Education REVIEW REPORT:
LEAMINGTON SCHOOL
AUGUST 2008
To the Parents / Caregivers / Community of Leamington School.
Below is our confirmed ERO report. The Board of Trustees is extremely proud of the report and its findings. The report is overwhelmingly positive towards the school, its children, and the teachers. We have pulled out some of the phrases used in the report as a summary for our parents.
Key phrases in the report
An experienced and knowledgeable team of teachers provides high quality programmes
High levels of student engagement in literacy programmes are evident across the school
Positive relationships amongst teachers and students help to create a climate for independent and cooperative learning in classrooms.
Students are achieving at slightly higher levels than national expectations in reading.
Well planned and print rich learning environments
School site is spacious with extensive grounds
A commitment to literacy as the foundation for all learning.
An experienced senior leadership team.
The school is committed to extending the range of additional experiences for students, providing opportunities to participate in music, art, cultural, sporting and special abilities programmes.
Effective management of assessment practice ensures important information on student achievement in literacy is shared with students, teachers, trustees and parents and is used to inform ongoing decision making at all levels of the school.
As a school we were given two recommendations to help move the school forward. Below we have outlined what these mean in layman's terms, and how the BOT and staff are responding to these recommendations
|
ERO Recommendation |
What this means in layman's terms |
How we are responding |
|
School leaders review literacy resources available to support literacy teaching and learning |
ERO identified that our literacy resources were sometimes stretched in classrooms, and this caused a level of frustration for both teachers and students. |
The BOT has asked each syndicate to complete a literacy resources needs analysis. We are looking to inject significant funds into this area in 2008, and in subsequent years to improve our literacy resources. |
|
School leadership continue to extend opportunities for teachers to share good practice in the teaching and learning of literacy |
ERO identified that teachers were sharing ideas about how to effectively teach literacy across the school, and this was having positive results on student achievement. They felt this was extremely important to continue doing. |
We will continue to provide many opportunities for teachers to share good practice in the teaching and learning of literacy, both within our syndicates, and across the entire school. |
Our Full report is below
2. The Education Review Office (ERO) Evaluation
5. Board Assurance on Compliance Areas
2. The Education Review Office (ERO) Evaluation
Location – Cambridge
Ministry of Education Profile Number – 1789
School Type - Contributing (Year 1 – 6)
Decile Rating – 7
Number of Teachers – 17
School Roll – 355
Gender Composition – Boys 50%
Girls 50%
Ethnic composition
NZ European/Pākehā 66%
NZ Māori 21%
Other European 5%
Pacific Island 1%
Asian 1%
Other Ethnic Groups 6%
Special features - Two Māori enrichment classes
Review team on site - June 2008
Date of this report - 18 August 2008
Previous ERO Reports
Education Review May 2005
Accountability Review February 2002
Accountability Review February 1998
Effectiveness Review April 1994
Assurance Audit December 1992
Leamington School is a contributing primary school catering for students in Year 1 to 6 located in Cambridge. The school's site is spacious with extensive grounds, which includes mature trees, a community hall, swimming pool, fitness trail and adventure play areas. Involvement in 'enviro' schools is resulting in ongoing development to the grounds and gardens in the school.
Since the last review a new principal and assistant principal have been appointed. Recent building developments have included upgrades of administration and staff areas, the computer facilities and a number of classrooms. The school responded positively to recommendations in the previous ERO report. Teachers have had sustained professional development related to formative assessment. Quality assurance and processes to meet special learning needs have been reviewed and strengthened.
This report focuses on systems, practices and programmes to raise student achievement in literacy. This report also evaluates areas of national interest, which relate to progress in Māori student achievement, the management of professional learning and development, and investigates aspects of compliance closely related to student health and safety.
Senior leaders and teachers effectively manage an extensive programme of assessment to ensure important information on student achievement in literacy is shared with students, teachers, parents and trustees, and used to inform ongoing decision making at all levels of the school.
Data from student achievement in reading using the Supplementary Tests of Achievement in Reading (STAR) in Term 1 2008 indicates that approximately 80% of students are achieving at or above Stanine 4, which represents a slightly higher proportion than national expectations. Analysis of this data indicates that girls and non-Māori students are achieving, on average, at higher levels than boys and Māori. The school is currently in the process of using recount writing moderated with national exemplars to gather student achievement information in written language, compared to national norms.
