Figure 1.--.
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Figure 1.--. |
The Educational Review Office (ERO) prepared the following assessment of a state intermediate school in Auckland.
An accountability review evaluates the quality of education received by students and the performance of the Board of Trustees in providing education services. It should be noted however, that as yet in New Zealand there is no national assessment system through which improvements in student learning can be evaluated in comparative or individual school or student terms. This accountability review report was prepared in accordance with standard procedures approved by the Chief Review Officer.
Location: Howick, Auckland
Type: Intermediate
Targeted Funding for Educational Achievement: Decile 10
Teaching staff:
Roll generated entitlement: 28.2
Other: 1.8
Number of teachers: 30.0
Teacher salary funding: Fully funded option
Roll number: 624
Ethnic composition: Pakeha 71%, Mäori 2%, Chinese 11%, Indian 4%, and other 12%
Gender composition: Boys 52%, Girls 48%
Previous Office reports: nil
On site investigation: July 1999
This school is in its third year of operation. The establishment board and the current board have worked purposefully and successfully with the principal, staff and community to develop a shared vision and effective operational plans. The principal and senior managers have played a pivotal role throughout this period. Their inclusive and thorough leadership is resulting in an environment that is conducive to learning and an atmosphere that promotes reflection and continued improvement. Trustees have a sound understanding of their roles and responsibilities. They have developed comprehensive policies and procedures
through which they successfully implement their vision for the school. There are two compliance matters which the board must
address. These concern the length of the afternoon programme and the manner in which parent donations are sought. Both of these
are issues to which trustees have already given attention.
The effective operation of the board, and the affirming relationships between trustees, the principal and staff contribute positively to the
creation of a dynamic organisation. Individuals are valued, expectations are explicit and staff and trustees are well supported.
The principal and teachers deliver sound and challenging learning programmes across all essential learning areas. Staff demonstrate
many exemplary teaching practices and are committed to continuous improvement. This commitment is evidenced by the holistic and
reflective management and curriculum practices that make student learning the central focus of the school.
The innovative development of information technology is a feature of the school. Trustees and staff have worked tirelessly to establish systems which enable students and teachers to use technology effectively and confidently across all aspects of the operations of the
school. The school will be reviewed again as part of the regular schedule of Education Review Office reviews.
The principal and associate principals demonstrate exemplary leadership practices. Their inclusive style encourages participation, reflection and shared ownership of school and syndicate activities. These practices enhance the sound implementation of core values
and create an environment where adults and students are valued and challenged. The board has designated one of the senior staff members as the curriculum director to guide curriculum management. She works well with curriculum leaders to provide guidance to
staff. The next step is for these curriculum leaders to increase their knowledge of classroom practice in each curriculum subject. This would increase their opportunities to identify examples of best teaching practice in other learning areas and would contribute to the school ethos of continuous improvement.
The principal and staff have developed very good systems for ensuring that students receive a balanced curriculum within a conducive learning environment. Their curriculum delivery statements provide teachers with an overview that translates requirements into
sequential teaching units. Long-term planning from these statements, combined with more specific short term planning, is of a consistently high quality. Planning clearly reflects expectations and is used well by teachers to guide their programme delivery. Senior
managers should ensure that all teachers use clearly stated learning outcomes to ensure that these can be assessed precisely.
Senior managers analyse the achievement of boys as part of their analysis of the school’s standardised test results. In the Progressive Achievement Tests in reading comprehension, vocabulary, listening comprehension and mathematics, the differences between the
achievements of boys and girls is not statistically significant. In the University of New South Wales Tests in English, mathematics and science, the results indicate that girls achieve slightly better than boys in English and that boys achieve slightly better in science and mathematics. The current staff training about learning styles is enabling teachers to monitor the learning opportunities that boys have in various curriculum subjects and in extra curricula activities.
Teachers have developed very good systems for assessing student achievement that are based on relevant guidelines. They plan programmes to provide balanced coverage of achievement objectives and they design assessment tasks that are authentic and relevant
to the processes and outcomes. Teachers keep good quality, ongoing assessment records based on set objectives. In a few situations the set objectives lack the specificity necessary for precise assessment, but senior managers are monitoring these. The overall links
between objectives and assessment, however, are clear and enable teachers to use pertinent information for subsequent planning.
Teachers gather sufficient data to enable them to make informed judgements about individual students, especially in mathematics and
aspects of English. They use the information well for grouping purposes. They should also consider how they might extend
differentiated teaching techniques to other subjects, such as social studies, science and health. This would assist them to provide high
quality programmes that meet the learning needs of all students in all subjects. Assessment information provides teachers with appropriate information for reporting student progress. Teachers are developing rubrics to facilitate clarity and consistency, and to enable assessment tasks to be more explicit. Students are purposefully involved in
self and peer-assessment. They demonstrate sound control of the language of evaluation and use the rubrics with confidence. Their
involvement in the assessment process facilitates to their being able to judge their own performance and to monitor their progress.
