Natone Park School

What ERO wrote in its latest report

This is ERO’s report of 20 December 2021 — “Natone Park School” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

Findings

Natone Park School has made progress in addressing its priorities for improvement. There is a genuine culture of care for students and their whānau. The school is establishing useful classroom teaching and learning practices and programmes. Processes have been developed and are building key school practices to support an improvement focus likely to further improve and sustain student progress and achievement.

What is the background and context for this school’s review?

Natone Park School is located in Porirua and caters for students in Years 1 to 8. The roll of 92 students is made up of many cultures, predominantly Māori and Samoan.

This report outlines Natone Park’s progress in addressing the areas for review and development in ERO’s 2020 report.

At the time of the last ERO review in 2020 a permanent principal had recently been appointed. The school continued to be governed by a commissioner alongside a whānau advisory group. A community board of trustees is now governing the school.

Priorities identified for review and development

The 2020 ERO report identified that the school needed to improve the following areas:

use of student achievement information

teaching practice

curriculum development.

Progress

The school is making good progress in addressing the areas identified for improvement in ERO’s 2020 report. The principal is building teaching and learning foundations for the school to improve students’ learning progress and achievement. There is a genuine culture of care for students and their whānau.

The school is implementing sound practices and processes to gather dependable and consistent student learning information across the school. These assessment practices and processes include the use of school-wide progressions, considered use of nationally standardised assessments and teachers working collaboratively to make achievement judgements.

Use of Student achievement Information

Leaders and teachers have continued to improve their analysis and use of achievement information.

The board receives full achievement reports for reading, writing and mathematics. Reports include comparison data between current and previous years, and an analysis for year levels and gender groups. School assessment data from mid-year 2020 through to the end of 2021 shows significantly higher proportions of students now achieving at or above school expectations in reading, writing and mathematics.

Targets to lift achievement levels are set and are well supported by wide-ranging action plans. The school met its 2021 achievement targets. It has identified that the 2022 targets could focus on all students needing to accelerate their rates of progress.

Reporting to parents on their children’s progress and achievement has been improved. There is now ongoing reporting through the school’s student management system. Students told ERO they enjoy discussing their learning with their parents. Teachers say that the use of the reporting system is developing stronger partnerships between home and school. Parents are more regularly discussing their children's learning with teachers.

Teacher practice

Teachers have continued to build their capacity and understanding of good quality teaching practice. The strengthened teaching practices are successfully promoting positive learning and wellbeing outcomes for students. The principal has high expectations for teachers and learners. There is a

well-considered approach to responding to the professional needs of the teachers. This includes:

relevant and targeted professional learning and development

the principal actively acting as the professional and curriculum leader for the staff

effective teaching strategies and structures modelled to teachers

clear established guidelines for teaching and learning.

Teachers work collaboratively to plan programmes of work and regularly reflect on their teaching following the set guidelines. There is school-wide use of the learning progressions. These are displayed in classrooms. Students, especially the older students, have awareness of how to use them and know what they mean. Teachers use the progressions to monitor, identify and record progress, and identify next learning steps. Students feel well supported. They know that their learning and achievements are important.

Curriculum Development

A coherent curriculum is being developed that is responsive to students’ needs and the local context. The curriculum aligns to the charter statement and includes expectations of inclusiveness.

It outlines time allocations for literacy and mathematics, and which parts of the other subject areas are to be taught over a two-year cycle. A set of topics allow students to learn about their community. The curriculum guidelines and processes are being embedded through external and internal professional learning and development. The school is aware of the need to continue to develop its curriculum.

How well placed is the school to sustain and continue to improve and review its performance?

The school is well placed to continue to bring about the necessary improvements in teaching and learning.

A school board has been elected. Board members have undertaken some training and are growing their confidence and understanding of governance. The goals in the strategic plan relate to the school’s identified priorities. There is alignment from the school’s priorities to the annual goals leading to related actions, principal’s performance goals, teacher appraisal, and classroom programmes. Staff understanding of school policies and procedures has increased. The school has improved its practice regarding the analysis and reporting of student attendance.

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

school policies in relation to meeting the requirements of the Children’s Act 2014

Conclusion

Natone Park School has made progress in addressing its priorities for improvement. There is a genuine culture of care for students and their whānau. The school is establishing useful classroom teaching and learning practices and programmes. Processes have been developed and are building key school practices to support an improvement focus likely to further improve and sustain student progress and achievement.

The school has made sufficient progress to transition into ERO’s Evaluation for Improvement process.

Dr Lesley Patterson Director Review and Improvement Services (Southern) Southern Region - Te Tai Tini

20 December 2021

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Read this report on ero.govt.nz →