1. The Education Review Office (ERO) Evaluation
St John’s Hill School caters for students in years 1 to 6 and is situated in the northern suburbs of Whanganui. Well maintained attractive grounds and buildings contribute to a welcoming environment that strongly reflects an established emphasis on environmental sustainability. The school has recently received a gold award for its enviro-schools approach. This review finds that positive features identified in previous ERO reviews remain evident throughout the school. Self review for continuous improvement is strongly embedded in all areas of school operation.
Students are respectful, confident and well able to articulate the ethos and benefits of their school. They appreciate many leadership opportunities, including participation in peer mediation, house and sports organisation and the Green Team Te Wā Kakariki, which influences school-wide decisions about sustainability.
Reliable assessment information in reading, writing and mathematics shows that most students, including Māori, are achieving at or above national expectations for their year levels. Many students demonstrate high achievement in reading. Those requiring learning support or extension are receiving programmes tailored to their needs.
The principal demonstrates effective professional leadership. He is well supported by the senior leadership team in fostering a collaborative and positive staff culture based on professional dialogue and high expectations for teaching and learning. Consultation and reflection for improvement are embedded practices that strongly influence curriculum planning and development.
The curriculum focuses appropriately on literacy and mathematics, along with school-wide emphases on sustainability, virtues, physical activity, bicultural perspectives and local contexts. Many high quality teaching practices are evident throughout the school. Teachers are suitably aligning their assessment and reporting practices to National Standards requirements. They know students well and families have been consulted about their needs and aspirations. Classes are settled and students are purposefully engaged in their learning experiences.
The board of trustees demonstrates support for the principal and staff and a strong interest in positive outcomes for students. The board receives assistance from funds raised by an active parent-teacher association. Since the 2007 ERO review, the school’s information centre has been significantly developed and the computer infrastructure enhanced. Family partnerships are fostered. Parents are well informed about new education approaches and are actively engaged in their students’ learning.
Future Action
ERO is likely to carry out the next review in four to five years.
2. St John’s Hill School’s Curriculum
How effectively does the curriculum of St John’s Hill School promote student learning - engagement, progress and achievement?
School context and self review St John’s Hill School has a positive reporting history with ERO. The 2007 ERO review focused on writing programmes and noted many areas of good performance. These included collaborative, reflective leadership, effective teaching and assessment practices, literacy-rich classroom environments, authentic learning contexts, and well-monitored learning support programmes. School leaders were using reliable assessment information to identify and address learning needs.
During the last three years, well-established and effective self-review processes have continued to provide direction for raising student achievement, developing curriculum programmes and improving teaching strategies. In 2007, the analysis of school-wide assessments demonstrated that mathematics achievement levels were not as high as literacy levels. School leaders and trustees, therefore, provided teachers with professional development, support and resources to address this gap. This has resulted in increasing levels of numeracy achievement.
Community and bicultural contexts are reflected in the environment and learning programmes. The curriculum is effectively based on the consideration of self review outcomes including staff, student and parent consultation. Along with literacy and numeracy, school-wide emphases on environmental sustainability, virtues and health promotion are clearly evident in the curriculum. The school has recently received a gold award for its enviro-schools approach which is the result of many years’ work and review. Self review is strongly embedded in all areas of school operation.
Areas of strength
Student achievement information Student achievement information for students in years 1 to 6 is collated from the results of nationally referenced assessments in reading, writing and mathematics. School-wide analysis of recent information shows that most students, including Māori, are achieving at or above year level expectations, with nearly half the school attaining high levels in reading. Students identified as at risk or causing concern receive appropriate interventions and targeted, well-monitored classroom support.
Leadership The principal and leadership team are reflective, collaborative and strategic in their approach to continuous school improvement and development. There is a culture of focused professional dialogue resulting in clearly articulated high expectations for students and staff, based on rigorous discussion and ongoing self review. Leadership roles are distributed among staff who continually seek to engage with current and emerging educational trends and research.
The curriculum The curriculum is highly effective in promoting students’ learning, engagement, progress and achievement. Students are actively engaged in authentic learning tasks based on their identified needs. Programmes in all learning areas emphasise inquiry, sustainability, care for the environment, bicultural perspectives, inclusion, positive relationships and self management. Students are increasingly encouraged to reflect on their achievement and take responsibility for their learning.
Teaching practices Many high quality teaching practices are apparent at all levels of the school. These include: using assessment information to guide teaching; providing students with focused feedback and next steps about their learning; promoting positive interactions among students; integrating te reo me ngā tikanga Māori; and maintaining attractive, educationally stimulating classroom displays that celebrate students’ best work. Teaching programmes are evaluated on the basis of student achievement with next steps for planning and teaching. Classes are settled and students are purposefully engaged in their learning experiences.
Assessment Teachers’ assessment and planning practices are regularly monitored and consistently implemented across the school. School-wide assessments and teacher observations assist in the identification of more able students across a range of appropriate dimensions. A suitable variety of programmes is provided to extend and challenge these students. Teachers are well aware of processes for moderating overall teacher judgements about achievement against school expectations and national standards. Reports to parents are aligned with National Standards requirements.
