Following on in the tradition of disgraceful governance of the South End School, and the Ministry of Education in general, here is the latest ERO report on the school:
Education Review Office report - South End School Carterton, Wairarapa 07/12/2011
Ministry of Education profile number - 2992
School type - Full Primary (Years 1 to 8)
Decile [1] 5
School roll - 102
Gender composition
Male 65%
Female 35%
Ethnic composition
NZ European/Pākehā 56%
Māori 23%
Pacific 12%
Other European groups 5%
Other ethnic groups 4%
Special Features:
Two Montessori Classes
Resource Teacher: Literacy
Resource Teacher: Learning and Behaviour
Review team on site - August 2011
Date of this report - 7 December 2011
Most recent ERO report(s):
Supplementary Review - August 2010
Supplementary Review - May 2009
Education Review - April 2008
The Purpose of an ERO Report:
The purpose of ERO’s reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. ERO’s reports are intended to be clear, concise, constructive and evaluative. An ERO school report answers the question “How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements.
This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.
1 Context
What are the important features of this school’s context that have an impact on student learning?
South End is a small full primary school in Carterton. Five classes cater for students from Years 1 to 8, and two of these provide a Montessori perspective. After considerable work by the board and staff, the two approaches are comfortably integrated within the school. Teaching staff are mutually respectful and supportive. Members of both parent communities are represented on the board of trustees. Most students transitioning at age five have attended a nearby Montessori pre-school or an adjacent kindergarten. Students interact positively with each other in the playground and the overall tone is harmonious.
In 2008, ERO identified many areas of school operation requiring development and has reviewed the school in successive years to evaluate progress. The August 2010 ERO report identified that professional and curriculum leadership remained a concern, with considerable support necessary to manage curriculum review, implementation of The New Zealand Curriculum, staff performance and effective communications.
A new board had been elected at the time of the previous ERO review. In October 2010 the Ministry of Education appointed a Limited Statutory Manager (LSM) to oversee personnel and financial matters. The board reduced the number of classrooms from six to five. A new chairperson was appointed in 2011 and the principal has taken on some classroom teaching duties.
2 Learning
How well are students learning – engaging, progressing and achieving?
Many students enjoy their lessons and are keen to participate in learning. However, they find it difficult to explain the purpose of their activities and describe their next steps. Student involvement in focused learning conversations is desirable to develop their ownership of goals and progress. At present, most feedback and next steps are given by teachers during writing activities, and less so in other learning areas. Written feedback from teachers in workbooks does not sufficiently help students and parents to reflect on learning, expectations and progress.
Nearly 50% of students are on the special needs register, for a range of reasons. In 2011, curriculum leaders presented information in literacy and numeracy to the board about the progress of underachieving students. The variety of programmes for students with gifts and talents are also described. The impact of these programmes on students’ learning is yet to be evaluated. Although students who have extra support mostly make gains, managers need to strengthen teachers’ use of data for these learners to plan purposeful, deliberate interventions and programmes that target identified needs.
How well are Māori students learning – engaging, progressing and achieving?
Managers and staff are committed to catering for the needs of students who identify as Māori. Staff are showing increased confidence in teaching te reo Māori and in reflecting aspects of Māori culture within the planned programme. In 2010, a Māori trustee acted as the link with local iwi. The principal is keen to further enhance relationships and partnership with whānau, making the most of their knowledge, skills and expertise to enhance outcomes for tamariki.
Achievement targets for literacy and mathematics were agreed between school and whānau. However, a picture of how Māori students are achieving and progressing in comparison with their non-Māori peers at South End School is unclear. Improving assessment processes and practice should sharpen the school’s picture of Māori student achievement.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
Managers began developing the South End Curriculum in 2008 and reviewing the charter, vision and values. They have spent a great deal of time aligning mainstream and Montessori approaches in one framework. The New Zealand Curriculum principles still need to be made more visible. Documented expectations are in place for English and mathematics. Guidelines for other learning areas have been updated since ERO was onsite in August 2011. Managers should consider, and document, how coherence and integration across subjects and levels will be achieved. Meeting the requirements for curriculum development and implementation must be given priority.
