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.
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