Numeracy Project Assessment (NumPA) data from the end of 2007 shows that a high proportion of students are achieving within nationally expected levels, and that gender and ethnic analysis shows no significant difference.
High levels of student engagement in literacy programmes are evident across the school. Students are able to articulate the purpose of their learning, and what their 'next steps' are likely to be. Clearly established classroom routines and positive relationships amongst teachers and students help to create a climate for independent and cooperative learning in classrooms. Well-planned and print-rich learning environments actively support the programme for literacy teaching and learning across the school. The school's inclusive and well-structured approach to providing additional support for students with specific learning needs in literacy is enhancing their achievement and self esteem.
The school is committed to extending the range of additional experiences for students, and providing opportunities for them to participate in music, art, cultural, sporting activities and a special abilities programme. The Māori enrichment classes (Raranga Poutama) continue to be the most visible and important focus in maintaining a Māori dimension at the school. Involvement in the Māori enrichment classes continues to foster students' concepts of self worth and identity, and enriches their knowledge and pride in being bicultural.
An experienced and knowledgeable team of teachers provides high quality programmes in literacy. Their use of formative assessment strategies such as sharing learning intentions, success criteria and working with ability groups is increasing teachers' capacity to foster student achievement and progress. Teachers continue to benefit from an ongoing programme of professional development including a focus on information and communication technologies (ICT), boys' education and literacy.
The recently appointed principal clearly articulates a commitment to literacy as the foundation for all learning. He provides a well-documented framework to guide the work of staff and is currently focused on developing professional relationships to move the school community forward. The principal is well supported by an experienced senior leadership team, and together they are endeavouring to consolidate existing good practice in the school and identify ways to refine and strengthen literacy teaching and resourcing across the school.
The board of trustees is making significant efforts to be well informed, take ownership of strategic planning, and to further strengthen partnerships with their community. Trustees receive regular reports on academic programmes and student progress from school leaders, which are used to inform the setting of achievement targets and strategic priorities. Following a selective consultation process in 2007, the board is currently completing a wider community survey on a broad range of strategic and operational matters. Trustees are establishing a broad base of evidence to inform their planning, decision making and resource allocation to meet identified strategic priorities.
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.
ERO is likely to review the school again as part of the regular review cycle.
3. 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.
The school uses an extensive range of standardised and benchmarked assessment tools to monitor student achievement and progress in aspects of literacy, numeracy and in other curriculum areas, such as physical education, art and information skills.
Data from student achievement in reading using the Supplementary Tests of Achievement in Reading (STAR) in Term 1 2008 indicates that approximately 80% of students are achieving at or above Stanine 4, which represents a slightly higher proportion than national expectations. Analysis of this data indicates that girls and non-Māori students are achieving, on average, at higher levels than boys and Māori. The school is currently in the process of using recount writing moderated with national exemplars to gather student achievement information in written language, compared to national norms.
Numeracy Project Assessment (NumPA) data from the end of 2007 shows that a high proportion of students are achieving within national expected levels, and that gender and ethnic analysis shows no significant difference.
The school has student achievement targets and intervention programmes in place to respond to the trends and patterns identified in the assessment data. Consideration could now be given to how percentages are used to report student achievement to the community and trustees in the most effective way to inform ongoing decision-making.
School Specific Priorities
Before the review, the board of Leamington 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 atLeamington School.
ERO and the board have agreed on the following focus area for the review:
· systems, practices and programmes to raise student achievement in literacy.
ERO's findings in this area are set out below.
Systems, Practices and Programmes to Raise Student Achievement in Literacy
Background
Since the last review, professional development programmes for teachers at the school have had a focus on spelling, oral language, boys' education and information and communications technologies (ICT). This report evaluates the impact of systems, practices and programmes that the school has adopted to raise student achievement in literacy.
Student progress and achievement
The school has started to track the achievement levels of cohorts as they move through the school using the STAR reading test. While this process is at an early stage, first indications are that the proportion of students at each year achieving Stanine 4 or above has remained comparable as students move through the school.
Areas of good performance
Range of educational opportunities: The school is committed to extending students' range of experiences particularly to enhance their oral and written language and social skills. Students are able to participate in music, art, cultural and sporting programmes. The 'enviro' school project also provides a context for learning and leadership. The special ability programme runs one day a week for nominated students, and includes the preparation of an annual school magazine and web page presentation. These additional experiences are providing students with meaningful contexts to enhance their oral/written language development.