A quite sophisticated portfolio approach forms an essential part of the assessment reporting process. The use of portfolios is
underpinned by comprehensive guidelines. In some samples of work students provide an introduction about the skill and purpose of
the recorded activity. This is a worthwhile practice as it helps to make the task explicit. Senior managers should consider how all
teachers could use this approach and should also consider having teachers include the learning objective against which they are gauging
students performance. The portfolios also contain a record of student participation in school activities. These samples and cumulative records provide students, their parents and teachers with comprehensive progress information.
The board receives $16,197, inclusive of GST, for the provision of special education. The school has one student who receives funding from the Ongoing Resourcing Scheme. Senior managers have very good systems for identifying the special learning needs of individuals and groups of students and comprehensive and relevant programmes to accommodate their needs. The board employs skilled support staff to implement the programmes. In keeping with school priorities, special programmes emphasise literacy and numeracy. To ensure programmes of high
quality, one of the associate principals has recently undertaken analyses of learning styles and is beginning to explore how information
from her analysis can best be incorporated into the special programmes and into general classroom programmes. This approach
capitalises on having staff apply research findings effectively to promote high quality learning opportunities for students.
Special reading, mathematics and English programmes for students for whom English is not their first language are varied, relevant, effectively organised and soundly delivered. These programmes appropriately involve classroom teachers. Documentation is thorough
and support staff are beginning to demonstrate how their programme enhances student learning.
Additional programmes for students with special abilities are of the same high standard as those for students with special needs. These
programmes also reflect the school’s priorities and afford students valuable opportunities to transfer their skills and learning into their
general classroom programmes. Teachers should consider how they will more systematically accommodate the learning needs of their most able students in their programme planning and delivery. Such extension to current practice would enable teachers to capitalise on
the worthwhile outcomes that these programmes generate.
The board has efficient and well documented ways of operating. Roles and responsibilities are clearly defined and a positive working relationship exists between the parent trustees and the principal. The board has a balance of expertise and experience. Trustees have undertaken the tasks associated with managing the school’s significant roll growth with particular skill. The board’s effective operation can, in part, be attributed to its ability to respond positively to change and its willingness to be consultative in developing or amending policy.
Trustees are intent on ensuring that policy documents and procedures are both lawful and represent the priorities and views of the
parent community. Since the establishment of the school, the board has developed a sound and comprehensive policy base that is
clearly aligned to legislation and to the purposes of their charter. To this end, the board is meeting all but two of its statutory obligations. To fully meet requirements, the board should ensure that students receive two hours instruction each afternoon and ensure
that procedures for requesting financial contributions from parents, are consistent with Ministry of Education requirements.
The board has an excellent information and communication technology (ICT) plan that encompasses a five year period. The plan, developed by the curriculum team, includes criteria published by the Ministry of Education. The board has costed, and committed
funds to ensure that the ICT plan can be implemented effectively.
Staff and students make a high degree of use of information technology. All classrooms are networked and each staff member has a laptop that they use for planning, assessment records and the development of teaching resources. All school notices and absences are
transmitted by email. Teachers and students have access to Internet. However, the board reports concerns about the higher cost the school is now paying as a business, compared to that of an on-line home user. Additional operational funding allocated from 1
January, 2000 at a specified per student rate may assist the board in this respect.
The curriculum team has planned an appropriate level of professional development for teachers. Staff were surveyed to identify their strengths and training needs. As a result of this, an on-site training programme comprising a minimum of 10 sessions a year has been
successfully implemented. The fact that teachers have ready access to a computer, together with an ongoing mentor and support programme has heightened the general level of confidence they have in implementing an effective ICT programme.
The board is in the process of outlining a strategic planning process. The objectives, purposes and interrelationships with those
systems currently operating have been clearly defined. The scope of the plan enables trustees with particular portfolios to focus on the
accountabilities associated with each of the National Administration Guidelines. Planning is well structured and will provide both
long and short term objectives for review purposes.
The board and staff undertake good quality internal and external self review. Review findings are analysed to inform decision making
and to ensure that issues and risks are identified and managed. Most notable is the recent review process undertaken to ascertain priorities for strategic planning. Key stakeholders have contributed to a SWOT analysis. The results of this should provide the board
with clear directions for its future planning.
Staff work diligently to provide a safe physical and emotional environment. A central factor in this provision is the high level of respect shown amongst adults and modelled to and with students, and the high standards of learning and behaviour expected from students.
Teachers know their students well and make constructive use of their knowledge to promote the Somerville Attitude whereby the
core values of the school are reinforced. Student participation in all aspects of school life is encouraged and supported.
Consequently, students demonstrate a strong sense of “ownership” and a willingness to take risks within their nurturing environment.
The board has suitable policies and procedures to underpin the actions of the staff. Staff keep detailed documentation about all facets of the health and safety of adults and students. Thus staff are able to monitor the extent to which the environment is physically and emotionally safe and to make any necessary adjustments to their provisions.
The board has established sound personnel management policies and procedures and acts as a good employer, as defined by the State Sector Act. The encouragement of high level staff performance begins at the recruitment and appointment stage, which is a particularly significant aspect of the establishment of a new school. Early notice is given of forthcoming vacancies and particular care is taken in selecting candidates with the requisite qualities. The principal feels that the success of the process has been verified by the generally high quality of staff performance.
