SUPPLEMENTARY REVIEW REPORT:
ONEWHERO AREA SCHOOL
APRIL 2008
2. The Education Review Office (ERO) Evaluation
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1. Background
A Supplementary Review is undertaken at the discretion of an Area Manager in the Education Review Office (ERO).
A supplementary review evaluates the extent and effectiveness of actions a school has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.
This supplementary review report was prepared in accordance with standard procedures approved by the Chief Review Officer.
This supplementary review is based on an evaluation of the performance of the Onewhero Area School Board of Trustees and management in relation to areas identified in the January 2007 ERO report or issues identified since that review. The terms of reference for this review are to investigate:
· the quality of teaching and learning, including curriculum organisation and professional development;
· student achievement, including the analysis and reporting of achievement;
· governance and management of the school, including self review, strategic planning and meeting legislative requirements;
· the quality of behaviour management programmes;
· personnel management and practices; and
· any other issues relevant to the governance, management and operation of the school that arise during the course of this review.
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Location |
Onewhero, Franklin District |
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Ministry of Education profile number |
108 |
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School type |
Composite (Year 1-15) |
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Decile rating[1] |
7 |
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Teaching staff: |
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School roll |
247 |
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Gender composition |
Girls 52%, Boys 48% |
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Ethnic composition |
NZ European/Pākehā 76%, Māori 21%, |
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Review team on site |
February 2008 |
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Date of this report |
1 April 2008 |
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Previous ERO reports |
Education Review, January 2007 |
2. The Education Review Office (ERO) Evaluation
Onewhero Area School has served its local community for over one hundred years. The January 2007 ERO report on the school noted the high level of staff commitment and commented on the good quality of the art and sports programme, which was enabling students to gain significant success. However, the 2007 report identified the need for improvements in curriculum organisation and professional development, behaviour management programmes, analysis of student achievement, and governance and management practices. This review finds that significant progress has been made in many of these aspects of school performance.
The board has received good quality external advice and facilitation to develop trustees’ governance skills. This training has helped trustees to focus on the future direction of the school, to better understand their governance responsibilities and to handle personnel matters more effectively.
During 2007 the board completed several property projects to improve facilities for students. These improvements included the upgrade of some classrooms, the school canteen, senior common room and toilet blocks. The board has recently approved further plans to remodel the administration block, build new music and study spaces and extend classroom upgrades.
During 2007, the board managed the appointment of an interim principal effectively and subsequently made a permanent appointment to this position. Both principals have placed a strong focus on improved student learning and achievement and have provided the school with very good quality educational leadership. They have worked consecutively with the board to create well informed and mutually responsive relationships. The new principal works in a collaborative way to achieve strategic goals. He has a strong focus on students and on building coherent learning pathways across the school so that students can develop their diverse strengths and interests. His well considered restructuring of the senior management team should strengthen leadership, quality assurance and self-review practices in the school. Students, staff, and community have responded well to the principal’s leadership.
Students enjoy good relationships with one another and with teachers. Classroom and playground behaviour is now settled. Student achievement information for students in Years 1-8 in literacy and numeracy indicates that most students are achieving at or above national expectations and are making good progress in their learning over time. Achievement information also shows that a high proportion of senior students achieve well in NCEA. The school is currently experiencing significant roll growth, which is enabling staff to increase subject options and provide more diverse learning pathways, especially for senior students. There is, however, a need to establish a formal process for monitoring progress and reporting achievement for students in Years 9 and 10. Improved analysis of achievement data for students in Years 11to13 is also recommended.
Teachers are receptive to new ideas and many use good quality teaching strategies. Staff work in a collegial manner and are participating in a programme of professional development that is having a positive impact on their teaching practice. To maximise the impact of developments in teaching practice, the board should now work to improve programme resourcing, so that teachers can increase learning experiences for students. Senior managers must also ensure that all staff are appraised annually.
The actions taken by the board and senior staff since the January 2007 ERO review have provided the school with stability and clear direction. The board and ERO agree that senior managers and teachers should continue to improve their analysis and reporting on student achievement so that this information can be used to improve teaching practice.
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 will review the school again as part of the regular review cycle.
3. Findings
Quality of teaching and learning
Background
The January 2007 ERO review identified the need for staff to develop consistent, school-wide teaching approaches and more coherent pathways of study for students. The board, senior managers and ERO agreed that the school would benefit from focused professional development to encourage professional discussion and sharing of ideas across the various levels of the school.
Areas of progress
Teaching practices. Consistently good teaching is evident in most classrooms throughout the school. Most teachers have a sound knowledge of effective teaching strategies and are able to respond to students promptly and with confidence. Classroom management is focused on learning and students are encouraged to engage in academic debate and exploration of ideas. The consistency of teaching practice across the school is impacting positively on student achievement.