Student engagement in learning is fostered through interesting contexts for topic studies. Teachers work as a collaborative team, promoting development of the South End values and key competencies for learning. Classroom wall displays make these visible to students and help to reinforce school expectations. Also displayed are students’ questions for further investigation. In these ways student voice is heard, ideas are shared and it is evident that teachers value their participation.
The principal understands the importance of using assessment to guide teaching and learning. Feedback to teachers on their planning and assessment identifies good practice and reinforces school expectations for curriculum implementation. Managers need to support teachers to analyse data more deeply. This should inform more focused planning and strategies, and enable them to be responsive to the range of students’ abilities and interests.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
Trustees show commitment to their role. Training has supported them to make progress in understanding their key responsibilities and to enhance their capability in governance. Financial management has been improved. Expenditure is tracked, and there is clarity around how the available budget will be used to meet annual objectives. The board is focused on improvement.
The principal has started to develop a distributed leadership structure to empower teachers in leadership roles. Delegations and responsibilities are being clarified. The principal should further explore this team approach, ensuring that effective communication and transparent structures for decision making underpin change.
The Ministry of Education has supported managers in refining the school’s annual student achievement targets. However, finalising the 2011 annual plan has been slow. In order to drive practice throughout the year, this document needs to be in place early in the year, underpinned by well analysed and interpreted data.
A clearer picture is needed of how students are achieving across the school, to guide strategic planning and resourcing. An ongoing area for development includes the provision of leadership to further develop staff assessment practices. Managers should collate, analyse and report information to show how well all students are achieving. This process should highlight trends and patterns of achievement, enabling leaders to identify targets and plan school-wide strategies with greater focus.
The board and managers need to establish sound self-review processes. Incorporating formal self review in strategic planning, with timeframes stated for revisiting and discussion, should assist the board to evaluate progress toward goals, and be responsive to emerging and changing needs.
Greater opportunities for needs-analysis and consultation is likely to have positive benefits at all levels. For example, helping the board and staff to identify, monitor and meet parent and whānau aspirations for children’s learning and development.
Implementation of the performance management system needs to be guided by the documented policy and procedures. Teachers have written their own performance goals, giving a framework for staff appraisal, but this has not been implemented. Teachers’ goals could be better aligned to the school’s overarching goals and informed by consultation with managers, so that professional development needs may be thoughtfully implemented. Roles and responsibilities should be clarified.
Board assurance on legal requirements
Before the review, the board of trustees and principal of the 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
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
attendance.
The board expects to fully meet its legislative obligations by 2012. Priority should be given to students' learning and include ongoing curriculum development, career education and guidance, teacher appraisal and self review of the effectiveness of teaching and learning:
the school has to further develop its curriculum, based on The New Zealand Curriculum principles and theory of teaching as inquiry
provision for students in Years 7 and 8 should include second language learning, and implementation of the recently developed programme for career education and guidance to support transition to secondary school
teacher appraisal should be strengthened
self review should be regularly scheduled, evidence based and sufficiently evaluative to inform school improvement.
In order to meet requirements, the board of trustees must:
through the principal and staff, develop and implement a curriculum for students in Years 1 to 8, provide students with effective learning programmes in all curriculum areas, and select curriculum achievement objectives in response to identified interests and learning needs
[National Administration Guideline 1 (a)i, (b) I,ii, (c) iv,(d),(f)]
implement its own personnel policies and procedures to promote highly performing staff
[National Administration Guideline 3 (a)]
maintain an on-going programme of self-review in relation to those policies, plans and programmes above, including evaluating information on student achievement.
[National Administration Guideline 2 (b)]
In order to improve current practice, the board should ensure that more work is done by managers to enhance school-wide understanding and practice in using the National Standards. This should include well-planned opportunities for teachers to be involved in team moderation and in forming overall teacher judgements about learning and progress.
Recommendations to other agencies
ERO recommends the continuation of the current intervention.
When is ERO likely to review the school again?
ERO intends to carry out another review over the course of one-to-two years.
Kathleen Atkins
National Manager Review Services
Central Region
7 December 2011
Showing posts with label ERO. Show all posts
Showing posts with label ERO. Show all posts
Wednesday, December 7, 2011
Tuesday, August 3, 2010
South End School ERO report 2010:
Here's the latest damning report on the South End School:
South End School
3 August 2010
To the Parents and Community of South End School:
This review evaluates the extent and effectiveness of actions the school has taken towards addressing issues specified in the previous review and/or any additional areas identified since that review.
