Upper Hutt School

Findings

Classes are settled, with students on task and engaged in their learning. Lessons and class environments are appropriately focused on literacy and mathematics. Relationships among students and teachers are positive and respectful. The new leadership team is working collaboratively to improve aspects of curriculum, assessment and teaching practice.

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

1. Context

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

Upper Hutt School is located in central Upper Hutt, north of Wellington. At the time of the review the roll was 345 students, with 23% identifying as Māori and 7% as Pacific.

There have been significant changes to school leadership and staff. A new principal and two new deputy principals were appointed at the start of 2015. A number of new teachers have joined the senior syndicate team.

The school has a number of professional development initiatives aimed at growing staff capability and enhancing learning partnerships with families and whānau. Regular whole school professional development seeks to enhance teacher practice, assessment practices and student learning and achievement.

2. Learning

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

Senior leaders have identified that improving the validity, interpretation and use of student achievement information is a priority. Teachers' assessment judgements about students' achievement in relation to the National Standards have not been consistently reliable. Since taking up their roles in 2015 senior leaders have:

• developed a comprehensive assessment schedule
• reviewed and refined moderation processes
• led schoolwide professional learning on data interpretation.

Schoolwide inquiry and self review are informing and guiding changes in the use of assessment information by leaders, trustees and teachers. Specific plans are in place to begin monitoring, tracking and reporting on the progress of individual target students, groups and cohorts.

The Team 10 centre caters for students with specific learning needs. Programmes are effective, based on individual strengths, and provide students with both mainstream and centre learning. Families are highly engaged and they work with teachers in support of the students.

Achievement targets in the 2015 school charter were developed collaboratively by the staff and are appropriately based on the previous year’s data. Year 1 targets are designed to give students a sound foundation for ongoing learning. Three-way conferencing involving parents, students and teachers helps to grow learning partnerships and encourage students to take increasing responsibility for their own goals and development.

Leaders and ERO agree that newly developed and implemented systems and processes should enable the use of achievement information to make positive changes to learners’ achievement. It is important that ongoing review and evaluation of progress identifies, embeds and sustains practices that support improved outcomes for students.

3. Curriculum

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

The school's curriculum does not consistently meet the diverse learning needs of all students.

Senior leaders and staff recognise the importance of reviewing and documenting the Upper Hutt School curriculum to better reflect The New Zealand Curriculum and integrate local themes and contexts. The new curriculum action plan provides a useful framework to guide this review. Key aspects for development include:

• providing clear expectations for assessment, teaching and learning
• having a strategic approach to the introduction of digital technologies and teaching practices
• promoting student ownership and personalising learning
• integrating te ao Māori in all aspects of the curriculum.

Classes are settled, with students on task and engaged in their learning. Lessons and class environments are appropriately focused on literacy and mathematics. Relationships among students and teachers are positive and respectful. There are many opportunities for students to participate and celebrate success in a wide range of academic, sporting, cultural and leadership activities.

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

Māori students participate fully and enjoy success in all aspects of school life. Previous years’ National Standards data shows that Māori students achieve at comparable levels to their peers in the school.

External expertise supports kapa haka and provides regular instruction in te reo me ngā tikanga Māori for all students. The principal has initiated and promoted hui to encourage meaningful and regular engagement between the school and whānau. Growing this partnership is identified as a priority.

School leaders are committed to the development of a culturally responsive curriculum and teaching practice that reflects and promotes the language, culture and identity of Māori whānau and their children. ERO's evaluation confirms this as an important next step.

4. Sustainable Performance

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

The school is better placed to sustain and improve its performance through recent changes to leadership, a focus on inquiry and evaluation, and the introduction of new systems and processes.

The new principal, well supported by the senior leadership team, is appropriately focused on:

• setting and driving a clear vision for change
• growing a staff learning culture
• developing evaluative inquiry as a key tool for ongoing improvement
• supporting the board to develop its capability to better use data to make resourcing decisions and review outcomes of strategic goals.

There is an appropriate, increasing focus on growing and strengthening learning partnerships with students, parents, whānau and aiga. Regular consultation ensures community voices are sought, valued and responded to.

Leaders have reviewed and redeveloped the appraisal and attestation systems that aim to more effectively support and grow teacher capability. Teacher reflection and inquiry are key aspects of the process.

Trustees and school leaders recognise, and ERO also finds, that there is an urgent need to review, update and share governance and operational policies and procedures.

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

Classes are settled, with students on task and engaged in their learning. Lessons and class environments are appropriately focused on literacy and mathematics. Relationships among students and teachers are positive and respectful. The new leadership team is working collaboratively to improve aspects of curriculum, assessment and teaching practice.

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

Joyce Gebbie

Deputy Chief Review Officer Central

29 July 2015

About the School