ERO Report & School Charter
EDUCATION REVIEW REPORT:
POMARIA SCHOOL
JUNE 2008
1. About the School
2. The Education Review Office (ERO) Evaluation
3. The Focus of the Review
4. Areas of National Interest
5. Board Assurance on Compliance Areas
6. Recommendations
7. Future Action
Community Page
Disclaimer
Individual ERO school and early childhood centre reports are public
information and may be copied or sent electronically. However, the
Education Review Office can guarantee only the authenticity of original
documents which have been obtained in hard copy directly from either
the local ERO office or ERO Corporate Office in Wellington. Please
consult your telephone book, or see the ERO web page,
http://www.ero.govt.nz, for ERO office addresses.
This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.
1. About the School
Location
Henderson, Waitakere City
Ministry of Education profile number
1444
School type
Contributing (Year 1-6)
Decile rating[1]
2
Teaching staff:
Roll generated entitlement
Other
Number of teachers
19.73
0.57
20
School roll
404
Gender composition
Girls 51%, Boys 49%
Ethnic composition
Māori 37%, NZ European/Pākehā 5%,
Samoan 19%, Tongan 6%, Niuean 4%, Indian 3%, Cook Island Māori 2%, Fijian 2%,
other Pacific 11%, other 11%
Special features
Two bilingual Māori classes, Level 3
Review team on site
May 2008
Date of this report
24 June 2008
Previous ERO reports
Education Review, June 2005
Accountability Review, February 2002
Assurance Audit, August 1996
Assurance Audit, November 1993
Review, November 1991
2. The Education Review Office (ERO) Evaluation
Pomaria School is in West Auckland. It is a culturally diverse school
with an increasing number of Pacific students catering for students
form Year 1 to 6. Students benefit from the warm and inclusive
environment of the school. They enjoy attractive learning environments
and are enthusiastic and keen to learn. Students know the school
values and teacher expectations for behaviour. The majority of
students are making progress in literacy and numeracy, although the
school has identified a need to place more emphasis on raising
achievement levels in writing.
Teachers provide a sound foundation for students’ learning and are
intent on improving the quality of teaching programmes. They willingly
engage in professional learning and development opportunities focused
on the school’s priorities and on their own goals. The school is
fortunate to have some teachers who model very good teaching
practices. A next step is to share this internal expertise so that
these teaching practices are more consistent throughout the school.
A new principal was appointed in Term 1 2007 and has made a positive
impact in the school. He has focused on the development of high
quality relationships and has placed a strong focus on building a
positive school culture based on the meaningful use of the cornerstone
values of whanaungatanga (a culture of families); matauranga (seeking
knowledge, gaining an education); manaakitanga (sharing and giving,
being a blessing to others); and turangawaewae (standing within our
community). The principal and acting senior managers are working
effectively together to promote staff cohesion, curriculum development
and student achievement.
The board undertakes their responsibilities with a strong commitment to
the school and the values that underpin its operation. Trustees bring
a range of skills to their roles and are highly involved in the life of
the school. They are very community focused and are dedicated to
providing students at Pomaria with a safe and inclusive learning
environment, and a range of enriching learning experiences.
This report evaluates the quality of teaching and learning in writing
and the management and impact of professional learning and development
in the school. It comments on provisions for raising Pacific student
achievement and the progress that the school has made to implement
strategies aimed at raising Māori student achievement. The extent to
which the board is meeting health, safety and legislative requirements
is also evaluated. The report finds that teaching practices have
improved since the last ERO report. To further advance the school’s
learning programmes, ERO recommends that senior managers work with
teachers to specify expected changes in classroom practices as a result
of professional development, and that the board seek to increase the
school-wide focus on student achievement by including the coverage of
all curriculum areas in its self-review and reporting processes.
Future Action
ERO is confident that the board of trustees can manage the school in
the interests of the students and the Crown and bring about the
improvements outlined in this report.
ERO is likely to review the school again as part of the regular review cycle.
3. The Focus of the Review
Student Achievement Overall
ERO’s education reviews focus on student achievement. What follows is
a statement about what the school knows about student achievement
overall.
School leaders have set a target for increasing the number of students
in Years 4, 5 and 6 who read with understanding at stanine 4 or above.
Students who score below this stanine rating are considered to be at
risk in their reading. The 2006 and 2007 reading assessment results
show that most students in Years 4 and 6 are making noticeable gains in
their reading abilities. Although the actual targets set by senior
staff have not yet been met the results overall are very positive for
the school.
