Review team on site August 2007
The Education Review Office (ERO) Evaluation In this student-centred school, the board and professional leadership is focused on enhancing teaching practice and improving student achievement. 2006 saw a major growth in roll numbers and an enrolment scheme was put in place. Recent property developments at Pahiatua School included a new classroom and attractive library.
Student wellbeing and learning is supported by effective and inclusive classroom management practices. A positive tone is evident across the school. Students and teachers respect and cooperate with each other. The successful behaviour modification programme is integrated across all aspects of daily school life. Effective teaching strategies encourage students to enjoy learning and improve their achievement. Expectations for learning and behaviour are explicit. This shared understanding supports student engagement. Classroom environments celebrate and reflect the current learning focus. Students take great pride in their school.
This report evaluates how effectively assessment information is used to improve teaching and learning. Topics evaluated in all schools are progress in the achievement of Māori students and provision for gifted and talented students. Aspects of student health and safety and pandemic planning are also reviewed.
Schoolwide achievement information identifies that most students progress well in literacy and numeracy. Students underachieving receive additional in-class support from teacher aides. Assessment information is well used in all classes to monitor achievement, plan appropriate programmes and identify those students requiring support and extension. Students’ progress is maximised by the use of carefully analysed achievement data.
Further schoolwide clarification of achievement information in students’ learning logs, to aid parental understandings, is an area identified for improvement. Ongoing review to ensure teachers’ implement best assessment practices consistently across the school is another area for refinement.
The principal and teachers have developed a school culture where reflection on teaching practice is encouraged and supported. The principal models highly effective leadership skills and has implemented a deliberate strategy of developing leadership across the school. This has encouraged stability of staffing and empowered teachers to lead their teams with confidence. Enthusiastic teachers exhibit ownership to improve their classroom practice to cater for students’ diverse learning needs. They work collaboratively to improve student achievement through effective, focused professional development. School leaders, teachers and the board demonstrate high levels of professional engagement and commitment to schooling improvement. Ongoing professional partnerships developing with other effective schools should continue to build teaching capability and improve student learning.
Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report. Therefore ERO will review the school again as part of the regular review cycle.
The Focus of the Review Student Achievement Overall
ERO’s education reviews focus on student achievement. What follows is a statement about what the school knows about student achievement overall.
Schoolwide analysed assessment data shows a range of student success. Most students achieve above, at, or just below school expectations in literacy and mathematics. Teachers identify appropriate learning levels. Students causing concern are identified and their needs addressed through classroom and support programmes.
Over 2006, as a result of teachers’ professional development, a significant improvement in numeracy levels occurred with most students achieving at or above nationwide age expectations. Also during 2006, poetic writing data, collected using a moderation process, shows all students improved their writing skills.
Teachers and trustees set realistic targets for 2007 focused on student achievement levels. Interim tracking of students across the year shows progress for most students. Continual collecting and collating of Maori student achievement data provides staff with accurate information about ongoing progress. Some Māori students are underachieving in literacy and numeracy. Staff demonstrate a commitment to improving individual achievement levels for this group.
School Specific Priorities
Before the review, the board of Pahiatua School was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the school to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees. This discussion focused on existing information held by the school (including student achievement and self‑review information) and the extent to which potential issues for review contributed to the achievement of the students atPahiatua School.
ERO and the board have agreed on the following focus area for the review:
· the use of assessment information to improve teaching and learning.
ERO’s findings in this area are set out below.
The Use of Assessment Information
Background Since the August 2004 ERO report, the major focus of teachers’ professional development was on improving teaching knowledge and practice to promote enhanced student achievement. Programme delivery, behaviour management and the use of achievement information to improve teaching and learning was the key focus of schooling improvement over this period.
Many changes in staff resulted in the continuing need to readdress these improvement strategies, review progress and identify models of good practice. The board and senior managers felt it was timely to consider the outcomes of an external review to ensure these schooling improvements are well embedded and impact positively on student achievement.
Areas of good performance
· Student progress
Comprehensive systems for monitoring student progress are evident and effective. Teachers use data to monitor progress over time. Students’, targeted as not making adequate progress, are readily identified. Frequent regrouping to meet current learning needs assists achievement. Students’ benefit from teachers’ continual analysis and use of assessment information.
· Engagement
The majority of students enthusiastically engage in learning. They confidently participate in discussions about learning, progress and achievement. Within school programmes, students are motivated by appropriate learning experiences. They are challenged by teachers to extend their thinking. Expectations for learning and behaviour are explicit. This shared understanding supports student engagement.
· Learning environment
Students and teachers successfully cooperate with each other. The school behaviour modification programme provides a framework for positive relationships and interactions. Attractive classrooms are child centred and conducive to learning. Teachers promote and sustain student self esteem through inclusive learning environments.
· Uses of assessment
Students across all levels regularly and effectively use individual records of learning as an accessible document of work samples indicating ongoing progress. Students know the purpose and expected outcomes for their lessons. They receive and use regular, specific and constructive feedback from teachers that contributes to effective goal setting. Students are knowledgeable about their learning.
Teachers successfully evaluate the effectiveness of teaching programmes on student achievement. Reliable achievement information is generally well used for a range of purposes including adapting teaching to meet students’ changing needs. Data positively impacts on classroom planning. Teachers provide personalised programmes for individuals and specific groups of students. Use of assessment information in the classroom contributes to meeting students’ leaning needs.
