Windley School - 05/06/2018

Findings

Trustees and leaders have made sound progress in addressing matters identified in the 2015 ERO report. School targets are appropriately set, tracked and monitored. Planning and teaching is more deliberate and focused. The curriculum is inclusive and increasingly responsive to the diverse cultures of the school community. Improving student achievement and strengthening internal evaluation are areas for ongoing development.

ERO will provide an internal evaluation workshop to support the school to develop effective planning, monitoring and evaluation processes to contribute to achievement of equity and excellence for all students. ERO will discuss ongoing progress with the school.

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

1 Background and Context

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

Windley School is a multicultural, Years 1 to 8 primary, in Porirua. The roll of 307 comprises 41% Māori, 28% Samoan, 12% other Pacific students. The school experiences significant roll turnover during the year.

Since the 2015 ERO review, there has been considerable staff turnover though key leadership personnel have remained consistent. Trustees and leaders responded positively to areas for development identified in the May 2015 ERO report. A Ministry of Education Student Achievement Function (SAF) practitioner worked with staff on raising student achievement through family engagement.

The school is involved in the Positive Behaviour for Learning (PB4L) initiative which emphasises consistency of expectations and behaviour. There is a high number of students with more complex learning and behavioural needs.

2 Review and Development

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

Priorities identified for review and development

The May 2015 ERO report identified that trustees and school leaders should develop and implement systems and processes to enhance the following key areas.

Assessment to better:

  • collate, analyse, track and monitor student achievement
  • use student achievement information to enhance teaching and learning
  • report to the board on student progress and the impact of teaching initiatives, school targets, goals and annual and strategic plans
  • provide opportunities for specific, deliberate teaching prioritised to raise student achievement and engagement
  • inform planning and teaching.

Curriculum review and development to:

  • provide learning contexts that are relevant for students and build on their prior knowledge and experiences
  • promote students’ language, culture and identity and reflect these in contexts for learning
  • enhance teachers’ cultural competencies and increase the inclusion of te ao Māori in the curriculum
  • ensure that classroom learning environments that celebrate and support students’ learning and cultural identities.

Progress

An appropriate range of assessment information is collected and analysed to better identify and respond to students at risk of not achieving. School targets are now including all priority students and each teacher has target students in their class. Teacher inquiry is focused on improving the outcomes for those students. A shortened and more responsive planning cycle enables regular opportunities to review progress and adapt the teaching programme.

There is now regular reporting to trustees of well-analysed schoolwide data on the progress of target students. This data shows that a number of these students have made accelerated progress through 2017. Reported information shows that, over time, schoolwide achievement remains low across reading, writing and mathematics.

Leaders have taken a deliberate approach to growing teacher capability. A well-considered induction programme, the structured approach to planning and regular coaching and mentoring promote teacher development leading to improved outcomes for students. Staff report an open, collaborative network where teachers are able to share ideas, seek support and contribute to syndicate and schoolwide meetings.

Leaders and trustees have reviewed and redeveloped and clearly documented the school’s curriculum. It is responsive to students and the community with a clear focus on culturallyresponsive practice. Te ao Māori is woven throughout. The curriculum emphasises an inclusive approach where Pacific and other cultures are celebrated and reflected in class environments and programmes. There are high expectations for teaching and learning.

Key next steps

School leaders and teachers need to continue to prioritise improvement of student achievement. Approaches for this need to progress identification and reduction of disparity, and accelerate progress to achieve the school's desired student outcomes.

The school's student achievement data shows that there has been some shift in achievement at particular year levels. The overall picture in reading, writing and mathematics shows a decline in reading achievement. Writing achievement has remained stable with some small improvements for some students in mathematics. School analysis of this data also shows that Māori students reading and mathematics achievement has declined and more Pacific students are achieving below expectations.

Strengthening and enhancing the school's internal evaluation capacity is required. Leaders and teachers need to more deeply analyse the extensive available data to better identify and understand what has or has not worked and why. This should then lead to the identification of more targeted teaching that responds to student needs. Identifying and extending the successes from the new approach to mathematics into literacy teaching and learning should support improved student outcomes in reading and writing.

3 Sustainable performance and self review

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

Trustees and leaders have made good progress in key areas to be better placed to sustain and improve the school’s performance. Key drivers include:

  • sound governance from an experienced board that is focused on improving student outcomes
  • an expanded leadership team with a complimentary range of skills and knowledge
  • a strategic approach to enhancing engagement with whānau and community
  • developing teacher capability through targeted professional development and growing a collegial culture.

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.

4 Recommendations

ERO recommends that the board and senior leaders, with teachers:

  • develop targeted planning to raise student achievement through acceleration of learning and reduction of in-school disparity, and send this planning to ERO
  • monitor and evaluate progress against the targeted planning, including improvements in teaching practice and students' progress, and discuss progress with ERO
  • participate in a workshop which ERO will provide to assist development of internal evaluation capacity for trustees and senior leaders.

Conclusion

Trustees and leaders have made sound progress in addressing matters identified in the 2015 ERO report. School targets are appropriately set, tracked and monitored. Planning and teaching is more deliberate and focused. The curriculum is inclusive and increasingly responsive to the diverse cultures of the school community. Improving student achievement and strengthening internal evaluation are areas for ongoing development.

ERO will provide an internal evaluation workshop to support the school to develop effective planning, monitoring and evaluation processes to contribute to achievement of equity and excellence for all students. ERO will discuss ongoing progress with the school.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

5 June 2018

About the School

Location

Porirua

Ministry of Education profile number

3074

School type

Full Primary (Years 1 to 8)

School roll

307

Gender composition

Male 50% Female 50%

Ethnic composition

Māori
Samoan
Other Pacific
Asian
Middle Eastern
Other ethnic groups

41%
28%
12%
9%
6%
4%

Special features

Resource Teachers: Literacy

Review team on site

April 2018

Date of this report

5 June 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

May 2015
June 2012
February 2009