Coley Street School

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 214 — 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. August 2019

   235

   Counted while ERO’s review team was at the school. Education Review Office, report of 11 September 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 31 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

Coley Street School is located in Foxton, Horowhenua and provides education for students from Years 1 to 8. The school acknowledges and supports the social, spiritual, physical and mental wellbeing of their learners through the values of Rangatiratanga, Mana Aotūroa and Manaakitanga .

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.

The greatest shift that occurred in response to the school’s action.

Part A: Current State

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

Learner Success and Wellbeing

Improvement is required to ensure all learners are engaged, make sufficient progress and achieve well.

Achievement information shows that less than half of all learners achieved at or above the expected curriculum levels in reading, writing and mathematics; progress is evident among students who continue their education at the school.

Improving equity for groups of learners remains a school priority, particularly for Māori and Pacific students.

Students’ experience a positive and increasingly supportive learning environment that acknowledges their culture, language and identity and contributes to their sense of belonging.

Attendance information shows that less than half of all students meet the Ministry of Education target to attend school more than 90% of the time; leaders and teachers apply a range of well-considered approaches focused on improving the attendance rates of learners.

Conditions to support learner success

Leaders are establishing teaching and learning conditions for learner success.

The board, leaders and teachers prioritise a relational and inclusive culture that fosters student wellbeing and active participation in learning through the school’s values.

Leaders set data-informed improvement goals and targets, with a focus on increasing the progress and achievement of learners at risk of not achieving; developing evaluative capabilities to know and understand the impact of these initiatives is a next step for the school.

Leaders purposefully support and facilitate ongoing improvement and development of teacher capabilities focused on increasing learner engagement and achievement.

Teachers are building responsive teaching and assessment practices to ensure consistency and coherence across the school.

Staff know students well and work collaboratively to provide purposeful and challenging learning opportunities for all.

Students who require additional support are known, supported and provided with effective assistance, that fosters a positive and inclusive learning environment.

Leaders and teachers are aligning schoolwide planning, assessment and reporting practices to better inform teaching and learning.

Key school conditions to build and sustain improved outcomes for learners are strengthening.

Students are encouraged to celebrate their identity, language and culture and show a strong sense of pride in their school.

Leaders and staff promote a positive school culture with clear focus on supporting students and their families as they work towards improved learner outcomes; partnerships with external agencies are well-established to reduce barriers to learning.

The board, leaders and teachers increasingly use information from a range of sources to plan for ongoing school improvement.

Part B: Where to next?

The agreed next steps for the school are to:

further develop use of achievement information to inform responsive teaching practice, with a focus on affirming and meeting the diverse learning needs and interests of students, particularly for Māori and Pacific learners

further modify the school’s evaluation processes to focus on the most significant initiatives for improving achievement outcomes for all students

improve the percentage of students attending school more than 90% of the time.

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

Within six months:

review and use assessment information to adjust teaching programmes to support greater consistency and purposefully address barriers to learner progress and success.

Every six months:

continue to moderate, monitor and use assessment information to report on the attendance, progress and achievement of all students, with a particular focus on achieving equity for target groups of learners and those at risk of not achieving

review and report on the effectiveness of changes to teaching practice, through teacher observation, collection of student voice and student outcomes

Annually:

collectively analyse, evaluate and report on schoolwide achievement and attendance data to strategically plan actions that will continue to improve progress and achievement outcomes for all learners

analyse achievement information of target groups of learners to identify initiatives that have been most successful in accelerating progress and achievement and develop next steps for strategic planning.

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

consistency of effective and responsive teaching, learning and assessment practices schoolwide, resulting in improved and sustained levels of attendance, progress and achievement for all students

enhanced internal evaluative practices that effectively use multiple sources of evidence to assess the impact of actions and deliberate decision making on student outcomes.

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

31 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 →