South End School - 21/07/2015
Findings
This is the fourth ERO review since 2008 to report limited progress in addressing concerns about the quality of education. Equitable access to the school's curriculum through consistent policy implementation is a key next step. Further external support is required to build professional leadership and governance to improve teaching and learning.ERO intends to carry out another review over the course of one-to-two years.
1. Background and Context
What is the background and context for this school’s review?
South End School is a Year 1 to 8 primary school in Carterton. It provides two approaches in how it delivers The New Zealand Curriculum, with three classrooms providing a Montessori perspective. The school has experienced recent roll growth.This is the fourth ERO review since 2008 to identify significant areas for improvement. In 2008 and 2009, ERO identified that key areas of school performance required development. The August 2010 ERO review noted that professional and curriculum leadership remained a concern. Support was required to improve staff performance and school communications.
In October 2010, a Limited Statutory Manager (LSM) was appointed to oversee personnel and financial matters. The December 2011 ERO review found that insufficient progress occurred and ERO recommended the continuation of the statutory intervention until mid 2012. Student learning, governance and several areas of compliance required improvement. Issues to be addressed included: curriculum development, careers education and guidance, teacher appraisal and reviewing the effectiveness of teaching programmes.
The LSM remained in place until 2012 when the board resumed all responsibilities. A new principal was appointed in 2012.
Since 2012, the principal and trustees have received considerable support from the Ministry of Education to address areas of concern. This includes input from a Student Achievement Function (SAF) practitioner and governance training. External support is in currently in place to assist with development of the school’s curriculum.
Recent substantial property redevelopment involved the refurbishment of classrooms and building a new classroom and library block. The replanting of areas of the grounds reflects the school’s focus on the environment and sustainability.
2. Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The December 2011 ERO review identified the following areas of concern:- curriculum development
- student achievement
- schoolwide understanding and practice in using the National Standards
- areas of teacher practice including teachers’ understanding of the impact of their practice
- Years 7 and 8 second language learning provisions and careers education.
Progress
Progress overall is slow and important areas are yet to be suitably addressed. Improving outcomes for students remains a priority.Curriculum review and development has recently begun, with support provided by the Ministry of Education. Progress has been made, and with documenting this in the charter. Provision for careers education in Years 7 and 8 has begun. ERO identifies, and the school agrees, that ongoing curriculum work remains an urgent priority.
The school reported at the end of 2014 that approximately two-thirds of students achieve at or above the National Standards in mathematics, with slightly higher proportions in reading and writing. Māori students have lower rates of achievement. Some improvement mathematics and writing for Māori students is evident since 2013. Achievement rates for students enrolled in the Montessori classrooms are similar to those of their peers.
There is a growing understanding and use of student achievement information to better inform teaching and learning. Leaders are beginning to use this information to track and report progress. Moderation practices are being developed in assessment of writing. Further work in moderation and extending this process to assessment of reading and mathematics is a next step.
The school has made good progress in developing bicultural aspects of the curriculum. Partnerships have developed well with whānau and local Ngāti Kahungunu iwi. This has resulted in increased reflection of te ao Māori and schoolwide teaching of te reo Māori.
There is increased community engagement with the school. This includes the operation of an active whānau group within the school that contributes to the curriculum opportunities provided for students. The board should continue to build on this positive platform.
Key next steps
ERO identified the following significant areas for action, to:- urgently develop and document the South End School curriculum to ensure that there are clear and consistent schoolwide expectations for teaching and learning for students, staff, parents and whānau
- develop policies, procedures and practices in relation to the Montessori perspective to support consistent schoolwide practices
- continue to develop teachers’ cultural competency through improved appraisal to support the integration of te reo ngā tikanga Māori into the curriculum.
3. Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The December 2011 ERO review identified the following areas of concern:- leadership
- teacher appraisal
- review of the effectiveness of teaching and learning.
The trustees have completed a valuable review of the school charter. A new policy and review frameworks has been developed. However, policies and procedures are inconsistently implemented across the school. This contributes to different expectations for students and variable access to learning opportunities. Providing students with equitable access to the school curriculum is a key next step.
Trustees should further develop their understanding and enactment of their governance roles and responsibilities. The principal should strengthen his professional leadership. This should contribute to better informed decisions to improve student outcomes through the charter and the supporting action plans. Clarifying how the board will continue to work with the Montessori Trust is a key next step.
ERO identified the following significant areas for action, to:
- improve the alignment of strategic and annual planning to better guide ongoing developments
- improve systems, procedures and teaching practices to identify, accelerate, monitor and report the progress of target students
- better target schoolwide professional development to improve school leadership, teacher assessment and teaching practices, including reflection and inquiry through appraisal
- work towards developing self-review practices to evaluate the effectiveness of teaching and learning.
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.
- 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.
- develop and consistently implement school policies and procedures to ensure equity of access to the curriculum for students
- ensure the school curriculum and how it is enacted, reflects the vision, principles, values and key competencies of The New Zealand Curriculum
- review the additional donation process for students enrolling in Montessori classrooms
- clarify the employment rolesand responsibilities of the board of trustees with respect to teacher aides in the Montessori classroom.
4. Recommendations to other agencies
ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to bring about improvements in professional leadership and governance to promote positive outcomes for students.Conclusion
This is the fourth ERO review since 2008 to report limited progress in addressing concerns about the quality of education. Equitable access to the school's curriculum through consistent policy implementation is a key next step. Further external support is required to build professional leadership and governance to improve teaching and learning.ERO intends to carry out another review over the course of one-to-two years.
Joyce Gebbie
Deputy Chief Review Officer Central
21 July 2015
About the School
| Location | Carterton | |
| Ministry of Education profile number | 2992 | |
| School type | Full Primary (Years 1 to 8) | |
| School roll | 138 | |
| Gender composition | Male 54% Female 46% |
|
| Ethnic composition | Māori NZ European/Pākehā Pacific Other ethnic groups |
31% 57% 5% 7% |
| Review team on site | March 2015 | |
| Date of this report | 21 July 2015 | |
| Most recent ERO report(s) | Education Review Supplementary Review Supplementary Review |
December 2011 August 2010 May 2009 |
