Wellsford School

Wellsford School

Findings

1 Background and Context

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

Wellsford School is a semi-rural school that provides education for Years 1 to 8 students. The school has a roll of approximately 390 students. Half of the students identify as Pākehā, and a third identify as Māori.

ERO’s 2018 review identified several areas for improvement. These included improving student achievement, developing robust internal evaluation, improving reporting to the Māori community and developing leadership capability. Progress has been made in these areas.

Since 2018 there have been significant changes to school leadership and the board of trustees. In September 2021 the Ministry of Education (MoE) appointed a Limited Statutory Manager (LSM) to work with the school. In Term 1, 2022 a new principal and deputy principal were appointed, and a new board chair was selected. Due to the impact of COVID 19 ERO has worked with the school over a period of four years.

2 Review and Development

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

Priorities identified for review and development

Agreed priorities for school review and development are based on key next steps :

  • improving student achievement outcomes

  • improving reporting to the school’s Māori community

  • developing robust internal evaluation

  • developing leadership capacity and capability.

Documented and focused action plans and reporting are helping the board of trustees to gauge progress in relation to the agreed priorities. Leaders and teachers are committed to professional learning and are working collaboratively to sustain improvement.

Progress
Improving student achievement outcomes

Leaders are promoting schoolwide planning and assessment systems and practices with a deliberate focus on accelerating student progress and achievement. They are building teachers’ capability and capacity to analyse and use achievement information to lift student achievement. Standardised assessment tools provide baseline achievement information and teachers’ confidence to use this information has increased.

Learner achievement information show that overall, most learners in Years 1 to 6 are achieving at curriculum expectations in literacy and mathematics. Some learners in Years 7 and 8 are achieving at expectation in literacy and mathematics.

Achievement information show that overall Māori learners have made progress in reading and writing and some have made accelerated progress. Leaders and teachers are establishing systems and processes to closely track and monitor learner progress and achievement with a focus on improving equity of outcomes for Māori learners.

Improving reporting to and with the school's Māori community

School leaders and teachers are working well to re-establish connections and relationships with the school’s Māori community. They have worked in partnership to refresh plans, policies, and teaching and learning strategies that reflect te ao Māori and promote the use of te reo Māori.

The school has provided Māori learners with increased learning opportunities to celebrate their language, culture and identity. Teachers are well supported to meaningfully integrate te reo me ngā tikanga Māori into daily practice. Continuing to strengthen partnerships with whānau Māori has been prioritised by the school. This is reflected in the school’s charter and strategic plan.

Developing robust internal evaluation

Trustees, leaders and the LSM work collaboratively to build internal evaluation capability and capacity, with a focus on:

  • implementing a regular cycle of reviewing policies and procedures

  • developing processes to provide regular evaluative reports to the board

  • scrutinising student progress and achievement to inform resourcing decisions.

School improvement plans focus on achieving excellent and equitable outcomes for all learners. Regular tracking and monitoring of progress is included in the plans. Leaders use external support to implement well sequenced and appropriate strategies for improvement.

Appropriate teacher learning and development opportunities are beginning to improve and build teachers’ individual and collective professional practice. These opportunities align to the school’s strategic priorities.

Developing leadership capability

Senior leaders appropriately focus on building leadership capability and capacity across the school. Clear improvement strategies are now established, and leaders and teachers work collaboratively to improve student outcomes. A strategic approach to curriculum development and improving teaching practice are priorities for senior leaders.

The new principal is taking appropriate steps to build a professional learning culture and positive school culture. She effectively collaborates with other school leaders to ensure that schoolwide approaches for improvement are focused on improving outcomes for students.

3 Sustainable performance and self review

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

Wellsford School is continuing to improve and review its performance. School leaders proactively work with the LSM to develop and implement school improvement plans.

A strengths-based approach for improvement promotes learners’ sense of belonging, engagement and wellbeing. Leaders and teachers collaborate to build and sustain a positive school environment. Increasingly teachers engage in systematic professional inquiries to improve individual and collective practice.

A regular review cycle of school policies and processes has now been established. Health and safety, employment and risk management policies and procedures have recently been reviewed.

The strategic plan sets out a clear direction for school improvement. The collective capacity to do and use evaluation to sustain and improve is increasing. Leaders recognise the importance of using a systematic, coherent approach to evaluation aligned to school priorities.