The process for appraising the performance of staff is clearly documented and well understood by all participants. It was developed consultatively and is implemented in a collegial way. Because of this, there is a sense of ownership about the system which contributes to its effectiveness in encouraging quality performance. The Quality Assurance Measures Checklist is retained by teachers as a
reference to the criteria against which their performance is assessed during class visits by the senior management team. Appraisal is
carried out later in the year and is based on the job descriptions as well as on issues identified during the earlier visits. The
Professional Standards for Teachers are systematically addressed through self and appraiser assessment. Any discrepancies between these assessments are resolved collaboratively. The board supports teachers in their continuing professional development by budgeting appropriately for courses and other training opportunities. The two senior managers are appraised by the principal. A consultant is employed to appraise the principal. The principal’s performance agreement goals are appropriately linked to the board’s annual development plan.
The principal and senior managers have simple, clear systems for ensuring that all teachers and relieving teachers are registered. They have ensured that one teacher-aide has a limited authority to teach. This enables her to undertake instructional work with groups of students. The documentation about registration is available for trustees and forms a useful part of their quality assurance processes.
The board employs several provisionally registered teachers. The documentation relating to the provision of advice and guidance for
these teachers is comprehensive and detailed. Provisionally registered teachers are carefully matched with tutor teachers to ensure that
their classrooms are adjacent and that their personal and professional characteristics are as complementary as possible. These actions
contribute to high levels of informal support between the pairs and the development of sound knowledge of the needs and performance
of the provisionally registered teachers. Information from the QAM system supplements the advice and guidance programmes. Meetings are well documented. Senior managers should consider having tutor teachers prepare specific progress reports once per term to formalise their current systems. This would strengthen the quality of programmes and provide tutor teachers with opportunities to formally identify and evaluate professional growth.
The board has clear, well defined and constructively implemented systems for managing its resources. Prudent management of the fully funded option has enabled trustees to provide additional staffing to implement identified school priorities. Effective financial procedures ensure that the board is able to identify priorities and monitor expenditure. Trustees have a sound review process which enables them to investigate any concerns or suggestions from community members. Trustees have developed sound long term maintenance systems which are supported by comprehensive documentation. Hazards are
identified and addressed. Effective property management systems result in the school being attractive, functional, clean and hygienic.
In order to meet its agreed accountabilities, the board of trustees must:
5.1.1: ensure that the school is open for instruction for two hours each afternoon, and [Education Act, 1989, s65A];
5.1.2: ensure that procedures for requesting financial contributions from parents are consistent with Ministry of Education requirements. [Ministry of Education Circular, 1998/25]
In order to improve its future performance and improve the quality of education provided to its students the board of trustees should consider:
5.2.1: increasing the responsibilities of curriculum leaders.
Students receive relevant, challenging and widely varying learning experiences across all essential learning areas. Their ability to use information technology competently and confidently is enhanced through purposeful and interesting learning opportunities. Students respond positively and interact well with adults and each other. They use resources independently and demonstrate high levels of commitment to the clearly articulated school values. The board’s sound management procedures should effectively support the continued development of the school.
Signed, Charlene Scotti
Area Manager
for Chief Review Officer
6 October 1999
6 October 1999, TO THE SCHOOL COMMUNITY: This is a summary of the Education Review Office’s latest report. The school is in its third year of operation. The establishment board and the current board have worked
purposefully and successfully with the principal, staff and community to develop a shared vision and effective operational plans. The
principal and senior managers have played a pivotal role throughout this period. Their inclusive and thorough leadership is resulting in
an environment that is conducive to learning and an atmosphere that promotes reflection and continued improvement.
Trustees have a sound understanding of their roles and responsibilities. They have developed comprehensive policies and procedures
through which they successfully implement their vision for the school. There are two compliance matters which the board must
address. These concern the length of the afternoon programme and the manner in which parent donations are sought. Both of these
are issues to which trustees have already given attention.
The effective operation of the board, and the affirming relationships between trustees, the principal and staff contribute positively to the
creation of a dynamic organisation. Individuals are valued, expectations are explicit and staff and trustees are well supported.
The principal and teachers deliver sound and challenging learning programmes across all essential learning areas. Staff demonstrate
many exemplary teaching practices and are committed to continuous improvement. This commitment is evidenced by the holistic and
reflective management and curriculum practices that make student learning the central focus of the school.
The innovative development of information technology is a feature of the school. Trustees and staff have worked tirelessly to establish
systems which enable students and teachers to use technology effectively and confidently across all aspects of the operations of the school. The school will be reviewed again as part of the regular schedule of Education Review Office reviews.
When ERO has reviewed a school we ask the board of trustees to let us know how they intend to manage any difficulties set out in their report (copies of which are available from the school or ERO). We also encourage boards to inform their community of any follow up action plan. You should talk to the board or principal if you have any questions about this summary, the full report or their future intentions.
Signed
Charlene Scotti
Area Manager
for Chief Review Officer