The Education Review Office [ERO] evaluation of South End School follows.
South End School is a Year 1 to 8 primary school located in Carterton in the Wairarapa. Two Montessori classes successfully operate as part of the school.
ERO’s April 2008 education review identified many areas requiring attention. These included self review, the quality of professional leadership, curriculum management, consistency of assessment, teaching, planning and processes for reporting to parents. The supplementary review report of May 2009 identified progress in some areas but improvement was still required in: self review; professional leadership and school culture; curriculum and performance management; and provision for students with particular learning needs. This 2010 review evaluates progress made in addressing these concerns.
Teachers collaborate to share good practice. Individually they use effective teaching strategies and meaningful learning activities. Positive and affirming relationships are apparent in all classrooms. Students demonstrate good self‑management skills. They are well engaged in their learning.
Teachers have a planned approach to monitoring students’ progress and achievement, supported by the special needs coordinator (SENCO). Students at risk of not achieving at expectations for their age are identified through achievement data. Targeted education plans are developed to include appropriate interventions for these students.
Staff show an increasing confidence in teaching te reo Māori and integrating aspects of te ao Māori into classroom programmes. They are supported by a Board of Trustees’ member who has strong links with local iwi. Staff and management commitment to catering for the needs of Māori students is clearly evident.
The principal has attended to some aspects of managing achievement information and hazard identification. However, curriculum and professional leadership are still of concern. The principal continues to require considerable support to address issues related to curriculum review, the implementation of The New Zealand Curriculum, staff performance management and clear communication with staff on professional and management matters.
ERO recommends that the Secretary for Education consider intervention in order to address the issues identified in this report.
Future Action:
ERO intends to carry out another review within a year.
Review Coverage:
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.
Kathleen Atkins
National Manager Review Services
Central Region
1 Background
Confirmed education Review Report:
South End School
Introduction
The confirmed Education Review Office (ERO) review of South End School May 2009 signalled a return review within 12 months.
This review evaluates the extent and effectiveness of actions the school has taken towards addressing issues specified in the previous review and/or any additional areas identified since that review.
This review report was prepared in accordance with standard procedures approved by the Chief Review Officer.
Terms of Reference
This review is based on an evaluation of the performance of the South End School Board of Trustees and management in relation to areas identified in the May 2009 ERO report or issues identified since that review.
The terms of reference for this review are to investigate:
self review, including use of achievement information in curriculum self review;
how effective the school has been in developing a culture of professional trust;
curriculum management;
progress in implementing The New Zealand Curriculum;
consistency in implementing the performance management system;
educational leadership;
provision for students with special learning needs;
the achievement of Māori students;
how the school identifies and provides for gifted and talented students; and
any further matters that may impact negatively on student safety, achievement or the sustainability of the school.
2 The Education Review Office (ERO) Evaluation
South End School is a Year 1 to 8 primary school located in Carterton in the Wairarapa. Two Montessori classes successfully operate as part of the school.
ERO’s April 2008 education review identified many areas requiring attention. These included self review, the quality of professional leadership, curriculum management, consistency of assessment, teaching, planning and processes for reporting to parents. The supplementary review report of May 2009 identified progress in some areas but improvement was still required in: self review; professional leadership and school culture; curriculum and performance management; and provision for students with particular learning needs. This 2010 review evaluates progress made in addressing these concerns.
Teachers collaborate to share good practice. Individually they use effective teaching strategies and meaningful learning activities. Positive and affirming relationships are apparent in all classrooms. Students demonstrate good self‑management skills. They are well engaged in their learning.
Teachers have a planned approach to monitoring students’ progress and achievement, supported by the special needs coordinator (SENCO). Students at risk of not achieving at expectations for their age are identified through achievement data. Targeted education plans are developed to include appropriate interventions for these students.
Staff show an increasing confidence in teaching te reo Māori and integrating aspects of te ao Māori into classroom programmes. They are supported by a Board of Trustees’ member who has strong links with local iwi. Staff and management commitment to catering for the needs of Māori students is clearly evident.
The principal has attended to some aspects of managing achievement information and hazard identification. However, curriculum and professional leadership are still of concern. The principal continues to require considerable support to address issues related to curriculum review, the implementation of The New Zealand Curriculum, staff performance management and clear communication with staff on professional and management matters.
