Wilford School

 

Education REVIEW REPORT:
WILFORD SCHOOL

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Wilford School has a positive reporting history with ERO.  It is a multicultural full primary school situated in Petone and catering for students in years 1 to 8, mainly from its local community.  At the time of this review in March 2009, 44% of the 280 students were from New Zealand European/Pākehā backgrounds, 39% identify as Māori and other students were from a variety of Pacific, Asian and European families.  Nga Puawai Whānau comprises two bilingual classes catering for students in years 1 to 6.  Well-maintained facilities include a hall, which is also used by the community, a heated, covered swimming pool, adventure playgrounds, tennis courts, and spacious playing areas. 

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.

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 standardised and nationally-referenced assessments to identify the extent to which students are achieving in reading, listening and numeracy.  At the time of this review in term 1 2009, school-wide assessments had been recently administered but not yet analysed for overall trends and patterns.  Student achievement information reported in this review was gathered in 2008 and analysed to demonstrate gender, ethnic and year-level patterns. 

Junior literacy is assessed using school-entry assessments that include oral language, alphabet knowledge and print development.  These indicate that 44% of students had very good oral language, while 41% had difficulty with alphabet knowledge.  An analysis of Observation Survey results for six year olds show that 42% were achieving below expectations for their year level.  Achievement data demonstrate that students significantly increase their achievement as they move through the school.  School‑wide analysis of reading achievement from an aggregation of running records and results from Supplementary Tests of Achievement in Reading (STAR) shows that 80% of students achieved results at or above age‑group expectations, with 20% at risk of underachieving. 

Aggregation of writing assessments for students in years 1 to 3 using the national writing exemplars show that many students are making expected progress.  Well‑analysed data for years 4 and 5, using Assessment Tools for Teaching and Learning (asTTLe), show most students achieving within the average band.  Writing achievement levels for most students in years 6 to 8 are higher than the national average range. 

An analysis of Numeracy Project Assessments compared students in years 3, 5 and 6 with national trends in each numeracy domain.  These analyses indicate that Wilford School achievement generally reflected national trends. 

Achievement in inquiry is reported in the school-specific priority section of this report.  Assessment information in other learning areas is collected for individuals and classes but has not been collated to give a school-wide picture of achievement. 

School Specific Priorities

Before the review, the board of Wilford 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 atWilford School.

ERO and the board have agreed on the following focus area for the review:

·          the quality of inquiry teaching and learning.

ERO’s findings in this area are set out below.

The 2006 ERO review found that the school had strong professional leadership, clear expectations for curriculum implementation and sound teaching practices.  The review recommended improvements in quality assurance and assessment practices. 

Since the 2006 review, there has been one change in the senior management team.  Teachers have engaged in whole-school professional development in inquiry, literacy and information and communication technologies (ICT).  Teachers have been developing and implementing an inquiry approach to learning since 2007. 

For this review, the board requested an evaluation of the quality of teaching in inquiry to provide a comparison with the school’s self-review information.  ERO agreed to this focus with the inclusion of links to writing, oral language and ICT.

During the review, ERO observed inquiry lessons in most classrooms, read relevant documentation and talked with teachers, students and trustees.

Teachers have developed rubrics to assist school-wide assessment of inquiry at each stage of the process.  These stages are knowledge, questioning, research, thinking, communication and further action.  Students and teachers use these as a basis for self assessment and reporting to parents.  In 2008, results for each syndicate were reported to the board for each of these stages.  These data demonstrated trends of increasing achievement from years 1 to 8.  Senior managers are continuing to review processes for reporting on inquiry.

The board, principal and staff demonstrate a strong commitment to improving student achievement across the curriculum.  The annual plan, which is closely aligned to the charter’s strategic goals, includes suitable actions for achieving objectives.  A strong emphasis on literacy is supported by the continuing development of inquiry.  Annual targets based on the analysis of school-wide achievement information, are focused on improving teaching and learning for groups that are underachieving.  The board provides generous resourcing to assist in accelerating the achievement of these students.  Each year the analysis of variance provides summaries of the progress of targeted students receiving learning support.  

