Windsor North School

Windsor North School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Windsor North School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Windsor North School is located in north Invercargill. It provides education for children in Years 1 – 6. A new principal has been recently appointed. Their vision statements are: Learning for living - ako oranga’ and ‘Be our best – kia pai rawa atu au.

Windsor North School’s strategic priorities for improving outcomes for learners are:

  • leaderful learning

  • collaborative connections

  • continued improvement.

You can find a copy of the school’s strategic and annual plan on Windsor North School’s website.

ERO and the school are working together to evaluate how effectively the school’s mathematics curriculum strengthens and develops learner agency.

The rationale for selecting this evaluation is that the school has developed a Framework of Learning Principles, which it wishes to refine and embed before evaluating its impact on learner agency within the context of the mathematics curriculum.

The school expects to see:

  • a suite of tools for teachers to use to ignite learning and enhance student engagement in mathematics

  • a better understanding of learners’ abilities in relation to the Framework of Learning Principles to identify opportunities to strengthen learner agency, improve learning outcomes and inform curriculum design

  • accelerated progress of capable learners to exceed achievement expectations in mathematics.

Strengths

The school can draw from the following strengths to support its goal to evaluate how effectively the school’s mathematics curriculum strengthens and develops learner agency:

  • a leadership team, which implements strategic plans to enhance learning environments and curriculum design

  • highly skilled teachers, who respond well to the needs of learners

  • high expectations for excellent and equitable learning outcomes across the school.

Where to next?

Moving forward, the school will prioritise:

  • using coaching capabilities to further strengthen and build a team and whole school learner agency to ensure continuous improvement

  • teachers using the New Zealand Curriculum Refresh Progressions within mathematics to engage learners and develop their assessment capabilities through learner agency

  • engaging with whānau to better understand their aspirations and to develop cultural responsiveness within the Framework of Learning Principles and the wider curriculum.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Kathy Lye
Director Review and Improvement Services (Acting, Southern)
Southern Region | Te Tai Tini

13 March 2023 


About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Windsor North School

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of November 2021, the Windsor North School Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Windsor North School Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Kathy Lye
Director Review and Improvement Services (Acting, Southern)
Southern Region | Te Tai Tini

13 March 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Windsor North School - 30/11/2015

Findings

Students at Windsor North School achieve very well. Their learning is well supported by a rich curriculum. There are highly effective systems for ensuring all students’ needs, abilities and interests are met. Students’ learning is enhanced by a positive and settled school culture where high expectations pervade. The school is very well led and governed.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

Windsor North is a large urban school for learners in Years 1 to 6. The school has a growing roll with an enrolment scheme. Several areas in the school have been modernised and refurbished as part of an ongoing plan.

Students learn in a positive school culture where there are high expectations for learning and achievement. Students are highly engaged in their learning and very respectful of each other and school staff.

The school communicates effectively with, and is well supported by parents and whānau. It has developed strong connections with the local community. Together they are providing opportunities to extend students’ learning.

Leaders and teachers are very knowledgeable about individual student's progress and achievement.

Since the last ERO review in 2012, a new principal and deputy principal have been appointed. The board has fully addressed the recommendations in the 2012 ERO report.

2 Learning

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

This school makes highly effective use of student achievement information to make positive changes to learners’ engagement, progress and achievement.

Most students (more than 85%) are achieving at or above the National Standards in reading, writing and mathematics. Trends over the last two to three years show achievement is continuing to improve. Students whose achievement is not at this level are quickly identified and given appropriate learning support. These students are targeted to make accelerated progress and their achievement is closely monitored.

Leaders closely analyse the data to determine what is working for students and what is not. Leaders and teachers use the school’s student-management system increasingly well to analyse student achievement information. All students’ achievement and progress is monitored and tracked over time. Trustees receive high quality information about student achievement and progress. This assures them that student achievement is being very well managed.

Very good use is made of student achievement information by:

  • teachers to plan for individuals and groups of students and to review the effectiveness of their teaching
  • teachers to identify students for learning support and extension programmes
  • senior leaders to comprehensively analyse and interpret assessment information, and make resourcing decisions to support students’ learning
  • the board to inform resourcing decisions
  • curriculum leaders in reviewing curriculum effectiveness.