By 2009 the school aims to have all students achieving with success at
the national numeracy stage for their equivalent year group. Data
collected in junior classes show students make increasingly positive
gains in their achievement levels the longer they are at school.
Senior managers are aware of the importance of achieving consistency in
teachers’ implementation of numeracy assessment practices and have
taken steps to help improve this.
Senior staff regularly review school achievement information to
critically examine the impact that school initiatives are having on
student achievement levels. This practice is helping to promote
ongoing school improvement. Senior managers make good use of the
school’s achievement information in reading, writing and numeracy to
identify areas of need and to plan ways in which these might be met. A
next step for senior managers is to compare the achievement levels of
cohorts of students as they move through the school so they can see if
there are any trends or patterns developing over time.
Some school-wide achievement information shows lower outcomes for
Pomaria School students when compared to other schools nationally. The
lower than average achievement levels do not mean that students at
Pomaria School are not making progress. An examination of teacher
records shows that, where attendance at school is high, most students
are making good progress. Students who require it receive learning
support programmes to help them achieve in literacy.
Senior staff are considering how they might usefully extend the
information they collect about school-wide achievement. There is
currently no school-wide information about student achievement in other
areas of the curriculum or in key learning competencies. Such
information will be useful in helping the school to monitor the impact
of the integrated inquiry-based curriculum which is being introduced
into the school.
Although school targets focus on academic outcomes in literacy and
numeracy, the board and senior staff are cognisant of the importance of
student’s holistic development and achievement. Students are
positively reinforced for actions they take that reflect the school’s
cornerstone values. Major sporting and cultural achievements are
celebrated in the school and class newsletters. Each year parents are
invited to hui and fono that discuss and celebrate student
achievement. These meetings include opportunities for students to show
their talents in leadership, oracy and the performing and creative
arts.
School Specific Priorities
Before the review, the board of Pomaria School was invited to consider
its priorities for review using guidelines and resources provided by
ERO. ERO also used documentation provided by the school to contribute
to the scope of the review.
The detailed priorities for review were then determined following a
discussion between the ERO review team and the board of trustees. This
discussion focused on existing information held by the school
(including student achievement and self‑review information) and the
extent to which potential issues for review contributed to the
achievement of the students at Pomaria School.
ERO and the board have agreed on the following focus areas for the review:
· the quality of teaching and learning in writing.
The quality of teaching and learning in writing
Background
The 2005 ERO report noted that teaching practices in the school were
variable and more recent assessment data has shown writing to be a
continuing area of need. Professional development in writing has been
undertaken by senior managers and teachers. Pomaria School is in its
fourth year of a local literacy cluster contract that has focused on
written language. The contract involves local schools working together
to raise student achievement by training lead teachers to work with
others at their home school. The project has engaged teachers in
understanding the features of writing. It has included activities to
help raise teacher confidence throughout the cluster in making
judgements about the quality of students’ writing.
Given the emphasis the school has placed on writing over recent years,
the board requested that ERO evaluate the quality of teaching and
learning, particularly in writing.
Student progress and achievement
The school’s strategic and annual plans focus on increasing the writing
achievement levels of students. Students were assessed using written
language exemplars. An analysis of achievement information from 2006
to 2007 indicates that while most Year 2-6 students are making good
progress in writing, they are not yet achieving at age appropriate
levels. Senior managers and teachers are aware of the need to further
raise student achievement levels in writing.
Areas of good performance
Models of excellence. The school has some teachers who demonstrate
high levels of expertise in the delivery of writing programmes. These
teachers use effective teaching strategies such as:
· sharing the purpose of lessons with students;
· sharing the criteria against which students can achieve success in writing;
· discussing the features of different writing genre with students;
· providing opportunities for students’ self and peer assessment;
· using relevant and meaningful learning contexts for writing;
· grouping students for writing according to their levels of
ability and providing them with learning activities that are matched
accordingly;
· effectively modelling writing for students;
· displaying models of writing, and
· providing time for students to evaluate their own progress in writing.
Improved levels of consistency. The 2005 ERO report noted that not all
teachers implemented current effective teaching practices that promote
student understanding and involvement in their learning. Teacher
practices are now more consistent. In writing, all teachers are making
an effort to use learning intentions and students have a better
understanding of and involvement in their learning.
Varied professional development. As part of professional development,
teachers participated in in-class observations with peers. Teachers
reported positively about this process and appreciated the
opportunities it provided for them to receive feedback. A next step is
for senior managers to set school-wide expectations relating to the
implementation of professional development.