Professional development. The board and senior managers show a commitment to providing good quality professional development from a variety of external providers. The school is currently in the second year of the Ministry of Education’s Assessment to Learn contract. During 2007 teachers in Years 1-8 also participated in professional development in the teaching of numeracy to ensure continued implementation of the Ministry of Education’s numeracy project. Teachers report that this professional development is having a positive impact on their teaching practice and is leading to significant changes in their approach to teaching.
Developing formative teaching practices. Teachers share the purposes of learning with students. In some rooms, teachers also focus on the criteria against which students can evaluate the extent to which they have succeeded in their learning and, at the end of lessons, refer students back to what they had intended to achieve. Senior managers have organised ongoing professional development in 2008 to strengthen staff skills in formative teaching and assessment. Sharing learning goals and monitoring progress against these goals will be key strategies for building partnerships between teachers and students.
Curriculum approaches and organisation. The principal has introduced a strategic and well considered approach to developing coherent implementation of the curriculum. This work, currently in the initial phases, includes introducing the revised curriculum framework. A head of middle school (Years 7-10) was appointed at the beginning of 2008 to oversee and strengthen curriculum implementation in this area of the school. A school-wide curriculum committee has been established to encourage consistency in curriculum structure, delivery, assessment and reporting. These good practices should help to address current inconsistencies and should help students to experience a cohesive progression in their learning.
Area for further improvement
Learning resources. There is a need to increase the school’s range and quality of teaching and learning resources. Over the last few years, less was spent on learning resources than would be expected for the school’s decile and type. The amount budgeted for learning resources has increased in 2008 because the principal adopted the good practice of introducing a purchasing plan at the end of 2007. Trustees are aware that improving curriculum resources is a priority in terms of their budget for the school. Appropriate teaching resources will support teachers to provide diverse learning pathways for students.
Background
The January 2007 ERO report recommended that strengthening systems for analysing and reporting student achievement should be a priority for senior managers. The 2007 report also identified the need for achievement targets to be documented as part of the school’s strategic and annual plans, and the need to heighten the focus on promoting the board’s strategic objectives and on raising student achievement.
Areas of progress
Analysis and reporting of achievement information Years 1-8. Comprehensive tracking of students’ progress in numeracy and literacy is recorded for Years 1-8 and findings are reported to the board. Teachers use information about student achievement in literacy and numeracy to provide learning experiences that meet the specific needs of individuals and groups of students. They identify students who need additional support. The availability of good data analysis has enabled the board to make strategic decisions about staffing and funding, which include the introduction of Reading Recovery and an increase in teacher-aide support for identified students. The significant improvements made in analysing and reporting practices are likely to result in improved student achievement.
Use of assessment tools. Assessment practices in the school have improved considerably. As a result of ongoing professional development, teachers are developing their skills in using good quality assessment tools to assess students against national norms and national expectations. Assessment practices are now giving teachers improved information about students’ learning strengths and weaknesses. The positive impact of these good practices are evident, particularly in teachers’ planning.
Increased awareness of student progress and achievement in Years 1-8. The latest achievement information from 2007 for Years 1-8 indicates that most students are achieving at or above national expectations in numeracy. Reading and writing achievement data from asTTle tests indicate that achievement in literacy is more variable. A number of students are achieving at or above expectations in reading, but writing assessments generally indicate lower levels of performance. Senior managers acknowledge that teachers are at the beginning stages of assessing writing and that results may not yet be reliable in this curriculum area.
Setting achievement targets. Some useful achievement targets were set for 2007. Setting these targets was a priority for the acting principal and senior managers. Monitoring progress against the achievement targets, and using analysis to inform teaching priorities and to further improve student achievement, has been a focus. The principal is aware that achievement targets and expectations must challenge students to further improve. As a result, targets are being refined for 2008.
Areas for further improvement
Achievement information Years 9-13. Although overall student achievement in Years 11-13 continues to be good, with a high proportion of students attaining NCEA Levels 1, 2 and 3 certificates, the analysis and reporting of achievement in NCEA continues to be very general. Further analysis would be beneficial. School analysis of the achievement of senior students should indicate trends and patterns relating to gender, retention and success rates in external qualifications on basis of ethnicity, and should track improvements in student performance in terms of achieved, merit and excellent grades. A formal process for monitoring progress and reporting achievement for Year 9-10 students is also needed. The principal has identified the need for improved analysis and more extensive reporting to the board and has recently introduced
self-review guidelines for departmental reporting on achievement in specific curriculum areas in Years 9-13. These are important steps in improving staff and board knowledge about student achievement in the school.