ERO recommends that the Secretary for Education consider intervention in order to address the issues identified in this report.
Future Action:
ERO intends to carry out another review within a year.
3 Findings
Context and Background
ERO’s April 2008 education review identified a variety of areas requiring attention. These included self review, the quality of professional leadership, curriculum management, variability in assessment, teaching, planning and processes for reporting to parents. The supplementary review report of May 2009 identified progress in some of these areas but improvement was still required in self review, professional leadership and culture, curriculum and performance management and provision for students with particular learning needs. This report evaluates progress made in addressing these concerns.
The principal developed an action plan to address areas requiring further improvement. An outside facilitator worked with the staff, principal and board to improve communication and trust between these groups. A plan for a mentor to support the principal in developing curriculum management and leadership skills was not implemented.
At the time of this review a new board had recently been elected and includes three experienced members from the previous board.
Areas of progress
Collaborative culture
Teachers work together collaboratively to share good practice. This extends to interchange of ideas between mainstream and Montessori teachers. Students from both areas of the school participate in a number of joint activities. Staff and trustees consider that their relationships with each other are positive.
Managing achievement information
The principal has developed a framework for the timing of assessments across the school with some guidelines for administering standardised tests. He has developed a schedule for reporting an appropriate range of student achievement information to the board in literacy and numeracy. Trustees receive information that identifies numbers of students who are achieving below expectations and strategies to address these gaps. The board states that it is better informed about school-wide achievement through improved presentation, analysis and commentary on information that the principal provides.
Catering for special learning needs
Students at risk of not achieving are identified from achievement data. Targeted education plans include appropriate interventions for identified students. Progress is closely monitored by the class teachers and SENCO. The board receives reports on the impact of these interventions.
Clearly defined criteria identify those who are gifted and talented and extension and enrichment opportunities are made available through external providers.
Māori achievement
Māori students make appropriate progress over time in reading, writing and numeracy. While some are represented in the underachievement data, others achieve at and above expectations for their chronological age. The school maintains regular dialogue with Māori whānau, consulting and sharing outcomes of achievement targets. Staff show an increasing confidence in providing teaching of te reo Māori and integrating aspects of te ao Māori into classroom programmes, supported by a trustee who has strong links with local iwi. Staff and management commitment to catering for the needs of Māori students is clearly evident.
Areas for further improvement
The principal has addressed some issues related to management systems, including hazard identification. The lack of school-wide curriculum and professional leadership remains a concern. The principal continues to require considerable support to provide the leadership to address the following issues:
Curriculum review
While there is a schedule for assessment and reporting achievement to the board, curriculum review and development are not planned. Teachers individually use achievement data to plan programmes but no collation is done to inform school curriculum review.
The school has made limited progress in reviewing its curriculum to ensure it meets the requirements of The New Zealand Curriculum (NZC), and therefore the National Administration Guidelines (1). In 2008 the board established its values as part of a charter revision. In 2010 staff developed essence statements for curriculum areas. Some teachers independently implement aspects of NZC in their classrooms. As yet there are no curriculum guidelines that express expectations for teaching NZC.
Performance management
Variability in implementation of the performance management system continues. Provisionally registered teachers (PRTs) are provided with a consistent and comprehensive programme of support and guidance. The principal’s appraisal cycle has begun with assistance from an external education professional. However, the appraisal process was only partially completed for most teachers in 2009 and, apart from the provision of job descriptions and the PRT programme, the process for 2010 has yet to start.
Communication
The principal has established a senior management team but there is no evidence that this has improved communication with the staff as whole. Clear expectations for teachers and direction for the school as a learning community have not been communicated to staff.
4 Action Required
The board of trustees must ensure that:
4.1 performance appraisal for all teaching staff is completed each year.
[Section 77C State Sector Act 1988]
5 Recommendations to Other Agencies
ERO recommends that:
5.1 the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to address the issues identified in this report.
6 Future Action
ERO intends to carry out another review within a year.
Kathleen Atkins
National Manager Review Services
Central Region
The 2011 report is here, and more information, which ERO has chosen to ignore, is also on this site.