Key next steps

To build and sustain school improvements, priorities are to: 

  • continue the focus on lifting overall student achievement for Māori and Years 7 and 8 students in particular

  • further embed systems for ensuring the consistency and quality of teaching practice

  • design and implement a responsive localised curriculum

  • continue to plan for and monitor progress of school priorities and goals set out in the improvement action plan

  • strengthen and use systematic internal evaluation to support continuous improvement and accountability. 

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 Children’s Act 2014.

To improve current practice the board of trustees should:

  • ensure that Years 7 and 8 students are provided with appropriate career education and guidance [National Administration Guidelines 1 (f)].

Recommendations

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

ERO recommends that the Ministry of Education continues to support ongoing leadership and improvement initiatives.

Te Ara Huarau

The school has made sufficient progress and will transition into ERO’s approach to working with schools, Te Ara Huarau.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki

13 September 2022

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

 

Wellsford School - 29/06/2018

School Context

Wellsford School in Rodney District caters for students in Years 1 to 8. The school currently caters for just over 391 children and the roll is growing. Māori children make up 39 percent of the roll.

The school’s Mission is for students to become lifelong learners and for the board to develop partnerships within the community. This is underpinned by the school’s vision of fulfilling students’ individual potential as self-directed, positive, confident, young people. Key learning and social values include innovation, equity, perseverance and integrity.

The Board’s Charter identifies the school’s goals to:

  • improve students’ learning outcomes in reading, writing and mathematics

  • develop teaching and learning programmes and digital literacy programmes, including cyber safety

  • improve the engagement of the school community in the learning life of their children.

Leaders and teachers report to the board schoolwide information about outcomes for students in the following areas:

  • student achievement in reading, writing and mathematics (twice yearly)

  • initiatives and progress in curriculum areas.

Since the 2015 ERO report, there has been continuity in school leadership. Some new trustees have been elected to the board. The board has sought training from ‘The School Trustees Association’ (NZSTA) to help them with their stewardship role. Teachers have participated in professional development in assessment practices for learning.

Wellsford School is part of the Ara Tuhono Cluster, comprising five schools from the surrounding area. The cluster has a focus on developing learning pathways in the area.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

School achievement data show that the school is working towards achieving equitable and excellent outcomes for all students.

The majority of students achieve at expected levels in reading, mathematics and writing. Most students in Years 3 to 6 are making good progress and achieving well, particularly in writing. However, there is increasing and persistent disparity for Māori learners and boys in reading, writing and mathematics. While the school has evidence of some acceleration of progress for these groups of students, a continued focus on accelerating learner progress for these students is required.

Many students achieve well in relation to other school-valued outcomes. They demonstrate that they:

  • clearly understand and are able to model the school values

  • have and use the skills of self-management

  • collaborate with, learn from, and support the learning of others

  • use digital technologies purposefully.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is developing ways to accelerate the learning progress of those Māori and other students who require this.

In some areas, teachers inquire deeply into children’s learning needs and respond with appropriate teaching strategies. This is resulting in accelerated progress for some children. Continuing to build on these successful teaching practices so that they are used consistently across the school should be a high priority for improvement.

The school’s provision of an inclusive learning environment where all students, including those with additional learning needs, learn alongside their peers, is part of efforts to accelerate children’s progress. Tuakana /teina practices are promoted in all classrooms. Students work alongside each other in caring and considerate ways. This helps them and their peers to access the curriculum, and benefit from learning alongside, and with each other.

The school’s established te reo and tikanga Māori programmes support all learners, including Māori tamariki. A teacher with responsibility leads the kapa haka group. Māori children and their whānau feel affirmed by the school’s positive initiatives in this area.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school has a number of processes and practices that are likely to help achieve equity, excellence and acceleration of learning.

School leaders are deliberate in adopting policies and practices that promote positive student behaviour and wellbeing. The school environment promotes accessible and orderly learning environments. As a result, there is a calm and settled tone evident across the school.

The broad curriculum provides many opportunities for learning. Students benefit from opportunities including education in the outdoors, the performing arts and a specialist arts programmes. Teachers make good use of digital devices to support learning. This enhances students’ access to the curriculum and helps them engage in their learning.

