Ballance School Pahiatua Confirmed Education Review Report

Ko te Tamaiti te Pūtake o te Kaupapa The Child – the Heart of the Matter

Education Review Report Ballance School This review is designed to support schools that were experiencing difficulties at the time of the last review. ERO provides ongoing evaluation over the course of one-to-two years as the school works to improve its overall performance and build its self-review capability. This report answers key questions about the school’s background and the context for the review. The report also provides an evaluation of how effectively the school is addressing areas identified for review and development and the quality of its practices and systems for sustaining performance and ongoing improvement.

Findings 1

Background and Context

What is the background and context for this school’s review? Ballance School is a small rural full primary school situated in the Ballance Valley to the north west of Pahiatua. The two classrooms cater for students in Years 1 to 8. There are 33 students on the roll and eight identify as Māori. The principal present at the 2012 Education Review retired in early 2014 and a new principal joined the school in Term 2, 2014. There has been continuity of teachers and members on the board of trustees. The December 2012 ERO report found that a range of issues were impacting on the progress and achievement of students. ERO recommended a 1 - 2 year review process to assist the school to make necessary changes. The Ministry of Education (the Ministry) has supported the school over this time to aid improvement. In 2013, a Student Achievement Function Practitioner (SAF) assisted the school in planning to address the areas for review and development. Teachers have participated in professional learning contracts in Accelerating Literacy Learning (ALL) and Accelerating Learning in Mathematics (ALiM). The 2012 review found that positive relationships and respectful interactions between students and teachers contributed to a learning-focused environment. Students showed sustained engagement and participated enthusiastically in a range of classroom activities. These aspects continue to be evident.

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2

Review and Development

How effectively is the school addressing its priorities for review and development? Priorities identified for review and development In December 2012, the following areas were identified for improvement:       

the range and purpose of assessment tools a framework and guidance for assessment processes use of assessment data to promote and report engagement, progress and learning support for teachers to improve the quality of their teaching to meet the needs of all learners in a multi-level classroom the curriculum, to better support students learning and provide guidelines for effective teaching practice engagement with whānau, hapū and iwi, to consider what success for Māori as Māori looks like at Ballance School self review, to evaluate the impact of strategies, interventions and professional learning on improving outcomes for all students.

Progress Teachers are continuing to determine the choice and purpose of assessment tools. The quality and reliability of information about learning is improving. A range of data provides a clear picture of students’ achievement against national expectations. Assessment practices have the potential to show students’ progress and identify their learning needs. Teachers are building their capability to make overall teacher judgements. Introducing a framework for assessment in reading has supported teachers to track progress and share learning with students. Continuing to develop matrices and learning progressions in mathematics and writing will further improve teachers' understanding of how well students are progressing. Further improving the reliability of assessment data and strengthen how well teachers use it to increase students’ rate of progress and achievement are next steps. Trustees now receive more detailed information about students’ achievement at points through the year. Reported data indicates that the majority are at or above in relation to National Standards in reading, writing and mathematics. Māori students are well supported in their learning and progress. Sharing progress data more frequently with the trustees should better inform their decisions about strategic planning and resourcing. Parents receive reports about their child’s achievement in relation to National Standards in reading, writing and mathematics twice a year. Reports contain affirming comments about children’s strengths and successes and how parents can support at home. Including next learning steps, other learning areas and links to the school’s values should better inform parents about their children’s progress across the curriculum.

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The school is in the early stages of reviewing and developing its curriculum. Development should ensure that the curriculum is coherent, inclusive, culturally responsive and clearly aligned to The New Zealand Curriculum. Documents need to include expectations for effective teaching and how to engage and respond to all students. The recently established values and vision are successfully integrated into all aspects of the school. The proposed consultation with the community should establish parents’ and whānau aspirations for their children and what they need to be successful in their next phase of education. Teachers are increasingly collaborative and share good strategies for learning. There is a clear focus on raising achievement and accelerating the progress of priority learners. Staff are building their capacity to respond to the learning needs of a range of students. A good framework for teachers to inquire into the effectiveness of their own practice has been established. Continuing to implement and embed this process should support staff to further improve their capability to teach in a multilevel classroom. Leaders are beginning to consider effective strategies to promote success for Māori students as Māori. They plan to integrate the Māori education strategy, Ka Hikitia - Accelerating Success 20132017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners into strategic direction. This will provide indicators and guidance for effective practice. Teachers should include more of the rich te ao Māori contexts for learning that are already available within the school and its local environment. School leaders have identified the need to improve engagement and consultation with whānau.

3

Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance? Ballance School is strengthening its capacity to review and improve its performance. A self-review framework has been established. The purpose is to improve student achievement, school systems and practices. The analysis and evaluation component needs to be strengthened so that leaders can determine what makes the biggest difference to children’s learning. This should enable the school to better measure the effectiveness of the curriculum on accelerating student progress. The impact of professional learning on improving teachers practice should also be evident. A new performance management framework has been introduced. It provides teachers with opportunities to set goals, reflect on their practice and use the Registered Teacher Criteria. Planned professional learning is now aligned to whole school priorities. Rigorously implementing the process should assist teachers to improve their practice. Trustees are building their capability through training and have a greater understanding of their goals and responsibilities. Increased information about achievement better informs their decision making. The board’s strategic planning provides clear direction for the school and a focus on success for students. Further strengthening target setting, to include next steps for improvement and link more clearly to expected outcomes, should support the school in their goal to raise achievement. The principal’s leadership has had a positive impact on school culture, teachers and community. Her involvement in First-Time Principals Programme (University of Auckland) is useful and should support her development.

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Communication about school events and activities is good. Newsletters include detailed information about children’s learning and invite parents to participate in the life of the school. Strengthening learning partnerships with families is an ongoing area of development. Board assurance on legal requirements Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. 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 student achievement:      

emotional safety of students (including prevention of bullying and sexual harassment) physical safety of students teacher registration processes for appointing staff stand-downs, suspensions, expulsions and exclusions attendance.

Conclusion After a period of change, Ballance School is better placed to improve student outcomes. Strengthening and embedding new initiatives should enable the school to build on recent advancements. Ongoing curriculum developments and more effective use of data and evaluation should support improved student achievement and progress. ERO is likely to carry out the next review in three years.

Joyce Gebbie Deputy Chief Review Officer Central 3 July 2015

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About the School

Location

Pahiatua

Ministry of Education profile number

2805

School type

Full Primary (Years 1 to 8)

School roll

33

Gender composition

Male 20, Female 13

Ethnic composition

Māori NZ European/Pākehā

Review team on site

May 2015

Date of this report

3 July 2015

Most recent ERO report(s)

Education Review Education Review Education Review

Education Review Office Confirmed Education Review Report

8 25

December 2012 September 2010 June 2007

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