Aidanfield Christian School

The same report — the board assurance report of 27 August 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO has identified the following area of non-compliance during the board assurance process:

Evidence of referee check as part of safety checking of workforce [Children’s Act, 2014]

The board has since taken steps to address the area of non-compliance identified.

Read this board assurance report on ero.govt.nz →

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 465 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. October 2019

   345

   Counted while ERO’s review team was at the school. Education Review Office, report of 20 December 2019

2. December 2014

   244

   Counted while ERO’s review team was at the school. Education Review Office, report of 13 February 2015

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 27 August 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

Aidanfield Christian School is a state-integrated school in southwest Christchurch for learners from Year 1 to 10. It has a biblical foundation and world view and a multi-cultural learning community. The school is member of the Christian Education Network Community of Learning | Te Ropu Whakapono o Waitaha.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Outcomes for learners are increasingly equitable and excellent.

Most students are achieving at or above curriculum expectations in reading, writing and mathematics.

Achievement levels have been maintained over time with some disparity for boys in writing.

The school exceeds national attendance targets; most students regularly attend school.

Conditions to support learner success

Strategic leadership builds and sustains high levels of effective collaboration at every level of the school community to achieve the school’s strategic vision.

Leaders use a wide range of evidence to coherently plan and monitor strategic improvement and systematically evaluate the effectiveness of strategies to improve learner learning and wellbeing.

Leaders foster and sustain a culture of quality teaching and for strengthening equity and excellence in learner outcomes.

Leaders attract, retain and grow effective teaching teams and support is consistently provided to develop teacher and leadership capability.

Teachers and leaders create a collaborative and orderly learning environment that fosters students’ inclusive participation in learning.

Leaders and teachers use systems and processes to effectively support teaching and learning and improved learner outcomes.

Learners have opportunities to learn across the curriculum, with a clear focus on literacy and mathematics in the early years.

The aspirations of most stakeholders, including students, whānau , and community are reflected in the school curriculum.

The board, leaders and teachers share high aspirations for the equitable achievement, progress, and wellbeing of all learners.

The board, leaders and teachers work together effectively; high levels of relational trust and effective communication supports deliberate and coherent collaboration to achieve successful learner outcomes.

Leaders and teachers confidently collect, analyse, and interpret data from a range of sources including the views of Māori learners and their whānau .

Reliable data informs decision making for school improvement at class, team, school and board level.

Part B: Where to next?

The agreed next steps for the school are to:

review and redevelop the school curriculum, with a specific focus on literacy in Years 4 to 8 to align with New Zealand Curriculum changes

accelerate the progress of students who are at expected level to increase the number of students working above expected curriculum level

foster positive attitudes towards mathematics for identified target students, to support and improve their progress and achievement.

The agreed actions for the next improvement cycle and timeframes are as follows:

Within six months:

review and redevelop the school literacy curriculum to provide a clear direction for literacy teaching across the school

gather student voice and implement a plan to improve target students’ attitudes towards and engagement in mathematics.

Every six months:

teachers and leaders analyse and evaluate the student achievement targets in literacy and mathematics and respond to emerging needs.

Annually:

monitor and evaluate the impact of literacy and mathematics teaching practices on target student progress and achievement

analyse and report to the board and community on progress and achievement of target groups and of all students and the actions to improve learner outcomes.

Actions taken against these next steps are expected to result in:

accelerated progress for identified target students in literacy and mathematics

increasing equity and excellence of outcomes for all learners

increased numbers of students working above curriculum expectations.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau Tamariki Let’s continue to work together for the greater good of all children.

Shelley Booysen Director of Schools

27 August 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Read this report on ero.govt.nz →