Good levels of trust exist between school leaders, teachers, families and students. The school has good relationships with parents and the community. As a result, there is an increasing range of learning opportunities available and good support for student wellbeing. The school liaises closely with families to ensure clear communication is maintained, and children’s needs are at the forefront.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

School leaders acknowledge that developing more robust internal evaluation processes across all aspects of the school is an area for further development. Such processes would help leaders evaluate the effectiveness of teaching and learning and analyse student achievement information more deeply. The outcome of such findings would be helpful for the board to better gauge the school’s progress and help them make well-informed resourcing decisions. Accessing professional development in internal evaluation practices would be helpful for leaders.

The school has developed good relationships with parents and whānau. It is now timely to provide the Māori community with more informative reporting about the outcomes for their children. Re-establishing a relationship with local iwi Ngati Whatua could be beneficial for all students, as the school seeks Ngati Whatua input about the iwi education strategy for Māori and local hapu. This will further strengthen consultation and align with the school’s charter and strategic direction.

The board and senior leaders identify the importance of growing the capacity of the school’s leadership team. Making use of professional learning opportunities that support senior and middle school leaders to help improve teaching practice and encourage an increased shared responsibility for accelerating learners’ progress is a school priority. Continuing to build teachers’ capacity to inquire into their teaching practice is a school-identified next step.

Leaders need to consider how they can be assured that the learning curriculum builds cognitive challenge and deeper learning for children as they move through the school. A review of current school guidelines will contribute to a student achievement profile and will help teachers identify achievement expectations and track and report children’s progress in relation to these.

3 Board assurance on legal requirements

Before the review, the board 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • finance

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

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

Actions for compliance

ERO identified non-compliance in relation to consultation with the school’s Māoricommunity and making known to the community the school’s policies, plans and targets for improving the progress and achievement of Māoristudents. [NAG 1 (e)]

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a culture of respect that systematically responds to individual students’ needs, and promotes their wellbeing to support learning

  • evidence of whanaungatanga (wellbeing), Manaakitanga (care and kindness), Mahi tahi (working together)

  • a curriculum that offers breadth of learning opportunities for children.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • developing internal evaluation capacity and practices at all levels of the school to improve the effectiveness of school programmes and systems, and outcomes for students

  • deliberately building the collective leadership capacity of the school to support a shared responsibility for raising achievement for all learners

  • targeted planning to accelerate learning and achievement for Māori learners who are not yet achieving at curriculum expectation.

ERO recommends that the school seek support from the Ministry of Education in order to bring about improvements in:

  • developing more rigorous internal evaluation practices to help lift student achievement, accelerate students’ learning progress and address disparity

  • developing and distributing leadership capability.

ERO’s next external evaluation process and timing

ERO intends to carry out a process of ongoing external evaluation to support school development over the course of one-to-two years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

29 June 2018

About the school

Location

Wellsford

Ministry of Education profile number

1126

School type

Full primary

School roll

391

Gender composition

Boys 54% Girls 46%

Ethnic composition

Māori 39%
Pākehā 55%
Pacific Nations 2%
other Ethnicities 4%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

May 2018

Date of this report

29 June 2018

Most recent ERO report(s)

Education Review March 2015
Education Review October 2011
Education Review September 2008

Wellsford School - 11/03/2015

Findings

Students benefit from a broad and interesting curriculum in which teachers make very good use of ICT to enhance learning opportunities. Teachers are well supported to deliver the school curriculum. A settled and inclusive tone in the school supports the learning of all students.

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?

Wellsford School, in Rodney District, caters for students from Years 1 to 8. The school roll is increasing. Almost 40 percent of students are Māori.

The 2011 ERO report noted that Wellsford School provided good quality education for its students. Since the last review there has been a focus on introducing teaching practices that use information and communication technologies (ICT) to enhance student learning. Staff have participated in professional learning and development about assessing student learning. Because there is low staff turnover the learning from this is likely to be sustained.

Wellsford School is strongly values based. The school charter identifies particular learning and social values. These values are clearly stated by the leadership team and supported by parents, teachers and students.

Students’ learning is supported by the settled and inclusive tone in the school. Students are respected as learners and the school environment provides a secure place for them to learn in. A strong sense of community is valued by students, teachers and parents. This is evident in the wairua and kaupapa of the school community. It is also apparent in the connections the school nurtures with the wider community to support learning opportunities for students.

2 Learning

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

School achievement information shows that approximately 75 percent of students are consistently achieving at or above the National Standards in reading, writing and mathematics.

A recent focus on the use of reliable assessment tools is helping teachers to make good well supported judgements in relation to the National Standards. These tools also help teachers track the progress of students.