Reporting learning progress. Senior staff should develop a way of reporting the learning progress and achievement of individual students in ways that can be easily interpreted by students, parents, and the board. This need has been identified by the staff and is one of the goals of the newly established curriculum team. Senior managers should also consider how they could clearly report to parents on their child’s progress, measured against national norms and expectations. .
Background
At the time of the last ERO review, disharmony between the board and principal was contributing to ineffective governance and management. In consultation with the Ministry of Education, trustees decided to engage a consultant to clarify their governance role, assist them with strategic planning and review the functioning of the management team.
Since the January 2007 ERO review, there have been many changes in school personnel. Changes include the resignation of the principal at the beginning of 2007, the election of several new board members in 2007, the appointment of an interim principal, and the later appointment of a permanent principal. This review finds that very good progress has been made in stabilising the governance and management of the school.
Areas of progress
Purposeful management of change. The current board has managed change well. Trustees have placed a clear focus on improving outcomes for students. They seek information from senior managers to inform their decisions about resourcing, professional development and staffing. They have developed good working relationships with the principal and have built on the work done by the interim principal at the beginning of 2007 school year.
Strategic planning. The board and principal have a good understanding of strategic planning. They have built on the draft 2006-2011 strategic plan in consultation with the parent community and staff. Surveys of staff and parents are analysed and provide the board with information and ideas to guide the future direction of the school. The board uses the strategic plan as a basis for prioritising and developing comprehensive annual plans. These plans are well aligned to addressing the aspirations of the community and the findings of the last ERO review.
Meeting legal requirements. The board acted promptly to address the matters of legal compliance identified in the last ERO report. The use of external advice and training and the willingness of trustees to raise their level of performance are evident in actions taken to:
· review policies and procedures to ensure that they reflect current requirements and legislation;
· analyse student attendance;
· review board procedures for recording meetings that exclude the public;
· consult the Māori community about policies, plans and targets for the achievement of Maori students;
· consult parents and caregivers about the implementation of the health curriculum;
· meet requirements for health and safety in the workplace; and
· manage the appraisal process for the principal and senior managers.
The principal is in consultation with the Ministry of Education over the matter of
pre-school children travelling on the school bus. This matter has yet to be resolved.
Areas for further improvement
Documenting self review. The board should now consider how self review against strategic and annual plans for the development of the school might be best recorded and used to set future board priorities. The strategic and annual plans provide a good basis for self review that is inclusive of all aspects of school operations. Strengthening the documentation of self review should help the board to further improve the quality of board policies and programmes.
Background
The January 2007 ERO report identified the need for senior staff to review behaviour management programmes in order to develop effective systems for reducing inappropriate student behaviour.
Areas of progress
Leadership. The principal provides students and staff with strong leadership that helps to reinforce appropriate behaviour. He is clearly visible within the school, particularly at break times, and the duty supervision team now has a more visible presence in the playground. The behaviour management plan for the school has been systematically reviewed. The plan includes clear guidelines for managing student behaviour and promotes consistent teacher practice in this area. Students report that the principal and staff respond promptly to any concerns about bullying.
Settled student behaviour. Classroom and playground behaviour is settled. Students and teachers are considerate and respectful of each other. Teachers show genuine interest in the students. Most students report that they feel safe in the school. The positive school tone should support the learning of all students.
Targeted initiatives. Various programmes and interventions are now in place to support students. These include ongoing leadership opportunities for senior students to act as role models for younger peers, and the reinstatement of the student council, which should provide students with the means of voicing any concerns. During 2007 a new programme was introduced for students in Years 7-10 to support positive interpersonal relationships. Although most of these initiatives currently are aimed at Years 7-13 students, the principal is aware of the need to extend positive behaviour management programmes to the junior school.
Areas for further improvement
Monitoring effectiveness of programmes. The board and senior managers have not formally monitored the impact of behaviour initiatives introduced during 2007. Conducting a survey of students and using findings from the guidance counsellor reports would be appropriate ways to monitor and report on the outcomes of interventions and programmes aimed at encouraging positive student behaviour. Teachers and senior managers could use the information gained to make decisions about the effectiveness of school systems in providing a safe physical and emotional environment for students.
Background
At the time of the last ERO review, a number of factors were contributing to the low morale of trustees and staff. These included the disharmony between board and principal, the falling roll, issues with student discipline, and, in some areas, the quality of teaching. This review finds that significant progress has been made in addressing these concerns and that, as a result, staff morale is high.