Self review is well established.  The charter and strategic plan provide clear direction for reviewing the curriculum with a strong emphasis on community consultation.   Continuing review has been useful in the development of the school’s inquiry approach.  The board has received detailed analyses of achievement information in reading, writing, spelling, numeracy and inquiry. 

The principal continues to demonstrate professional leadership.  She is ably supported by the deputy and assistant principals who have assisted in the well‑planned development of the school’s inquiry approach to learning, along with the promotion of high expectations for behaviour based on student choice and responsibility.  An established tradition of whole-school professional development and discussion focused on improving outcomes for students is evident.  Teachers have discussed and documented shared understandings about effective teaching practices and behaviour management.  They appreciate the school’s improvement-focused culture, which is supported by high expectations and professional dialogue.  The common vision, beliefs and values of staff, students and trustees are reflected in a positive and supportive school culture.

Over the past three years teachers have designed and developed a well‑considered inquiry approach to teaching and learning.  This includes the broad stages of immersion, reflection and action.  Steps within the immersion phase include gaining knowledge, developing questions, and researching and synthesising.  The reflection phase involves reporting and sharing understandings about what has been learnt, and the action phase includes using skills and knowledge to take action that will benefit class, school or community.  Teachers, students and community have been consulted about the continuing development of this curriculum.  There is a high level of engagement for staff, students and parents in the inquiry process. 

High quality systems underpin curriculum management and monitoring.  Expectations for teaching and assessment are clearly documented.  Teachers’ records are regularly checked to ensure consistent school-wide implementation.  Senior managers provide robust feedback about documentation and teaching strategies.  The appraisal system and advice and guidance programme promote self reflection and opportunities for peer feedback.  These robust systems strongly influence the development of high quality teaching practices. 

Teachers maintain detailed and useful assessment records.  These are used to group students for instruction and inform planning and teaching for groups, especially in reading.  Students have opportunities for self assessment of their progress and achievement, including comments about their learning goals in reports to parents.  Teacher assessments in these reports are clearly based on national curriculum and year level expectations. 

During this review ERO observedeffective inquiry teaching in all classes with many examples of high quality practice including:

·          maintaining high expectations for learning and behaviour based on an emphasis on students’ choice and responsibility for their actions;

·          promoting and modelling positive interactions;

·          regularly integrating and reinforcing key competencies from The New Zealand Curriculum; 

·          challenging students to think using a range of strategies and tools;

·          appropriately integrating oral language and literacy skill development;

·          making inquiry visible in attractive displays within learning environments;

·          providing opportunities for learning in authentic and meaningful contexts;

·          demonstrating thinking, research, and the application of learning;

·          scaffolding inquiry and learning processes; and

·          encouraging the use of ICT at all stages of the inquiry model.  

As a result, classes are settled and students are meaningfully engaged in individual and group tasks that support them in becoming capable, confident learners. 

Senior managers and the lead teacher: special needs demonstrate strong commitment to identifying and addressing the needs of students who are at risk of underachieving.  These students receive targeted support from part-time teachers, teacher aides, volunteers from the community, and external agencies.  The lead teacher and syndicate leaders maintain records of entry and end-of-year data to show progress through the year.  This is collated for reporting on school-wide progress.  More able students benefit from cross-grouped lessons and from the capacity of the inquiry approach to provide self-selected, suitably challenging study topics. 

The board receives detailed reports on student achievement at the beginning and end of the year.  These are presented orally and movement in achievement is discussed.  However, the extent of progress for each cohort through the year is not documented.  Although there have been reports about numeracy achievement for some cohorts, the board has not received regular reports on achievement in other mathematics strands for senior and intermediate students.  The principal is aware of the importance of formulating a plan for the continuing review of inquiry teaching practices. 

Senior managers recognise that teachers are at different stages in their understanding and use of writing assessment information to guide literacy planning and teaching for groups and individuals.  With an external adviser they have identified professional development goals to assist individual teachers in improving literacy teaching and assessment.  These goals include helping students become more specific about what they can do well in writing by negotiating and checking against challenging success criteria so these become goals from which they can assess their own achievement levels.  In some classes, feedback against learning intentions and success criteria to support writing assessments is yet to be consistently provided.  ERO recognises that formative assessment practices in inquiry are well developed and provide a sound model for other curriculum areas. 