· Teaching strategies
Teachers use effective teaching strategies that encourage students to enjoy learning and improve their achievement. Within the identified oral language, charter target, a variety of strategies are evident. These include talking partners, effective questioning by teachers to students, confident questioning by students to students, modelling and scaffolding of key skills. Class lessons are generally appropriately paced with students working in supported or independent groups. Teaching strategies are clear, useful and understood by teachers and students.
· Professional development
Ongoing, focused professional development is planned, well resourced, collegial and used to maximise effective teaching. Teachers are involved in many opportunities to extend their knowledge which impacts positively on their teaching. Individual reflective journals are evidence of developing teacher evaluation on their classroom practice. Students benefit from ongoing, targeted professional development.
Areas for improvement ·
Reporting to parents
School surveys identify that some parents report difficulty in interpreting the achievement and levelling of assessment information in the student home records of learning. Continuing review and development of these valuable records of achievement and progress should further improve shared understandings between teachers, parents and students.
· Strengthening assessment practices
Variable schoolwide consistency in the analysis and use of assessment information is evident between some classes. Identifying and using models of good practice, already evident in the school, should continue to improve students’ learning. Embedding of such practices, through school self review, should assist teachers to further identify and meet students’ diverse emerging needs and strengths.
Areas of National Interest Overview
ERO provides information about the education system as a whole to Government to be used as the basis for long-term and systemic educational improvement. ERO also provides information about the education sector for schools, parents and the community through its national reports.
To do this ERO decides on topics and investigates them for a specific period in all applicable schools nationally.
During the review of Pahiatua School ERO investigated and reported on the following areas of national interest. The findings are included in this report so that information about the school is transparent and widely available.
The Achievement of Māori Students: Progress
In this review, ERO evaluated the progress the school has made since the last review in improving the achievement of Māori students and in initiatives designed to promote improved achievement.
Since the previous report, school personnel have continued to develop and extend existing good practices for Māori students. The increase in the numbers of Māori students, from 18% to 30% of the total school population, during this time has resulted in increased priority to ensuring learning successes for Māori students.
Areas of progress ·
Use of assessment information
Achievement of Māori students is ascertained through the collection of a range of valid and reliable data. Collated achievement information, recorded on individual education plans, monitors progress and identifies students requiring further support or extension. Schoolwide data, regularly reported to the board, informs future decision making. Frequent, focused identification of Māori students and their learning enables teachers and the board to respond to their individual needs.
· Relationships
Teachers foster positive, supportive relationships with students and their families. High expectations for learning and behaviour are understood and promoted. Teachers regularly consult and liaise with parents/whānau through inclusive practices to ensure relationships between school and home continue to develop. Teachers effectively engage Māori students in learning.
· Strategic planning.
The strategic plan, targeting Māori student achievement, successfully guides priorities, actions and the learning focus. The board resources designated staff to liaise with the community, support Māori students, work with teachers and facilitate te reo Māori lessons. Students’ needs are successfully catered for through ongoing planning and implementation of appropriately targeted programmes.
Area for further improvement ·
Professional development
Teachers, aware of varying understandings and knowledge of te reo me ngā tikanga Māori across the school, have identified their readiness to further develop this aspect. Integration across the curriculum, with a continuing focus on improving Māori students’ achievement, is an area for future development. Identifying and implementing strategies to progress students’ achievement should further enhance opportunities for cultural and learning success.
Providing for Gifted and Talented Students
National Administration Guideline 1 (iii c) requires schools to identify students with gifted and talented needs and to develop and implement teaching and learning strategies to meet their needs. ERO is currently evaluating how schools nationally are providing for gifted and talented students.
Areas of good performance ·
Identification
Students identified as gifted and talented learn in a supportive environment. A board-resourced coordinator provides individual, focused professional development for staff and programmes for students. Learners’ strengths are carefully considered during identification processes.
· Classroom provision
A range of learning programmes and experiences challenge students within and outside the classroom. Varied, flexible grouping of students provides opportunity for both enrichment and acceleration of learning. Students ’interests and talents are catered for according to expertise and resources. Classroom provision fosters motivation through a range of appropriate learning opportunities.
· Programmes
Students receive timely, well-planned, focused support. Withdrawal programmes allow them to extend their knowledge and skills with children of similar ability. Monitoring and evaluation, by teachers, support decision making for future programmes. Students’ benefit from involvement in opportunities provided.
Area for improvement ·
Definition
Teachers do not yet have common understandings when defining what constitutes students’ gifts and talents. This inhibits ongoing development of provision for this group of students. It is timely for staff to revisit a definition for gifted and talented education for Pahiatua School. A shared schoolwide definition and understanding of giftedness and talent would further enhance identification and provision for all students.
Pandemic Planning
In all school reviews ERO is currently evaluating the extent to which schools have planned for a potential influenza pandemic in terms of the guidelines provided by the Ministry of Education.
In ERO’s view Pahiatua Schoolis well prepared for such a pandemic.
5. Board Assurance on Compliance Areas Overview
Before the review, the board of trustees and principal of Pahiatua School completed an ERO Board Assurance Statement and Self-Audit Checklist. 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; and
· asset management.
During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:
· emotional safety of students (including prevention of bullying and sexual harassment);
· physical safety of students;
· teacher registration;
· stand-downs, suspensions, expulsions and exclusions; and
· attendance.
Compliance
ERO’s investigations did not identify any areas of concern.
6. Recommendations ERO and the board recommend that:
6.1 as part of self review, managers and teachers continue to develop consistent, schoolwide practices for the use of assessment information to improve student achievement.
7. Future Action ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report. Therefore ERO will review the school again as part of the regular review cycle.
Graham Randell
Area Manager
for Chief Review Officer