Areas of progress
Building relationships. The principal, with the backing of the board, has actively developed positive relationships with the parent and school community. He has a strong focus on the future of the school and has open and consultative communication practices. Staff and parents have positive perceptions of changes in the leadership and direction of the school. Staff work harmoniously with the new principal and are affirming of the board’s strategic direction. Morale is further boosted by significant increases in the student roll.
Restructuring of senior management team. The restructuring of the senior management team has been well considered. The recent appointment of the head of middle school is a response to the desire to strengthen teaching and learning in Years 7-10. Senior managers’ job descriptions have been revisited so that best use is made of their various strengths and abilities. Staff are positive about the potential of the new team to contribute to ongoing school improvement.
Performance management policy. The board’s performance management policy provides good guidelines and allows for robust appraisal processes. The process for teachers includes feedback from various sources, self appraisal, student assessment of teaching quality, and observations of teaching practice. The appraisal process links to staff professional development and to the attestation process. An external consultant is employed to appraise the principal and senior management team. These good practices are all components of an effective management system that will help teachers to strengthen their professional performance.
Areas for further improvement
Implementation of performance management policy. Teacher appraisal is not carried out rigorously in all areas of the school. Senior managers should ensure all staff are appraised annually and that the appraisal process includes all the components of the school’s policy and legal requirements.
4. Recommendations
ERO and the board of trustees recommend that:
4.1 senior managers continue to use professional development to extend teachers’ capacity to assess learning and to analyse achievement information;
4.2 teachers use findings from the analysis of student achievement to inform their teaching practice, and to provide comprehensive reporting to parents and board; and
4.3 the board give priority to extending the teaching and learning resources in the school.
5. Actions Required
In order to meet its agreed accountabilities, the board must:
5.1 ensure that all teaching staff are appraised annually against all relevant professional standards,
[State Sector Act 1988, 77C; New Zealand Gazette No 180, December 1996].
6. 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 will review the school again as part of the regular review cycle.
Elizabeth Ellis
Area Manager
for Chief Review Officer
1 April 2008
1 April 2008
To the Parents and Community of Onewhero Area School
This supplementary review evaluates the quality of education received by students and the performance of the Board of Trustees in relation to specific terms of reference.
The Education Review Office [ERO] evaluation of Onewhero Area School follows.
The board has received good quality external advice and facilitation to develop trustees’ governance skills. This training has helped trustees to focus on the future direction of the school, to better understand their governance responsibilities and to handle personnel matters more effectively.
During 2007 the board completed several property projects to improve facilities for students. These improvements included the upgrade of some classrooms, the school canteen, senior common room and toilet blocks. The board has recently approved further plans to remodel the administration block, build new music and study spaces and extend classroom upgrades.
During 2007, the board managed the appointment of an interim principal effectively and subsequently made a permanent appointment to this position. Both principals have placed a strong focus on improved student learning and achievement and have provided the school with very good quality educational leadership. They have worked consecutively with the board to create well informed and mutually responsive relationships. The new principal works in a collaborative way to achieve strategic goals. He has a strong focus on students and on building coherent learning pathways across the school so that students can develop their diverse strengths and interests. His well considered restructuring of the senior management team should strengthen leadership, quality assurance and self-review practices in the school. Students, staff, and community have responded well to the principal’s leadership.
Students enjoy good relationships with one another and with teachers. Classroom and playground behaviour is now settled. Student achievement information for students in Years 1-8 in literacy and numeracy indicates that most students are achieving at or above national expectations and are making good progress in their learning over time. Achievement information also shows that a high proportion of senior students achieve well in NCEA. The school is currently experiencing significant roll growth, which is enabling staff to increase subject options and provide more diverse learning pathways, especially for senior students. There is, however, a need to establish a formal process for monitoring progress and reporting achievement for students in Years 9 and 10. Improved analysis of achievement data for students in Years 11to13 is also recommended.
Teachers are receptive to new ideas and many use good quality teaching strategies. Staff work in a collegial manner and are participating in a programme of professional development that is having a positive impact on their teaching practice. To maximise the impact of developments in teaching practice, the board should now work to improve programme resourcing, so that teachers can increase learning experiences for students. Senior managers must also ensure that all staff are appraised annually.
The actions taken by the board and senior staff since the January 2007 ERO review have provided the school with stability and clear direction. The board and ERO agree that senior managers and teachers should continue to improve their analysis and reporting on student achievement so that this information can be used to improve teaching practice.
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 will review the school again as part of the regular review cycle.
When ERO has reviewed a school we encourage boards to inform their community of any follow-up action they plan to do. You should talk to the board or principal if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Elizabeth Ellis
Area Manager
for Chief Review Officer