135 Rapanui Rd, Whanganui
View on mapWestmere School (Wanganui) is a full primary school catering for students in Years 1 to 8. It is situated in the rural outskirts of Whanganui and has a roll of 241 and 11% are Māori.
A new principal was appointed after the 2016 ERO evaluation.
The school vision is for children to be confident to face their future displaying pride, honesty and respect.
The school’s valued outcomes state that the board and staff want students to develop a strong foundation of values that influence them when they are making decisions and give positive direction to their daily life at school, at home and in the wider community.
The current key aims, goals and targets for improvement in student outcomes are that children will increase their levels of literacy, numeracy and independent work habits and skills. There is a specific target in 2018, for improving writing achievement for an identified group of students.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
reading, writing and mathematics including from literacy interventions
wellbeing for success.
Schoolwide end of year achievement information in 2017, reported that almost all students, including Māori, achieved at or above curriculum expectations in reading and mathematics, with most in mathematics. In some aspects of achievement disparity for Māori and boys is evident.
Overall student achievement has remained consistent since 2016.
Those students whose learning requires acceleration are well known to the leadership team and teachers.
In 2018, the school has been successful in accelerating the learning for some target students in writing, with the majority of these students making expected progress.
School reported information shows that some students’ learning has accelerated as a result of a specific literacy intervention from 2016 to 2018.
A well-considered and strategic approach supports change, improvement and implementation of new initiatives.
Children experience a broad curriculum with clear expectations for assessment and learning that link to The New Zealand Curriculum. Extensive professional learning and development (PLD) supports teachers to implement new initiatives. E-learning and strengthening learning strategies through the implementation of Growth Mindset are ongoing priorities to enable students to take control of their learning. They are developing resilience and actively supported by teachers to make choices and have a voice in their learning.
The school has developed clear guidelines and processes for appraisal of staff that promote inquiry, foster collaboration and sharing evidence of good practice. Teachers’ PLD and inquiries are aligned to the school’s goals and priorities. Leadership is fostered as teachers take lead roles in developing and strengthening children’s learning. Teachers are reflective and use their inquiries to improve and build on strategies to support children and each other.
Children benefit from strengthened learning partnerships between the school and their families. Their sense of wellbeing is positively promoted. A number of initiatives have been implemented that provide parents and whānau with a range of opportunities to be informed of their children’s learning and achievement. Ongoing community partnerships continue to strengthen.
Students requiring additional learning support are identified and supported. A review of systems and procedures has resulted in a more coherent process that enables the school to better respond to the needs of individual students. Teacher capability to respond to those students is growing. The school collaborates well with external agencies to support students and their families.
Trustees have strengthened their understanding of stewardship. The board actively represents and serves the school in its stewardship role. Trustees responded appropriately to the areas identified for development in the previous ERO report to meet their statutory responsibilities.
Leaders and teachers know those students who require further support to achieve equitable outcomes. The board should receive regular student achievement information, particularly for those students whose learning needs acceleration. This would enable trustees to scrutinise the data and monitor the progress and achievement of target students aligned to the school target.
Staff and trustees should continue to develop a shared understanding of internal evaluation to systematically evaluate how well and to what extent changes made, and recently implemented initiatives, promote improved and accelerated learning. This should inform further decision making for ongoing improvement.
The continued development of the Westmere School curriculum and charter should include how the school is implementing a culturally responsive, place-based curriculum. The 2018 school charter makes a commitment to developing practices that reflect New Zealand’s cultural diversity and the unique position of Māori. The enactment of this is not clear.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
To improve current practice, the board of trustees should:
ensure that the board is clear about why and when to go in-committee during board meetings.
For sustained improvement and future learner success, the school can draw on existing strengths in:
a culture of collaboration among leaders, teachers, parents and whānau that maintains high expectations for teaching and learning across the school
a well-considered and strategic approach to change, improvement and implementation of new initiatives.
For sustained improvement and future learner success, priorities for further development are in:
curriculum development for a culturally responsive school curriculum that responds better to students’ identity, culture and language
use of data from a range of sources, to enable internal evaluation that better identifies what is working well for students’ learning and where improvements are needed.
ERO is likely to carry out the next external evaluation in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
24 December 2018
|
Location |
Whanganui |
|
Ministry of Education profile number |
2480 |
|
School type |
Full Primary (Year 1 - 8) |
|
School roll |
241 |
|
Gender composition |
Male 54%, Female 46% |
|
Ethnic composition |
Māori 11% |
|
Students with Ongoing Resourcing Funding (ORS)p |
No |
|
Provision of Māori medium education |
No |
|
Review team on site |
November 2018 |
|
Date of this report |
24 December 2018 |
|
Most recent ERO report(s) |
Education Review March 2016 |
Students learn in a welcoming, family-like environment. The board of trustees, syndicate leaders, teachers and community members' work together to improve outcomes for learners. Students engage in a range of interesting learning opportunities with appropriate priority given to literacy and mathematics. The school reports that most students achieve at and above National Standards.
ERO is likely to carry out the next review in three years.