Student engagement: High levels of student engagement in literacy programmes are evident across the school. Students are able to articulate the purpose of their learning, and what their 'next steps' are likely to be. Clearly established classroom routines and positive relationships amongst teachers and students help to create a climate for independent and cooperative learning in classrooms. Teachers have had professional learning related to engaging boys in their literacy learning, and this is reflected in the increased use of physical activity and role models. Students are predominately focused and engaged in their literacy learning.
Professional practice: An experienced and knowledgeable team of teachers provides high quality programmes in literacy. Teachers share learning intentions, success criteria in literacy, verbal and written feedback to support students with next steps in learning. In addition, teachers use task boards to organise rotation of ability groups, open questioning skills and independent projects to deliver differentiated programmes to meet identified needs of students. The use of formative assessment strategies is increasing teachers' capacity to foster student achievement and progress in literacy.
Professional development: Teachers continue to benefit from a sustained programme of professional learning in literacy. In 2007/2008 teachers have undertaken professional learning in spelling, oral language, boys' engagement and the use of ICT to enrich literacy teaching and learning. The senior leadership team is providing ongoing support and guidance for literacy teaching at syndicate and classroom levels. Professional development related to teaching practice in literacy is enhancing the quality of classroom programmes and learning outcomes for students.
Leadership across the school: The principal, literacy leader and other senior teachers are working cooperatively to develop a school-wide approach to teaching and learning in literacy. The commitment to literacy as the foundation of other learning is clearly articulated by the principal who is establishing staff forums to discuss teaching practice and assessment strategies for literacy. He has particular strengths in ICT and provides a well-documented framework to guide the work of teachers. The literacy leader has started a programme of classroom observations focused on teaching practice and continues to review the effectiveness of programmes to inform ongoing decision making. Senior leaders are progressively consolidating existing good practice in the school and identifying ways to refine and strengthen literacy teaching and learning.
Management of assessment: Senior leaders and teachers skilfully manage an extensive programme of assessment across the school. The 2008 assessment map sets out details of areas to be assessed including year levels, timing, tools to be used and school expectations. Student achievement information in aspects of literacy is collated, analysed by gender and ethnicity and trends and patterns identified. This information is used to inform differentiated classroom planning and intervention programmes to address identified needs of individuals and groups. Assessment data is also well used to monitor student progress in literacy and to establish relevant annual achievement targets. Effective management of assessment practice ensures important information on student achievement in literacy is shared with students, teachers, trustees and parents, and used to inform ongoing decision making at all levels of the school.
Meeting identified learning needs: The school has a sound framework for identifying and responding to specific learning needs of students especially in literacy. The special needs committee is coordinated by the Special Needs Education Coordinator (SENCO), and meets regularly to receive referrals from classroom teachers, which include achievement data and other relevant information about individual students. The school provides appropriate in class, and withdrawal support programmes, which are implemented by a team of committed teacher aides. Special needs tracking sheets keep an effective record of student involvement and progress in interventions programmes. The school's inclusive and well-structured approach to providing additional support for students with specific learning needs in literacy is enhancing their achievement and self esteem.
Classroom environments: Learning environments in classrooms are well planned and effectively support the delivery of literacy programmes. They are print rich with highly visual information and learning prompts in literacy. Student work is displayed to good effect and illustrates their work with ICT and inquiry learning projects. Students learn in settled and well-organised environments.
Governance: The board of trustees is making significant efforts to be well informed and take ownership of strategic planning. Trustees receive regular reports from school leaders, which include interpreted student achievement data. They have undertaken School Trustees Association (STA) training and initiated a programme of policy review. Following a selective consultation process in 2007, the board is in the process of completing a wider community survey on a broad range of strategic and operational matters. Trustees are establishing a broad base of evidence to inform their planning, decision making and resource allocation to meet identified strategic priorities.
Areas for improvement
Resources for literacy: The level and quality of appropriate resources to support reading and writing programmes in the school needs improving. Currently, students' ability to access up-to-date and relevant materials to support and encourage their learning in literacy is at times limited. Student learning in literacy is likely to be strengthened by increasing the availability and timely access to high quality and meaningful resources.
Sharing good practice: Examples of high quality teaching of literacy were observed during the review. However, there is now a need to strengthen the agreed vision and expectations for literacy teaching across the school. In addition, there would be benefit in extending opportunities for teachers to observe the effective teaching strategies of their peers, and ensure that all teachers receive regular feedback on their literacy practice from peers and senior leaders. Giving greater emphasis to the sharing of good practice is likely to raise the quality of reflective practice, promote school-wide consistency in literacy teaching, and assist the school to continue to raise student achievement in literacy.