In addition ERO has identified that:  

·         the next steps identified for individual students in their portfolios are not followed by evidence to demonstrate that progress has been made.  Reviewing the collection and use of portfolio entries to further support assessment for learning is likely to continue to assist self management and independent learning; and  

·         inquiry studies are not formally evaluated to identify strengths and weaknesses for groups of students and the effectiveness of the process followed for each unit.  Evaluations should also include recommendations for improvement.  Well‑designed evaluations are likely to support the continuing review of school-wide inquiry.

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 Wilford 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 2006 review in improving the achievement of Māori students and in initiatives designed to promote improved achievement.  At the time of this 2009 ERO review, 39% of the school roll identify as Māori.  Nga Puawai Whānau caters for 36% of Māori students, comprises two bilingual classes for students in years 1 to 6, and receives level 2 te reo Māori funding. 

Achievement information is well analysed at classroom level.  School entry assessments indicate that a significant number of Māori students have low achievement levels in year 1.  More than 50% of students receiving learning support are Māori.  Targeted programmes support them with their progress.  School-wide comparisons indicate that they are achieving at similar levels to non‑Māori by the end of year 8.  A small number of Māori students have been identified as gifted or talented and receive special programmes or classroom extension.  Numeracy Project Assessment information for 2008 demonstrates very good results for Māori students in years 3, 6 and 8. 

The quality of teaching in the Ngā Puāwai Whānau bilingual classes is high.  Lessons have a warm and positive tone and kaiako have high expectations of students.  Te reo Māori me ōna tīkanga are well integrated into lessons and pitched at a level that challenges students.  Tuākana tēina is evident in these classes.  The school’s inquiry approach to learning using authentic and meaningful contexts is supporting Māori students to achieve success and become confident, capable learners.

Māori students in mainstream classes receive focused teaching.  Areas of good performance reported in section 3 refer to all Māori students.  Students spoken with by ERO report that the school has a culture of respect for all family backgrounds and that diversity is celebrated.  They appreciate opportunities to participate in both kapa haka and Pacific action songs within the school’s Polyclub performances.  Parents have regular opportunities for formal and informal consultation.

Areas for improvement identified in section 3 of this report also refer to Māori students.

School-wide analyses of writing assessment have not identified the performance of Māori students overall. 

In this review ERO evaluated the progress the school has made since the 2006 ERO review in improving the achievement of its Pacific students and in initiatives designed to promote improved achievement.  Seven percent of students identify Pacific family backgrounds as their primary heritage.  This is a slight increase since 2006.  Three teachers are from Pacific backgrounds.  Because of the low number of Pacific students at each year level, their achievement is not included in cohort analyses. 

Areas of good performance reported in section 3 refer to all Pacific students.

Teachers maintain comprehensive class and individual records of Pacific students’ progress and achievement in literacy and numeracy.  School-wide analyses of reading and numeracy achievement include information about Pacific achievement.  Generally Pacific students achieve at or above expectations for their year levels.  Those who are at risk of underachieving receive high quality learning support to address identified needs, especially in literacy.  Six students receive specialised tuition in English for speakers of other languages. 

Students spoken with by ERO report that the school has a culture of respect for all students and families and that diversity is celebrated.  They appreciate opportunities to participate in both kapa haka and Pacific action songs within the school’s Polyclub performances. 

Areas for improvement identified in section 3 of this report also refer to Pacific students.

School-wide analyses of writing assessments have not identified the performance of Pacific students overall. 

The board recognises that it could liaise more specifically with the Pacific community about the achievement of Pacific students.

As part of this review ERO looked at how well teachers assess, plan and teach reading and writing to students in years 1 and 2, and how well the school promotes high levels of student achievement in reading and writing in years 1 and 2.  The school has 95 students in years 1 and 2, some of whom receive bilingual tuition in Ngā Puawai Whānau.  High quality practices noted in this section apply also to this class. 

The school’s literacy vision for junior classes in 2009 closely reflects national guidelines.  Teachers undertake thorough assessments in reading and writing using entry assessments, running records, the Observation Survey for six‑year‑olds, national writing exemplars and continual interactions with students and their work.  Regular moderation of writing assessments assists teachers in reaching reliable best-fit judgements about students’ achievement levels.  Teachers demonstrate a clear understanding about how assessment assists teaching and learning. 

