1 Context
Yaldhurst Model School is a semi-rural school providing education for children from Years 1 to 8. The roll has increased in recent years. Many children come from outside the immediate area. Some classes are multileveled, open environments and others are in traditional settings. There are a number of children with diverse needs.
There have been several changes in the board following the recent board elections.
The school is part of a cluster of schools that are working together as the Hornby Community of Learning.
2 Equity and excellence
The vision and valued outcomes defined by the school for all children are focused on educating students to be learners for life. The school fosters the concept of 'Growing Heroes' which reflects the values of healthy individuals, enthusiastic learners, responsible citizens and open-minded explorers. Children have worked with teachers to develop the meaning behind these values.
The school’s achievement information shows that Māori children achieved at higher levels than their in school peers against the National Standards in 2014. However, Māori children's achievement was below other school groups in 2015. A small group of identified Māori students have made accelerated progress in reading during the first half of 2016.
There are no formal guidelines that demonstrate the school's approach to moderating children's assessments. Teachers have professional discussions about decisions regarding children's achievement. They use a range of assessment tools to inform their judgements. The school is involved in networks with other schools to develop more robust moderation practices.
Since the 2013 ERO review, the school has improved the teachers' appraisal process, developed a more localised curriculum, including the use of digital technology, and has increased the opportunities for children to make decisions about their learning.
3 Accelerating achievement
How effectively does this school respond to Māori children whose learning and achievement need acceleration?
The school appropriately identifies and responds to Māori children whose learning and achievement need acceleration. As yet there is little school wide evaluation to show the impact of strategies used to improve outcomes for these children.
Teachers are proactive in engaging parents to understand assessment and what helps their children. There is a need for leaders and teachers to have a more strategic approach to accelerating progress and achievement.
Children take increasing responsibility for setting and reflecting on learning goals as they move through the school. They are well supported to understand the clear expectations for learning and behaviour. This shared understanding has increased children's engagement in learning.
How effectively does this school respond to other children whose learning and achievement need acceleration?
Children who have specific learning and wellbeing needs are well supported to progress and accelerate their learning. Teachers are reflective about the most suitable practices that meet individual or group needs. They implement a range of targeted programmes and work with external agencies to support learners' progress.
4 School conditions
How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?
The school's curriculum and related programmes and practices are contributing positively to promoting equity and excellence for all children.
School staff provide a welcoming, friendly and respectful environment for children and their families. Parent surveys show good levels of satisfaction with the school and indicate that children enjoy school.
The school values are well understood and support a positive school culture. Children have helped develop expectations for the values in easy to understand language.
Teachers, parents and children work well together to set learning goals. As children move through the school they take increasing responsibility for their learning and self-management. This is particularly evident in Years 6 to 8 where children are supported to become independent learners. They have many opportunities to develop their leadership potential.
Children benefit from an extensive and varied curriculum. They have many opportunities to participate in community events and education outside the classroom. The effective use of a range of digital technologies has increased children's management of, and engagement, in learning.
Leaders and teachers have implemented a number of new initiatives to support Māori language, culture and identity in the school. They are aware of the need to continue to develop use of te reo and tikanga Māori across classroom programmes. Working in collaboration with Māori to develop and implement an action plan is likely to further enhance understanding of te ao Māori for all children.
Teachers are well supported and encouraged to use their skills and knowledge to support children’s learning and interests. The improved appraisal process is enabling teachers to reflect more closely on their teaching practices.
The implementation of new initiatives is not always well planned and systematic. The management of change needs the careful consideration and shared understanding of all stakeholders.
Leaders and teachers responded positively to internal evaluation that identified the need to improve communication with parents. Recent initiatives have seen an increase in sharing learning information between children, their parents and teachers. A strength of this new approach is the timeliness of information sharing and the focus on early intervention.
The board, school management and ERO agree that specific training on strategic planning in an education context, alignment of key school operations and initiatives, and student achievement would further improve governance and school performance.
5 Going forward
How well placed is the school to accelerate the achievement of all children who need it?
Leaders and teachers:
- know the children whose learning and achievement need to be accelerated
- respond to the strengths, needs and interests of each child
- regularly evaluate how teaching is working for these children
- need to systematically act on what they know works for each child
- need to have a plan in place to build teacher capability to accelerate the achievement of all children who need it.
Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop plans to further develop processes and practices that respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.
As part of this review, ERO will continue to monitor the school’s plans and the progress the school makes. ERO is likely to carry out the next full review in three years.
6 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 the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration
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processes for appointing staff
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stand down, suspensions, expulsions and exclusions
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attendance
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compliance with the provisions of the Vulnerable Children Act 2014.
Action
The board must put in place policies and procedures, as required by the Vulnerable Children Act 2014.
7 Recommendations
ERO identified, and school leaders agree, that they need to review and develop the school's assessment and moderation processes and use of achievement data. Leaders should also continue to strengthen the use of evaluation practices to ensure ongoing improvement that will improve outcomes for children.
ERO recommends that the New Zealand School Trustees Association provides support for the board to bring about the following improvements to:
- strengthen strategic planning and ensure alignment with key school operations, and continue to raise the achievement of all students
- ensure that the board has a shared and strategic understanding of their roles and responsibilities in regard to the school's current and future directions.
Dr Lesley Patterson
Deputy Chief Review Officer - Te Waipounamu/Southern
4 November 2016
About the school
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Location
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Christchurch
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Ministry of Education profile number
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3602
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School type
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Full Primary (Years 1 to 8)
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School roll
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142
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Gender composition
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Female 50%; Male 50%
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Ethnic composition
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Māori
Pākehā
Pacific
Asian
Other ethnicities
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11%
71%
6%
7%
5%
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Review team on site
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August 2016
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Date of this report
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4 November 2016
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Most recent ERO reports
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Education Review
Education Review
Education Review
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May 2013
December 2009
March 2009
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