Building partnerships: As a result of significant recent changes in staff at all levels, trustees and school leaders need to continue to emphasise the building of reciprocal and supportive partnerships. During this current period of transition, it is important that the processes of consultation, priority setting, decision making and reporting are transparent, agreed and owned by teachers, parents, trustees and students. Strengthening this sense of community is likely to establish common purpose, shared expectations in literacy teaching, and assist the school to sustain improvements in educational outcomes for students.
4. 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 Leamington 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.
Areas of progress
Māori enrichment classes: The Māori enrichment classes, Raranga Poutama, continue to be the most visible and important focus in maintaining a Māori dimension within education at the school. The senior Ruma Ara and junior class Ruma Whenu are intended to provide a learning environment that gives children a deeper understanding of tikanga Māori. Curriculum delivery continues in English, but most class management, instructions and protocols are in te reo Māori. Each day, students are involved in maioha, mihi, whakapapa and karakia, within a classroom climate that includes concepts such as manaakitanga, aroha, whānau and tuakana teina. Involvement in the Māori enrichment classes continues to foster students' concepts of self worth and identity, and enriches their knowledge and pride in being bicultural.
Progress in reading: Students in Te Ruma Ara have made highly positive progress in their reading levels during 2008. Comparison of running records from Term 1 and 2 indicate that the proportion of students reading at or above their chronological age had increased from 56% to over 80%. Students from Year 4 to 6 share whole class and group work, and this buddy approach appears to support reading comprehension and other important aspects of oral and written language.
Area for further improvement
Partnership with whanau: This half of 2008 has been a particular challenge for teachers, whānau and students working in Te Ruma Whenu. While two experienced teachers have maintained a quality programme, student attendance, additional support to meet identified learning needs and literacy resources remain concerns. There would now be benefit in strengthening the partnership between the school and the whānau group to ensure increased support for the teachers, students and their whānau. Strengthening this partnership is likely to foster a shared commitment to, and understanding of, the value and purpose of Te Ruma Whenu, and contribute to improved educational outcomes for the students involved.
Professional Learning and Development
In this review ERO evaluated how well Leamington School is managing professional learning and development. This includes how well the school makes decisions about professional learning and development, the extent to which these decisions are influenced by principles of effective practice, and the changes that have occurred for students and teachers as a result.
Background
Since the start of 2007, the school has been involved as the lead school in the Wailite ICT cluster, which has included professional development in inquiry learning methods. Professional learning opportunities for the whole staff have included programmes on enhancing boys' education, spelling and oral language.
Area of good performance
Range of initiatives: The extensive range of professional learning initiatives is strategically planned and well supported with appropriate resources. Analysis of student achievement data by the board of trustees and school leadership led to the identification of strategic priorities in boys' education and aspects of literacy. Time and financial resources were made available to support professional learning related to these initiatives, and a lead teacher was appointed within each syndicate to liaise with external facilitators. Teaching practice and education outcomes for students both benefit from these well organised and appropriately supported professional learning initiatives.
Impact of professional learning: Professional learning initiatives have a strong focus on enhancing teachers' classroom practice. Teachers express the belief that their progressive adoption of formative assessment practices has increased student engagement in learning. They maintain that the process of learning is now more visible within the classrooms than was previously the case, and that students are now more able to articulate their understanding of the purpose and relevance of learning. Sustained professional development related to teaching practice is fostering a shared learning culture for both teachers and students.
Area for improvement
Evaluation of initiatives: Teachers have undertaken an extensive range of professional learning initiatives. The ongoing challenge for the school leaders at all levels is to use valid evidence to evaluate the impact of these initiatives on educational outcomes for students.
5. Board Assurance on Compliance Areas
Overview
Before the review, the board of trustees and principal of Leamington 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
In order to improve current practice, the board of trustees should:
· ensure school management has systems in place to confirm teachers employed at the school maintain their current registration; and
· ensure that policies in aspects of health and safety are effectively implemented and monitored.
6. Recommendations
ERO recommends that:
6.1 that school leaders review resources available to support literacy teaching and learning; and
6.2 that school leadership continue to extend opportunities for teachers to share good practice in the teaching and learning of literacy.
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.
ERO is likely to review the school again as part of the regular review cycle.