The board, senior leaders and teachers use achievement information well to make positive changes for learners. The board and senior leaders use achievement information to set school priorities and achievement targets. They also use it to evaluate the effectiveness of initiatives, and as a basis for making curriculum decisions. Teachers use achievement information to plan programmes that cater for their students’ different strengths and learning needs. Achievement information is also used by senior leaders and teachers to identify the professional learning needs of teachers.

Teachers have changed their practices as a result of professional learning and development. For example, they are now more effectively sharing assessment information with students. They give students the skills and knowledge to be actively involved in decisions about how to improve their work. Senior leaders identify that supporting all teachers to consistently use these practices is the current priority.

Support for students with special learning needs is inclusive and responsive. Teachers and teacher aides have a shared commitment and responsibility for student progress. This ensures students participate fully in appropriate learning programmes and classroom activities.

Student enjoyment and engagement in learning is highly evident. They support each other’s learning. This engagement is well supported by the school culture, which embraces the concept of teachers as learners in an environment that supports innovation. A next step for school leaders is to seek ways to actively involve families in their children’s learning.

3 Curriculum

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

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

Students benefit from a broad and interesting curriculum. The curriculum has an appropriate balance between literacy and mathematics. It also offers students good access to opportunities in other learning areas, including sport and education outside the classroom (EOTC). Support for students to develop in the visual arts is a particular strength of the curriculum. Students are taught computer literacy and teachers’ very good integration of ICT enhances learning. Good use is made of the whole school day to maximise learning time.

The curriculum includes some aspects that reflect the bicultural heritage of Aotearoa New Zealand. Senior leaders are considering how these learning experiences can be more cohesive and progressive across the year levels.

Teachers are well supported to deliver the school curriculum. Teachers share their approaches and ideas, and are supported to continue to learn. Teacher appraisal processes are effective. Teachers have a growing understanding of the benefits of shifting their focus onto students knowing themselves as learners, and learning how to learn. There are already some very good examples of teachers giving students more opportunities to make decisions about their learning.

School leaders and teachers work with early childhood services and the local college to support students to make smooth transitions into and out of the school.

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

Māori students value the inclusion of aspects of Māori culture and language in the environment, curriculum and school practices. The school’s strong kapa haka group and the well planned Māori language week programme are examples of this. Leaders are using strategic staff recruitment to support these strategies to promote Māori success.

Māori students are represented across all achievement bands in the school. Recent school data shows some positive achievement gains in relation to the National Standards. However, the school could do more to ensure that their levels of achievement are improved to better align with the whole school population and national norms. This is a priority for the school to address. Next steps for the school are to:

  • include cultural competencies for teachers of Māori learners into the school’s performance management system
  • implement the new school-wide te reo programme that allows students to develop progressive skills as they move through the school
  • identify specific improvement focused Māori student achievement targets in the annual charter.

4 Sustainable Performance

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

The school is well placed to sustain its current good practices.

The board provides effective governance. Trustees are well informed about curriculum developments and student achievement. Board decision making is strategic and has a focus on improving outcomes for students. Good working relationships ensure the work of the board and school management is well coordinated through the school’s strategic and operational planning processes.

Leadership in the school is effective. Strong school wide systems support the sustainability of successful initiatives. The principal effectively leads curriculum development across the school. He is supported by a team of school leaders who have the knowledge and skills to implement the school’s teaching and learning model.

Self review is used well to determine the school’s future direction. Ongoing critical reflection and the outcomes of review provide clear rationales for improvements in curriculum design and teaching practice.

To further improve school performance, it would be timely for the board to consider additional ways they can support the growth of school leadership. They could consider:

  • resourcing time for school leaders to work more collaboratively
  • widening professional learning opportunities for school leaders as a group.

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 benefit from a broad and interesting curriculum in which teachers make very good use of ICT to enhance learning opportunities. Teachers are well supported to deliver the school curriculum. A settled and inclusive tone in the school supports the learning of all students.

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

Dale Bailey

Deputy Chief Review Officer Northern Select Region

11 March 2015

About the School

Location

Wellsford, Northland

Ministry of Education profile number

1126

School type

Full Primary (Years 1 to 8)

School roll

342

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori

Pākehā

Pacific Nations

other ethnicities

39%

56%

1%

4%

Review team on site

November 2014

Date of this report

11 March 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

September 2008

September 2005