Assessment. The school has improved assessment processes in writing.
Through the school’s involvement in the cluster-wide literacy
professional development initiative, teachers’ use of standardised
assessment tools and their confidence in making judgements about the
quality of students’ writing has increased. As a result, the
assessment of writing in the school is now more accurate and consistent.
Board governance. The board is well informed about learning programmes
and their outcomes. Trustees are very supportive of teachers’ ongoing
professional development and actively support school initiatives such
as the breakfast programme. The board has worked effectively with the
community to enhance conditions for students’ learning.
Foundations for learning. The school’s cornerstone values are
effectively integrated into learning programmes. These values provide
a very good foundation for students’ learning. Relationships among
staff and students are well developed. Students are settled and busy
in classrooms and are keen to learn. Teachers manage classrooms well,
including students’ behaviour, the management of groups and transitions
from one learning activity to the next. Factors such as these provide
sound foundations for children’s learning and development.
Senior management team. Senior managers work effectively together to
promote school goals and encourage school improvement. They have
clearly defined roles and responsibilities. Senior managers are
reflective, very supportive of staff and genuinely interested in
students and their needs.
Areas for improvement
Time on task. A real challenge for teachers is to find more effective
ways of ensuring that students remain focused on set tasks. Teachers
need to raise expectations for students’ productivity in lessons and
for their time completion of work. They should ensure that the pace of
learning is appropriate for students’ learning needs and that learning
time is maximised.
Attendance. Senior managers have taken some steps to help improve
attendance levels. Although there has been some success, there are
still too many students, especially those who are more challenged in
their learning, who are being educationally disadvantaged by their
non-attendance at school. Senior managers should continue to explore
effective ways to encourage parents and students to attend school every
day. This should include affirming and celebrating improved attendance
patterns.
Contexts for writing. Although some teachers are trying to link
writing activities and lessons to students’ current interests, others
should review the contexts they provide students for writing. They
should ensure that contexts for writing are relevant and linked to
students’ prior knowledge, experiences and interests. This would help
students engage in writing activities more effectively and provide them
with more meaningful learning experiences.
Reflection on student learning. Teachers should extend the
opportunities they provide for students to reflect on their learning
and to evaluate their progress against the purpose of the lessons.
More reflection and self assessment would help students to take more
ownership of the learning process and set future learning goals.
School-wide approaches. Current procedures for reporting to the board
tend to rely on separate junior and senior school reporting processes.
In order to support the school goal of a seamless education, senior
managers should consider how, over the next three years, they could
develop more school-wide curriculum development and reporting processes.
4. Areas of National Interest
Overview
ERO provides information about the education system as a whole to
Government to be used as the basis for long-term and systemic
educational improvement. ERO also provides information about the
education sector for schools, parents and the community through its
national reports.
To do this ERO decides on topics and investigates them for a specific period in all applicable schools nationally.
During the review of Pomaria School ERO investigated and reported on
the following areas of national interest. The findings are included in
this report so that information about the school is transparent and
widely available.
The Achievement of Māori Students: Progress
In this review, ERO evaluated the progress the school has made since
the last review in improving the achievement of Māori students and in
initiatives designed to promote improved achievement. Approximately
37% of students at Pomaria School identify as Māori.
Areas of progress
Leadership. The acting assistant principal, with the strong support of
the principal, has used her leadership opportunities well to promote
developments to support Māori student achievement in the school. The
school is now involved in significant and relevant professional
development and action research aimed at improving Māori student
achievement. Senior staff have also provided effective leadership for
the bilingual unit. They have kept parents well informed about how the
lack of applicants able to provide Level 2 te reo (51-80%) has led to
reduced use of te reo Māori in the bilingual unit.
Te Kauhua initiative. The school has accessed and is involved in the
Te Kauhua initiative, which is aimed at improving Māori student
engagement and achievement at school. Some of the vision and goals
include the use of action research. Topics covered are intended to
increase the effectiveness of teaching and learning strategies by
improving teacher cultural competence to affirm Māori students’
identity and culture. Topics covered also include the enhanced
development of school and whānau relationships and involvement. The
acting assistant principal has developed a draft strategic plan to
guide the implementation of this initiative in the school.