Partnerships with parents Parent partnerships are valued and encouraged. Many parents are actively engaged in their students’ learning and the life of the school. Community meetings provide information about school-wide achievement patterns including the analysis of Māori achievement. Parents are well informed about new education approaches and requirements. School and teaching team newsletters along with homework books and entries in student learning profiles provide a range of opportunities to engage with students’ learning and progress.
Governance The outgoing board demonstrates support for the principal and staff and a strong interest in positive outcomes for students. Trustees reflect on their progress in relation to strategic goals which are strongly focused on learning and achievement. Robust guidelines for governance roles and responsibilities are likely to assist smooth succession for new trustees.
Areas for development and review
Through continual reflection and self-review practices, school leaders and teachers acknowledge that they are continuing to develop:
- teachers’ use of the action competence model of inquiry as a consistent approach for teaching and learning in topic studies;
- increasing opportunities for students to reflect on their own learning;
- school-wide review of the implementation of the school’s thinking and information, communication and technologies skills programmes; and
- further integration of te reo Māori across the school.
ERO agrees with these directions.
3. Board Assurance on Legal Requirements
Before the review, the board of trustees and principal of St John’s Hill School completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:
- board administration;
- curriculum;
- management of health, safety and welfare;
- personnel management;
- financial management; and
- asset management.
During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:
- emotional safety of students (including prevention of bullying and sexual harassment);
- physical safety of students;
- teacher registration;
- stand-downs, suspensions, expulsions and exclusions; and
- attendance.
The checking process indicated that the school has established policies, procedures and practices to enable it to meet its legal obligations.
4. Future Action
ERO is likely to carry out the next review in four to five years.
Kathleen Atkins
National Manager Review Services
Central Region
7 July 2010
About The School
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School type
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Contributing Primary (Years 1 to 6)
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Decile
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10
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School roll
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362
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Gender composition
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Male 50%,
female 50%
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Ethnic composition
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New Zealand European/Pākehā 73%;
Māori 10%;
Other European 9%;
Asian 2%;
Other ethnic groups 6%
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Review team on site
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May 2010
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Date of this report
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7 July 2010
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Previous three ERO reports
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Education Review March 2007
Education Review April 2003
Accountability Review June 1999
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7 July 2010
To the Parents and Community of St John’s Hill School
These are the findings of the Education Review Office’s latest report on St John’s Hill School.
St John’s Hill School caters for students in years 1 to 6 and is situated in the northern suburbs of Whanganui. Well maintained attractive grounds and buildings contribute to a welcoming environment that strongly reflects an established emphasis on environmental sustainability. The school has recently received a gold award for its enviro-schools approach. This review finds that positive features identified in previous ERO reviews remain evident throughout the school. Self review for continuous improvement is strongly embedded in all areas of school operation.
Students are respectful, confident and well able to articulate the ethos and benefits of their school. They appreciate many leadership opportunities, including participation in peer mediation, house and sports organisation and the Green Team Te Wā Kakariki, which influences school-wide decisions about sustainability.
Reliable assessment information in reading, writing and mathematics shows that most students, including Māori, are achieving at or above national expectations for their year levels. Many students demonstrate high achievement in reading. Those requiring learning support or extension are receiving programmes tailored to their needs.
The principal demonstrates effective professional leadership. He is well supported by the senior leadership team in fostering a collaborative and positive staff culture based on professional dialogue and high expectations for teaching and learning. Consultation and reflection for improvement are embedded practices that strongly influence curriculum planning and development.
The curriculum focuses appropriately on literacy and mathematics, along with school-wide emphases on sustainability, virtues, physical activity, bicultural perspectives and local contexts. Many high quality teaching practices are evident throughout the school. Teachers are suitably aligning their assessment and reporting practices to National Standards requirements. They know students well and families have been consulted about their needs and aspirations. Classes are settled and students are purposefully engaged in their learning experiences.
The board of trustees demonstrates support for the principal and staff and a strong interest in positive outcomes for students. The board receives assistance from funds raised by an active parent-teacher association. Since the 2007 ERO review, the school’s information centre has been significantly developed and the computer infrastructure enhanced. Family partnerships are fostered. Parents are well informed about new education approaches and are actively engaged in their students’ learning.
Future Action
ERO is likely to carry out the next review in four to five years.
Review Coverage
This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:
what is known about student achievement information, including the achievement of Māori and Pacific students;
decisions made to improve student achievement using assessment and self review information; and
teaching strategies and programmes implemented to give effect to the school’s curriculum.
ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.
If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.
Kathleen Atkins
National Manager Review Services
Central Region
General Information about Reviews
About ERO
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
About ERO Reviews
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
- improve educational achievement in schools; and
- provide information to parents, communities and the government.
Reviews are intended to focus on student achievement and build on each school’s self review.
Review Focus
ERO’s framework for reviewing and reporting integrates the following:
- school curriculum;
- national evaluation topics –contribute to the development of education policies and their effective implementation; and
Board Assurance Statement, including student and staff health and safety.
ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.
ERO also builds on the school’s own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.
This helps ERO to answer the major evaluation question for reviews:
How effectively does this school’s curriculum promote student learning - engagement, progress and achievement?
Areas for Development and Review
ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the school will have identified these matters through its own self review and already plans further development in those areas.