Teachers’ assessment practices are becoming increasingly reliable and valid. Leaders have provided some useful guidelines, professional learning and frameworks to support consistency of assessment judgements.

Students have an awareness of their learning goals and what they need to do next to achieve them.

3 Curriculum

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

The school’s curriculum very effectively promotes and supports students’ learning.

The curriculum has a strong focus on literacy and mathematics learning. Students are provided with authentic and wide-ranging learning opportunities. Learning is based on an inquiry approach and is well supported by an increasing use of digital technology.

Leaders regularly evaluate how well the school’s curriculum is responding to the interests and needs of learners. They have developed a comprehensive review process that leads to clear recommendations and next steps.

Teachers follow detailed curriculum guidelines. These provide clear expectations for what students will learn, how they will be taught and criteria for the progress students are expected to make from year to year. This helps ensure students make appropriate progress through the school.

Teachers work well together. They collaboratively plan, develop units of work and share ideas. The recently developed framework for inquiry learning is an example of this.

Extensive use of digital technology for enhancing teaching and learning in literacy and mathematics is a school priority.

Support programmes for students who require more help are well developed and responsive to their needs. Students’ progress is well tracked and closely monitored each term. Regular reports to the board inform trustees about the effectiveness of programmes. 

Leaders and teachers are placing a greater emphasis on meeting the needs, abilities and interests of capable students, by providing a wider range of extension and enrichment opportunities.

Students are very positive about their school, teachers and the wide range of learning opportunities, including sport and cultural activities.

The principal and teachers have a clear vision to move the school forward and are well placed to further integrate this vision into the curriculum. They agree that their next step is to make this vision more evident to the students and school community.

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

About 19% of the students identify as Māori. The majority of these students achieve very well.

Māori students experience aspects of their culture and language within classroom programmes and especially through inquiry learning where teachers plan a bicultural perspective. A kapa haka group represents the school within the local and wider community.

The school leaders gather the views of whānau and the Māori community in a variety of ways. They are developing further ways of improving their consultation processes.

ERO recommends, and the board agrees, that the school’s next step is to create a shared understanding of Māori success. This should include reviewing how well the school’s curriculum is supporting Māori language, culture and identity.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The board and principal have developed a focused and coherent strategic plan to guide the future direction of the school. This is supported by detailed action plans which the board and principal monitor closely to track progress toward their goals.

Trustees are experienced and have an excellent knowledge of governance. They are well supported by a comprehensive policy and procedural framework. This includes an appropriate focus on review of their own performance. The board expects and receives well-analysed reports on student achievement and is proactive in making decisions that improve outcomes for learners.

The principal is strongly focused on leading and developing effective teacher practice. He has implemented a number of systems and processes to support this including:

  • school-wide expectations and processes for teachers reflecting on the effectiveness of their teaching
  • greater collaboration between teachers around planning and delivering the curriculum
  • robust and transparent teacher-appraisal processes, including strengthened peer and self-review requirements
  • ongoing review of a wide range of school practices that incorporates student, staff and parent feedback
  • encouraging the development of modern teaching practices (for example, collaborative teaching and the integration of digital technologies in teaching and learning).

Staff and school leaders told ERO that the introduction of these practices has been well managed. This has been achieved through well-paced consultation with staff and the collaborative development of guidelines and frameworks to support staff to make changes.

Together, the board and senior leadership team have high expectations for ongoing improvement and student success. They have created useful systems and processes throughout the school to meet these expectations.

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 at Windsor North School achieve very well. Their learning is well supported by a rich curriculum. There are highly effective systems for ensuring all students’ needs, abilities and interests are met. Students’ learning is enhanced by a positive and settled school culture where high expectations pervade. The school is very well led and governed.

ERO is likely to carry out the next review in four-to-five years.

Chris Rowe
Deputy Chief Review Officer Southern (Acting)

30 November 2015

School Statistics

Location

Invercargill

Ministry of Education profile number

3967

School type

Contributing (Years 1 to 6)

School roll

322

Gender composition

Boys: 165

Girls: 157

Ethnic composition

Pākehā
Māori
Pacific
Asian  

78%
19%
  2%
  1%

Review team on site

October 2015

Date of this report

30 November 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

October 2012
February 2011
October 2009

Windsor North School - 02/10/2012

1 Background and Context

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

This report follows an interim ERO report that was given to the board in December 2011. Since then the board has effectively addressed all of the remaining issues identified in that report. The teachers and senior leadership team have undertaken useful professional development to improve their teaching practice and to develop the school's curriculum. The school has evidence to show that this has had a positive impact on students’ learning, especially in reading, writing and mathematics.