South End School
3 August 2010
To the Parents and Community of South End School:
This review evaluates the extent and effectiveness of actions the school has taken towards addressing issues specified in the previous review and/or any additional areas identified since that review.
The Education Review Office [ERO] evaluation of South End School follows.
South End School is a Year 1 to 8 primary school located in Carterton in the Wairarapa. Two Montessori classes successfully operate as part of the school.
ERO’s April 2008 education review identified many areas requiring attention. These included self review, the quality of professional leadership, curriculum management, consistency of assessment, teaching, planning and processes for reporting to parents. The supplementary review report of May 2009 identified progress in some areas but improvement was still required in: self review; professional leadership and school culture; curriculum and performance management; and provision for students with particular learning needs. This 2010 review evaluates progress made in addressing these concerns.
Teachers collaborate to share good practice. Individually they use effective teaching strategies and meaningful learning activities. Positive and affirming relationships are apparent in all classrooms. Students demonstrate good self‑management skills. They are well engaged in their learning.
Teachers have a planned approach to monitoring students’ progress and achievement, supported by the special needs coordinator (SENCO). Students at risk of not achieving at expectations for their age are identified through achievement data. Targeted education plans are developed to include appropriate interventions for these students.
Staff show an increasing confidence in teaching te reo Māori and integrating aspects of te ao Māori into classroom programmes. They are supported by a Board of Trustees’ member who has strong links with local iwi. Staff and management commitment to catering for the needs of Māori students is clearly evident.
The principal has attended to some aspects of managing achievement information and hazard identification. However, curriculum and professional leadership are still of concern. The principal continues to require considerable support to address issues related to curriculum review, the implementation of The New Zealand Curriculum, staff performance management and clear communication with staff on professional and management matters.
ERO recommends that the Secretary for Education consider intervention in order to address the issues identified in this report.
Future Action:
ERO intends to carry out another review within a year.
Review Coverage:
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.
Kathleen Atkins
National Manager Review Services
Central Region
1 Background
Confirmed education Review Report:
South End School
Introduction
The confirmed Education Review Office (ERO) review of South End School May 2009 signalled a return review within 12 months.
This review evaluates the extent and effectiveness of actions the school has taken towards addressing issues specified in the previous review and/or any additional areas identified since that review.
This review report was prepared in accordance with standard procedures approved by the Chief Review Officer.
Terms of Reference
This review is based on an evaluation of the performance of the South End School Board of Trustees and management in relation to areas identified in the May 2009 ERO report or issues identified since that review.
The terms of reference for this review are to investigate:
self review, including use of achievement information in curriculum self review;
how effective the school has been in developing a culture of professional trust;
curriculum management;
progress in implementing The New Zealand Curriculum;
consistency in implementing the performance management system;
educational leadership;
provision for students with special learning needs;
the achievement of Māori students;
how the school identifies and provides for gifted and talented students; and
any further matters that may impact negatively on student safety, achievement or the sustainability of the school.
2 The Education Review Office (ERO) Evaluation
South End School is a Year 1 to 8 primary school located in Carterton in the Wairarapa. Two Montessori classes successfully operate as part of the school.
ERO’s April 2008 education review identified many areas requiring attention. These included self review, the quality of professional leadership, curriculum management, consistency of assessment, teaching, planning and processes for reporting to parents. The supplementary review report of May 2009 identified progress in some areas but improvement was still required in: self review; professional leadership and school culture; curriculum and performance management; and provision for students with particular learning needs. This 2010 review evaluates progress made in addressing these concerns.
Teachers collaborate to share good practice. Individually they use effective teaching strategies and meaningful learning activities. Positive and affirming relationships are apparent in all classrooms. Students demonstrate good self‑management skills. They are well engaged in their learning.
Teachers have a planned approach to monitoring students’ progress and achievement, supported by the special needs coordinator (SENCO). Students at risk of not achieving at expectations for their age are identified through achievement data. Targeted education plans are developed to include appropriate interventions for these students.
Staff show an increasing confidence in teaching te reo Māori and integrating aspects of te ao Māori into classroom programmes. They are supported by a Board of Trustees’ member who has strong links with local iwi. Staff and management commitment to catering for the needs of Māori students is clearly evident.