Westmere School caters for students from Years 1 to 8 in a semi-rural setting not far from the Whanganui town centre. At the time of this ERO review 213 students were enrolled, 35 of whom identify as Māori.
The long-serving principal retired recently and one of the deputy principals was in the acting role. The new principal starts at the beginning of 2016.
A family-like atmosphere is valued. Older students support the young ones through a buddy system. The school’s house system, together with other aspects of school life, provides leadership opportunities for senior students. Parents and whānau support school activities and events, including educational trips and camps.
The 2013 ERO review identified a number of next steps for improvement. These related to: reviewing the school’s vision, mission and values; annual target setting; reporting student progress and achievement to the board; teacher feedback to students; development of the school’s curriculum, teacher appraisal and internal evaluation.
External consultants work with teachers to support continuous improvement. Since the previous ERO review, the board has reviewed and developed its mission and vision statements with input from families. Leaders and teachers have further developed literacy programmes and the school’s appraisal process. Professional development about future-focused learning environments is ongoing.
The board of trustees is committed to providing quality learning opportunities to prepare students for the future. The school is also guided by its motto: Pride, Honesty and Respect.
Good use is made of achievement information to improve teaching and learning. Teachers analyse and use a range of assessment data to identify each learner’s strengths and next learning steps, especially in reading, writing and mathematics. They use the information to group students, plan programmes, report progress and achievement to parents and whānau, and inform decision making at board level.
The school reports that the majority of students, including Māori, achieve at and above the National Standards in reading, writing and mathematics. Those below the Standards are identified at class level and teachers work closely with selected groups of learners to help accelerate their progress.
Students with special needs, and those whose achievement may be at risk, receive appropriate support. Individual and small group teaching is targeted to specific needs. Additional teacher and teacher aide support is provided as required. Good systems are in place to monitor, assess and record students' progress, with evidence of accelerated progress for some.
Transitions for students are carefully considered. Teachers gather useful information when students start school at five years old. Assessment data is gathered at intervals throughout the year and passed on to the following year’s teacher. This enables appropriate interventions and helps maximise teaching and learning.
Parents and whānau receive useful information about their child’s engagement, progress and achievement. Reports include information about how well each child is achieving in relation to the National Standards, their next learning steps and how families can help at home. They also include information about learning in other curriculum areas.
Teachers regularly reflect on, and share, effective teaching strategies at syndicate meetings. These discussions aim to help students below the Standards progress at a faster pace. The next steps are to continue developing:
Setting realistic goals along the way is also likely to help teachers, leaders, families and the board to gauge the effectiveness of specific strategies and programmes over time and make adjustments as required.
Students experience a wide range of opportunities across the curriculum to promote and support learning. Priority is given to literacy and mathematics, with the integration of other curriculum areas through unit studies.
Curriculum implementation is generally responsive to students’ needs and interests. Teachers are engaging in professional learning to gain shared understandings about modern learning practices, including effective use of digital devices. They plan to use this knowledge to further develop their practices in line with the board’s mission, vision, values, strategic direction and the leavers’ profile.
Students learn in settled classroom environments. They are encouraged and supported to take greater responsibility for their learning. Those spoken with by ERO were able to talk confidently about their learning activities and next steps for development. Syndicate leaders work collaboratively with teachers to promote effective teaching practices that enhance learning.
The development of the school’s curriculum documentation, including the bicultural curriculum, during the past three years has been minimal. The school’s curriculum needs to be reviewed and updated, with input from leaders, teachers, parents and whānau. It should closely align to the principles, values and competencies of The New Zealand Curriculum, the board’s mission, vision and leavers’ profile.
The 2013 ERO report noted that whanaungatanga (building respectful relationships) was promoted and evident in many aspects of school life. This remains apparent.
Teachers have given some consideration to how the principles of Ka Hikitia – Accelerating Success 2013 - 2017 are being developed in the school. They acknowledge they have yet to gain sufficient knowledge about Tātaiako – Cultural Competencies for Teachers of Māori Learners. These publications, together with consultation between trustees, leaders, teachers and whānau, should inform the development of an action plan to promote educational success for Māori, as Māori.
The school is suitably placed to sustain and improve its performance. Key features include:
Some aspects of the board’s operation require improvement. At present:
The board should seek external support to assist improvements in the above areas.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Students learn in a welcoming, family-like environment. The board of trustees, syndicate leaders, teachers and community members' work together to improve outcomes for learners. Students engage in a range of interesting learning opportunities with appropriate priority given to literacy and mathematics. The school reports that most students achieve at and above National Standards.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
4 March 2016
|
Location |
Whanganui |
|
|
Ministry of Education profile number |
2480 |
|
|
School type |
Full Primary (Year 1 to 8) |
|
|
School roll |
213 |
|
|
Gender composition |
Male 56%, Female 44% |
|
|
Ethnic composition |
Māori Pākehā |
16% 84% |
|
Review team on site |
December 2015 |
|
|
Date of this report |
4 March 2016 |
|
|
Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
January 2013 November 2009 October 2006 |