Wilford School

 

To the Parents and Community of Wilford School

These are the findings of the Education Review Office’s latest report on Wilford School.

This review finds that the positive features identified in previous ERO reviews continue to be evident.  The principal demonstrates professional leadership, actively promoting high expectations for behaviour based on student choice and responsibility.  She is ably supported by the senior management team which has assisted in the well‑planned development of the school’s inquiry approach to learning.  Teachers appreciate the improvement-focused culture which is supported by high expectations and professional dialogue. 

The school has well-established processes for self review, which have influenced a steady momentum of continuous improvement in inquiry, literacy and numeracy.  As a result of reflection and consultation with an external adviser, the school has recently identified possible areas for further development in aspects of assessment in writing and ERO agrees with these findings.  Regular review and monitoring processes are resulting in effective teaching and learning programmes and the provision of a safe and positive learning environment for students. 

Many examples of high quality teaching are evident.  High expectations for learning and behaviour are maintained within well-established routines.  Students’ learning through inquiry is visible in attractive displays that enhance class environments.  Positive interactions between teachers and students are consistently maintained.   Students are purposefully engaged in their learning.  They are confident and articulate about the benefits of their school, where they believe cultural beliefs are respected and diversity is celebrated. 

Since the 2006 ERO review, inquiry learning has been a major focus.  Students and the community have been consulted about the continuing development of this curriculum.  Students and parents engage purposefully in the inquiry process.  Literacy teaching and learning have also had a continuing emphasis.  While some students enter the school with low achievement levels, a variety of effective interventions and teaching programmes assist in their well-monitored progress.  Writing achievement levels in 2008 for most students in years 6 to 8 were higher than the national average range. 

The Board of Trustees, principal and staff demonstrate a strong commitment to improving student achievement across the curriculum.  Annual targets based on the analysis of school-wide achievement information, are focused on improving teaching and learning for groups who are underachieving.  The board allocates funding to accelerate progress for these students.  Since the 2006 ERO review there have been significant improvements to the school’s information and communication technologies’ infrastructure and capacity.  The board has purchased two mobile pods of laptop computers that are used regularly throughout the school to enhance teaching and learning programmes. 

Future Action

ERO is very confident that the board of trustees can govern the school in the interests of the students and the Crown and bring about the improvements outlined in this report. 

ERO is likely to carry out the next review in four to five years.

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.




SIGNED

Lennane Kent

Area Manager

for Chief Review Officer

 

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.