The principal has attended to some aspects of managing achievement information and hazard identification. However, curriculum and professional leadership are still of concern. The principal continues to require considerable support to address issues related to curriculum review, the implementation of The New Zealand Curriculum, staff performance management and clear communication with staff on professional and management matters.
ERO recommends that the Secretary for Education consider intervention in order to address the issues identified in this report.
Future Action:
ERO intends to carry out another review within a year.
3 Findings
Context and Background
ERO’s April 2008 education review identified a variety of areas requiring attention. These included self review, the quality of professional leadership, curriculum management, variability in assessment, teaching, planning and processes for reporting to parents. The supplementary review report of May 2009 identified progress in some of these areas but improvement was still required in self review, professional leadership and culture, curriculum and performance management and provision for students with particular learning needs. This report evaluates progress made in addressing these concerns.
The principal developed an action plan to address areas requiring further improvement. An outside facilitator worked with the staff, principal and board to improve communication and trust between these groups. A plan for a mentor to support the principal in developing curriculum management and leadership skills was not implemented.
At the time of this review a new board had recently been elected and includes three experienced members from the previous board.
Areas of progress
Collaborative culture
Teachers work together collaboratively to share good practice. This extends to interchange of ideas between mainstream and Montessori teachers. Students from both areas of the school participate in a number of joint activities. Staff and trustees consider that their relationships with each other are positive.
Managing achievement information
The principal has developed a framework for the timing of assessments across the school with some guidelines for administering standardised tests. He has developed a schedule for reporting an appropriate range of student achievement information to the board in literacy and numeracy. Trustees receive information that identifies numbers of students who are achieving below expectations and strategies to address these gaps. The board states that it is better informed about school-wide achievement through improved presentation, analysis and commentary on information that the principal provides.
Catering for special learning needs
Students at risk of not achieving are identified from achievement data. Targeted education plans include appropriate interventions for identified students. Progress is closely monitored by the class teachers and SENCO. The board receives reports on the impact of these interventions.
Clearly defined criteria identify those who are gifted and talented and extension and enrichment opportunities are made available through external providers.
Māori achievement
Māori students make appropriate progress over time in reading, writing and numeracy. While some are represented in the underachievement data, others achieve at and above expectations for their chronological age. The school maintains regular dialogue with Māori whānau, consulting and sharing outcomes of achievement targets. Staff show an increasing confidence in providing teaching of te reo Māori and integrating aspects of te ao Māori into classroom programmes, supported by a trustee who has strong links with local iwi. Staff and management commitment to catering for the needs of Māori students is clearly evident.
Areas for further improvement
The principal has addressed some issues related to management systems, including hazard identification. The lack of school-wide curriculum and professional leadership remains a concern. The principal continues to require considerable support to provide the leadership to address the following issues:
Curriculum review
While there is a schedule for assessment and reporting achievement to the board, curriculum review and development are not planned. Teachers individually use achievement data to plan programmes but no collation is done to inform school curriculum review.
The school has made limited progress in reviewing its curriculum to ensure it meets the requirements of The New Zealand Curriculum (NZC), and therefore the National Administration Guidelines (1). In 2008 the board established its values as part of a charter revision. In 2010 staff developed essence statements for curriculum areas. Some teachers independently implement aspects of NZC in their classrooms. As yet there are no curriculum guidelines that express expectations for teaching NZC.
Performance management
Variability in implementation of the performance management system continues. Provisionally registered teachers (PRTs) are provided with a consistent and comprehensive programme of support and guidance. The principal’s appraisal cycle has begun with assistance from an external education professional. However, the appraisal process was only partially completed for most teachers in 2009 and, apart from the provision of job descriptions and the PRT programme, the process for 2010 has yet to start.
Communication
The principal has established a senior management team but there is no evidence that this has improved communication with the staff as whole. Clear expectations for teachers and direction for the school as a learning community have not been communicated to staff.
4 Action Required
The board of trustees must ensure that:
4.1 performance appraisal for all teaching staff is completed each year.
[Section 77C State Sector Act 1988]
5 Recommendations to Other Agencies
ERO recommends that:
5.1 the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to address the issues identified in this report.
6 Future Action
ERO intends to carry out another review within a year.
Kathleen Atkins
National Manager Review Services
Central Region
The 2011 report is here, and more information, which ERO has chosen to ignore, is also on this site.
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