships among staff and with students. Students and staff spoken with said they enjoyed working and learning in a supportive and safe environment.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school makes good use of achievement information to make positive changes to learners’ engagement, progress and achievement.

Findings

Senior leaders have worked with teachers to develop useful guidelines for when and why different assessments need to be used. The school has clear expectations about monitoring student achievement.

Teachers work together in teams to discuss a wide range of achievement information. They use this information to make decisions on how to plan and modify programmes, adapt teaching approaches to better meet students' needs and help them to progress in their learning.

Classroom teachers monitor student achievement. They use this information well to group students for instruction and identify students who may need extra support to achieve.

Teachers and senior leaders have developed a useful guide for assessing student achievement in writing. Judgements against National Standards are more consistent as a result.

The pastoral care team effectively helps students to experience learning success. A range of interventions, both in and outside of the school, are used appropriately to meet the specific welfare and academic needs of students.

ERO saw some very good examples of where students had been supported by teachers to reflect on their learning.

Areas for development and review

The next steps for the board and senior leadership are to ensure:

  • progress against school-wide targets for student achievement are monitored and regularly reported to the board
  • teachers know which students have been identified for accelerated progress so school-wide targets can be met
  • targets are set for priority students who are not meeting National Standards.

A next step for teachers is to ensure that students are well aware of their learning goals, that they support students in revisiting these regularly and reflecting on their progress towards achieving them.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning.

Findings

Considerable work has been done to develop a curriculum that very clearly sets expectations for student learning and gives good quality guidance for teachers’ practice.

A strong feature of the curriculum is the way the school’s values are consistently taught and well understood by students and staff. These values contribute to an inclusive school culture.

Students understand the school’s behaviour expectations. Clear guidelines, along with the strong focus on values, help students to manage their own behaviour and support others.

Teachers have been provided with good quality professional development linked to the school-wide target to lift student achievement in writing.

Students enjoy a wide range of learning opportunities. Many are involved in sport. There is a good number of different interest groups students can join as they move through the school. Students in Year 6 are given a chance to take on leadership responsibilities.

Area for development and review

Senior leaders and ERO agree that it is now time to review:

  • how well the curriculum expectations are being met at the classroom level
  • the school’s guidelines for teachers on making overall teacher judgements against National Standards and include these in the school’s curriculum document.

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

The school is taking positive steps towards promoting educational success for Māori as Māori.

Findings

The board has recently co-opted a Māori trustee and identified a teacher with responsibility for helping teachers improve outcomes for Māori students. Senior leaders and trustees have developed a plan to lift Māori student achievement. They intend to modify this to include the views of their Māori community who have recently been consulted about their aspirations for their children.

All students receive tuition in te reo Māori as part of their curriculum programme. The school’s kapa haka group is well established and a source of pride for students and staff. Teachers made kapa haka costumes to show students that they value kapa haka. Students perform with pride.

Area for development and review

Māori students are not achieving at the same level as their non Māori peers. This is particularly so in reading and writing. The board needs to develop specific targets for Māori who are at risk of not achieving. In addition, it would be timely to review the school’s action plan to ensure that it will help teachers make the required shifts in Māori student achievement.

Senior leaders and teachers are aware of the need to continue to integrate Māori dimensions into all curriculum areas and to support teachers to confidently use te reo Māori.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. This will be further strengthened by sharpening the focus on strategic planning and self review.

Findings

The board, senior managers and teachers show a strong commitment to improving outcomes for all students so they achieve well and develop the skills and attributes needed for successful life-long learning.

The board of trustees has a well-managed process for reviewing policies and procedures. Trustees effectively engage with staff and the community so that they are well informed and make decisions in the best interest of students. The board’s appraisal of the principal is providing him with clear direction and next steps.

The principal has a strategic approach to developing leadership skills amongst teachers. An example is the opportunity for teachers to lead one of several focus groups to action particular school priorities. Staffing appointments are based on identified needs within the school. Beginning teachers are well supported through an effective induction programme.

All senior management staff have benefitted from leadership training. The principal, deputy and associate principal work very well together. They recognise and use each other’s strengths.

Teachers are increasingly reflective. For example, evaluations of topic studies show how teachers have considered their practice and its impact on student learning. This provides a good basis for change.

Areas for development and review

The board and senior leaders need to strengthen strategic planning so that annual goals:

  • clearly identify the school’s priorities
  • have specific indicators of success so that progress towards meeting them can be regularly monitored and reported
  • focus, guide and align school programmes and practices.

Processes for self review require further development so that there is a consistent approach to and understanding of self review across the school. The recent review of shared reading practice provides a good model for this development.

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

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.

When is ERO likely to review the school again?

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

Graham Randell

National Manager Review Services Southern Region

1 August 2013

About the School

Location

Hillmorton, Christchurch

Ministry of Education profile number

3512

School type

Contributing (Years 1 to 6)

School roll

301

Gender composition

Boys 51% Girls 49%

Ethnic composition

NZ Eurpoean/Pākehā

Māori

Samoan

Asian

Other Pacific

Other Ethnicities

61%

12%

8%

7%

6%

6%

Special Features

Host School for social workers in schools

Review team on site

May 2013

Date of this report

1 August 2013

Most recent ERO report(s)

Education Review

Supplementary Review

Supplementary Review

March 2010

June 2008

May 2007