Kathleen Atkin
Area Manager
for Chief Review Officer
18 August 2008
18 August 2008
To the Parents and Community of Leamington School
These are the findings of the Education Review Office's latest report on Leamington School.
Since the last review a new principal and assistant principal have been appointed. Recent building developments have included upgrades of administration and staff areas, the computer facilities and a number of classrooms. The school responded positively to recommendations in the previous ERO report. Teachers have had sustained professional development related to formative assessment. Quality assurance and processes to meet special learning needs have been reviewed and strengthened.
This report focuses on systems, practices and programmes to raise student achievement in literacy. This report also evaluates areas of national interest, which relate to progress in Māori student achievement, the management of professional learning and development, and investigates aspects of compliance closely related to student health and safety.
Senior leaders and teachers effectively manage an extensive programme of assessment to ensure important information on student achievement in literacy is shared with students, teachers, parents and trustees, and used to inform ongoing decision making at all levels of the school.
Data from student achievement in reading using the Supplementary Tests of Achievement in Reading (STAR) in Term 1 2008 indicates that approximately 80% of students are achieving at or above Stanine 4, which represents a slightly higher proportion than national expectations. Analysis of this data indicates that girls and non-Māori students are achieving, on average, at higher levels than boys and Māori. The school is currently in the process of using recount writing moderated with national exemplars to gather student achievement information in written language, compared to national norms.
Numeracy Project Assessment (NumPA) data from the end of 2007 shows that a high proportion of students are achieving within nationally expected levels, and that gender and ethnic analysis shows no significant difference.
High levels of student engagement in literacy programmes are evident across the school. Students are able to articulate the purpose of their learning, and what their 'next steps' are likely to be. Clearly established classroom routines and positive relationships amongst teachers and students help to create a climate for independent and cooperative learning in classrooms. Well-planned and print-rich learning environments actively support the programme for literacy teaching and learning across the school. The school's inclusive and well-structured approach to providing additional support for students with specific learning needs in literacy is enhancing their achievement and self esteem.
The school is committed to extending the range of additional experiences for students, and providing opportunities for them to participate in music, art, cultural, sporting activities and a special abilities programme. The Māori enrichment classes (Raranga Poutama) continue to be the most visible and important focus in maintaining a Māori dimension at the school. Involvement in the Māori enrichment classes continues to foster students' concepts of self worth and identity, and enriches their knowledge and pride in being bicultural.
An experienced and knowledgeable team of teachers provides high quality programmes in literacy. Their use of formative assessment strategies such as sharing learning intentions, success criteria and working with ability groups is increasing teachers' capacity to foster student achievement and progress. Teachers continue to benefit from an ongoing programme of professional development including a focus on information and communication technologies (ICT), boys' education and literacy.
The recently appointed principal clearly articulates a commitment to literacy as the foundation for all learning. He provides a well-documented framework to guide the work of staff and is currently focused on developing professional relationships to move the school community forward. The principal is well supported by an experienced senior leadership team, and together they are endeavouring to consolidate existing good practice in the school and identify ways to refine and strengthen literacy teaching and resourcing across the school.
The board of trustees is making significant efforts to be well informed, take ownership of strategic planning, and to further strengthen partnerships with their community. Trustees receive regular reports on academic programmes and student progress from school leaders, which are used to inform the setting of achievement targets and strategic priorities. Following a selective consultation process in 2007, the board is currently completing a wider community survey on a broad range of strategic and operational matters. Trustees are establishing a broad base of evidence to inform their planning, decision making and resource allocation to meet identified strategic priorities.
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.
ERO is likely to review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Kathleen Atkin
Area Manager
for Chief Review Officer
GENERAL INFORMATION ABOUT REVIEWS
About ERO
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
About ERO Reviews
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
· improve educational achievement in schools; and
· provide information to parents, communities and the Government.
Reviews are intended to focus on student achievement and build on each school's self review.
Review Focus
ERO's framework for reviewing and reporting is based on three review strands.
· School Specific Priorities – the quality of education and the impact of school policies and practices on student achievement.
· Areas of National Interest – information about how Government policies are working in schools.
· Compliance with Legal Requirements – assurance that this school has taken all reasonable steps to meet legal requirements.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
Review Recommendations
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.
[1] Decile 1 schools draw their students from areas of greatest socio-economic disadvantage,
Decile 10 from areas of least socio-economic disadvantage.
website and learning management system.