Since early 2011, the tracking of students’ progress and achievement has been a focus for development across the school. Students at risk of not achieving and those needing extension are identified and given appropriate support. These programmes are well-monitored and student progress is reported to parents.

2 Review and Development

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

Priorities identified for review and development

The 2011 interim ERO report identified the following areas as needing further development:

  • self review of operations and the curriculum
  • performance management
  • strategic and annual planning.
Progress

The board, principal and teachers have made significant progress in addressing the areas for review and development identified in the 2011 ERO report. Teachers said that they felt better informed and have a more in-depth knowledge and understanding of the operations, programmes and practices being developed throughout the school.

Curriculum review. The board and senior leadership team have developed effective systems for reviewing the implementation of the school’s curriculum programmes and teaching practices. A clear timeframe for reviewing all curriculum areas is being used. There is a format to guide teachers when reviewing a curriculum area. Review information is well recorded and reported to the board on a regular basis.

Most curriculum reports provide useful information to the board about how well students are achieving overall. The reports also identify areas for further development and describe how aspects of programmes can be improved. Some teachers identified a need for ongoing improvement to curriculum review practices across the school to ensure that there is a focus on student engagement, progress and achievement.

Assessment practices. The senior leadership team and teachers have improved the way student progress and achievement is gathered, analysed, recorded and reported. Teachers now have consistent methods in place to show how well students are achieving in reading, writing and mathematics. Teachers said that there are much clearer links between planning, teaching and reporting. Now that the assessment practices are more rigorous, it is likely that teachers will be able to show trends and patterns about student progress and achievement over time.

Teachers’ class descriptions now identify strengths and areas for improvement. This adds rigour to their self review and strengthens their reflective practices about how well they are meeting the needs, interests and abilities of all students.

Next steps

  • Self review could be made more robust by including a greater range of sources of information, such as student and parent feedback.
  • The senior leadership team needs to review how student achievement in the Arts is assessed and reported to the board.
  • Teachers need to complete the review of all curriculum areas as planned.

3 Sustainable performance and self review

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

The board is very well placed to sustain and continue to improve and review its performance. It has established an effective process for developing, implementing and evaluating useful policies, procedures and practices for improving the school’s performance. Self review is now embedded in planning in a way that builds the school’s capability to support student achievement and respond efficiently to emerging issues.

Progress

Performance management. The board has made significant progress in improving the school's performance-management system. It has contracted an external professional to assist in developing and implementing a robust appraisal process throughout the school. The principal and senior-leadership team are making good use of the process to support planned improvements to teaching programmes and practices.

Senior-management appraisal goals are closely linked to the annual plan and identified personal development objectives. Teacher appraisal follows a similar process and guided self appraisals are resulting in meaningful and relevant individual professional development. Teachers told ERO that the process is clear and easy to follow.

Strategic and annual planning. The board has made significant progress in developing and implementing the school’s charter and associated strategic and annual plans. The chairperson has effectively led the board in creating systems and documents that give a clear direction for the school. These are well aligned and are understood by the teachers. The annual plan clearly outlines the priorities to be achieved and progress towards achieving these is well monitored and reported.

Teachers told ERO that the strategic and annual plans are very useful working documents for planning, reviewing and reporting.

Next step

In order to sustain effective self review and to continue to improve, the board needs to receive required information:

  • in expected formats
  • within stated timeframes.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

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

Graham Randell

National Manager Review Services Southern Region

2 October 2012

About the School

Location

Invercargill

Ministry of Education profile number

3967

School type

Contributing (Years 1 to 6)

School roll

292

Gender composition

Boys 151

Girls 141

Ethnic composition

NZ European/Pākehā

Māori

Other

246

25

21

Review team on site

August 2012

Date of this report

2 October 2012

Most recent ERO report(s)

Supplementary Review

Education Review

Education Review

February 2011

October 2009

August 2006