Clearview Primary

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 833 — 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. September 2019

   743

   Counted while ERO’s review team was at the school. Education Review Office, report of 27 November 2019

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 10 October 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

Clearview Primary is situated in Rolleston township, south of Christchurch. The school provides education for learners in Years 1 to 8. The school aims to support learners to be confident communicators and skilled thinkers.

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.

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

Most students are engaged and make sustained progress over time.

Most learners progress towards their goals and achieve at the expected curriculum levels for reading, writing and mathematics.

Leaders and teachers prioritise responsive practices to continue to reduce the disparity of Māori and Pacific learners’ achievement compared to that of other groups across the school.

Most learners have strong sense of belonging and participate in a range of community service opportunities throughout their schooling.

A large majority of learners attend school regularly; the school is not yet meeting the Ministry of Education’s attendance target.

Conditions to support learner success

Collaborative leadership builds and sustains high levels of relational trust to effectively enact the strategic vision for improvement schoolwide

Curriculum leaders effectively support teachers’ professional growth and practice to improve outcomes for all learners.

Leaders and teachers build a school environment that supports the physical and emotional wellbeing of all learners.

School leaders attract, retain and support teachers to develop effective teaching practices and leadership capability withi n their teams.

Teachers create collaborative learning environments that enable purposeful and well-paced learning opportunities for all learners.

Teachers use assessment practices that support learners’ insights into knowing about their progress and achievement throughout the year.

Teachers help learners make progress through effective teaching practices that support a range of individual and group needs.

Teachers are strengthening their understanding and use of literacy programmes to improve outcomes for all learners across the curriculum.

Key conditions to bring about ongoing improvement are highly evident in the systems and practices that focus on using achievement and engagement data to inform strategic planning.

Leaders resource and embed effective programmes and interventions to promote learners’ well-being and engagement in learning.

Leaders gather, analyse and act on wellbeing data to ensure that learners’ experiences at school are positive and inclusive.

Teachers collaborate with whānau to design learning plans that recognise their children’s strengths and needs and personalise opportunities for learners to experience success.

Part B: Where to next?

The agreed next steps for the school are:

continue to improve and sustain high levels of learner engagement and attendance

leaders support teachers to respond to the needs of all learners, especially Māori and Pacific learners across all school contexts

teachers use data more effectively to identify the needs and next steps for learners to make progress

leaders and teachers develop confidence in their understanding and application of te reo Maōri, tikanga Māori and mātauranga Māori with all learners.

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

Within six months:

teachers incorporate te reo Maōri, tikanga Māori and mātauranga Māori into their practice and discuss the impact of these actions on learners' engagement with teachers in their team

leaders and teachers continue to communicate with and support parents and whānau regarding the importance of regular learner attendance

Every six months:

leaders and teachers discuss and use learners’ progress data to inform planning and teaching

teachers compare achievement data and judgements, within and between teams, to check for consistency of practice

teachers share examples with their team of intentional teaching practices that have improved outcomes for Māori and Pacific learners

Annually:

leaders and teachers strengthen their responsiveness to learners’ identities and cultures as part of their coaching and mentoring sessions

school leaders provide evaluative reports on learners’ progress and achievement to the board to inform ongoing strategic planning and resourcing

leaders and teachers gather and respond to the aspirations of whānau, hapū and iwi for input into the school curriculum

continue to monitor the impact of strategies to improve learner engagement and attendance

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

increased teacher capacity to identify key steps for using data analysis to improve outcomes for each of their learners

learners can see themselves, their identity and their culture reflected in the schoolwide curriculum

teachers increasingly integrating quality te reo Maōri, tikanga Māori and mātauranga Māori throughout the curriculum.

improved learner engagement and attendance.

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

10 October 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 →