Reading and writing assessments inform instructional groups with specific learning intentions to address identified needs, especially in reading.  A considerable number of students have low levels of achievement on entry to school.  These students are identified and discussed with the lead teacher: special needs who organises targeted interventions including small withdrawal groups to accelerate learning, teacher-aide support and assistance from external agencies.  Students in learning support groups receive focused high quality teaching from a part-time teacher, who uses many effective strategies to engage students and help them to understand that they are making progress.  Some six year olds with low achievement receive reading recovery and continuing focused assistance.  Learning support students are monitored by comparing achievement on entry to the programme with end of year achievement to demonstrate reading progress.  Some make significant progress because of this programme. 

A range of high quality strategies for literacy teaching includes:

·         integrating oral language, reading and writing with inquiry topics;

·         challenging students to think critically;

·         effectively sharing and modelling reading strategies;

·         sharing learning intentions and developing success criteria with students;

·         providing regular oral and written feedback with next steps for learning;

·         encouraging students to share high quality work; and

·         celebrating success. 

Teachers use authentic contexts and suitable challenge to motivate students in writing.  Students engage readily in writing tasks often linking these to visual images.  Providing students with opportunities to discuss ideas and topics also stimulates engagement in writing.  Students are purposefully engaged in reading and writing learning experiences. 

Parents are invited to discuss entry and Observation Survey assessments.  They are notified if their children are going to be in “catch-up” programmes.  Goal-setting interviews are conducted with parents twice each year, with students’ and teachers’ assessments of their progress included in written end-of-year reports.  Parents receive information about achievement in relation to national expectations for their children’s year groups.  There are many opportunities for parents to assist with class programmes and outings. 

The assistant principal provides the board with useful, well-analysed reports about literacy achievement in junior classes including overall analyses of achievement at both year levels.  The board provides generous funding for a part-time learning support coordinator, extra reading recovery tuition, teacher aides and a part-time teacher for “catch-up” groups.

Although formative assessment strategies are evident and effective in some classes, these strategies are still developing in others.  Senior managers have identified the need for school‑wide professional development in this area in 2009. 

While entry and end-of-year achievement information is compared for students on learning support programmes, the assistant principal recognises that an area for further development is to formally compare entry achievement information with Observation Survey results for the same cohort each year to demonstrate literacy progress overall in year 1. 

Implementing The New Zealand Curriculum in 2010

In preparing for teaching The New Zealand Curriculum in 2010, the school has taken a well-planned project approach to prepare for implementation since November 2007.  This has included accessing resources, providing staff training and development, engaging with the community, and implementing an inquiry approach to learning.

In mid 2008 the school undertook extensive consultation with the whole school community to develop a vision, identify school values and establish shared understandings of how the key competencies would be integrated into teaching and learning across the school. 

In late 2008 and early 2009 the focus has been on learning areas.  Ongoing reflection and review has supported the principal and teachers to refine, design and develop the following:

·           developing shared understandings about meaningful learning;

·           providing opportunities for students to learn a second language.  Several second language programmes have been offered since 2004.  Some students have been taught French weekly over the past three years.  They continue to participate with enthusiasm;

·           deciding which principles are the foundation for Wilford School’s curriculum and how the key competencies and learning areas interrelate; and

·           stating how the programme will meet the diverse needs of students.

The school has decided that its priorities over the next three to six months are to continue to:

·          consider how the school will monitor and assess the key competencies;

·          plan for making connections across learning areas and key competencies; and

·          continue to review, refine and develop the schools’ systems, processes and practices to promote student engagement and support them to become life‑long learners.

Overview

Before the review, the board of trustees and principal of Wilford 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.  

ERO and the board of trustees have developed the following recommendations, that:

6.1       Senior managers and teachers will engage in planned 2009 professional development in assessment for learning.

6.2       Senior managers will continue to review the inquiry model for teaching and learning in order to revise the curriculum as needed.

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.




SIGNED

Lennane Kent

Area Manager

for Chief Review Officer

8 June 2009

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.