Te reo and tikanga implementation plan. The 2005 ERO report noted that
classroom environments did not sufficiently reflect a Māori
perspective. In addition, it recommended that teachers implemented
programmes to better foster te reo Māori and more adequately promote
Māori culture. Since that time, the acting assistant principal has
developed a te reo and tikanga implementation plan for teachers. This
is a good start and is the initial step in providing guidance for
teachers to plan learning programmes for students.
Areas for further improvement
Plan for successful implementation. A te reo and tikanga
implementation plan has been developed. The next step is plan
carefully for the successful implementation of te reo and tikanga
across the school. Staff should use the Te Reo Māori in the curriculum
document to plan progressive and sequential learning programmes from
Years 1-6. This should specify the language skills and knowledge that
students will acquire from one year to the next.
The Achievement of Pacific Students
During the review ERO evaluated the extent to which the school has
knowledge of and strategies for promoting the achievement of its
Pacific students. Of the students at Pomaria School, 19% identify as
Samoan, 6% as Tongan, 4% as Niuean, 2% as Cook Island Māori and 2% as
Fijian.
Areas of good performance
Focus on community involvement. Since the 2005 ERO report, there has
been a strong focus on increasing the involvement of the Pacific
community in the school. Initiatives such as organised fono (meetings)
have helped to promote community involvement, increase Pacific
representation on the board of trustees and improve annual reporting to
the Pacific community. In addition, Pacific parents have been leaders
and participants in the Home School Partnership that has focused on
student learning in numeracy. The development of these initiatives
demonstrates the school’s commitment to strengthening relationships and
increasing the involvement of the Pacific community in the school.
Collection, analysis and report of achievement data. The 2005 ERO
report indicated that senior managers were aware of the need to collate
and analyse achievement data for Pacific students in order to improve
provisions for their learning needs. Senior managers are now
collecting and analysing student achievement information and report it
to the board and community annually. This reporting includes
achievement information about programmes for students who are learning
English.
Areas for improvement
Integration of Pacific cultures and languages. The 2005 ERO report
identified that Pacific students have limited opportunities to learn
through culturally relevant contexts that build on their prior
knowledge and experiences. This remains the case. As noted in the
2005 ERO report, senior managers and staff should now plan to
incorporate aspects of Pacific culture into both the learning
environment and planned programmes.
Professional Learning and Development
In this review ERO evaluated how well Pomaria School is managing
professional learning and development. This includes how well the
school makes decisions about professional learning and development, the
extent to which these decisions are influenced by principles of
effective practice, and the changes that have occurred for students and
teachers as a result.
Background
Teachers at Pomaria School demonstrate a willingness to engage in
professional learning and development (PLD). They have had access to a
wide range of PLD opportunities and have established a school culture
that supports teachers’ ongoing learning. Some PLD undertaken by
teachers has been part of ongoing curriculum foci while a lot has
featured shorter sessions provided by external specialists. Topics
covered over the past year have included literacy, numeracy, values
education, the integrated curriculum and inquiry learning, and raising
Māori student achievement. Other topics have reflected school goals,
teachers’ own interests or the availability of PLD related to assorted
national curriculum priorities.
PLD has had a positive impact on teaching and learning programmes.
However, there is a high degree of variability in how well and how
often new approaches are being implemented. It is timely now for
senior managers to work with teachers to set school-wide expectations
aimed at achieving greater consistency of implementation throughout the
school. The steps the new principal has taken to ensure that PLD
topics are interconnected and closely related to identified school
needs should rationalise PLD and provide a tighter focus for teachers’
implementation of new learning.
Areas of good performance
Planning and decision-making. The new principal recognises the need to
promote in-depth PLD within the school. He has taken steps to
rationalise the PLD programme by linking it directly to the school’s
strategic plan. This PLD programme promotes a seamless curriculum
throughout the school.
Focus on individual teachers’ needs. PLD is becoming more closely
directed to the needs of the school and individual teachers. Teachers’
appraisal goals focus on teaching practices related to school targets
for student achievement. Action plans are determined following
buddy/teacher in-class observation and evaluations. This appraisal
management process helps to ensure that the school’s resources are
centred on its priorities and, within those priorities on the needs of
individual teachers.
Positive impact. The Cornerstone Values PLD staff have participated in
has had a positive impact on the school. All teachers actively promote
these values in their classrooms and in the playground. Senior staff
and teachers have successfully integrated the values into positively
based behaviour management strategies. As a result, there have been no
student stand-downs or major incidents so far this year. The school
can be justifiably proud of this result and of the positive environment
for learning that exists within the school.
Areas for improvement
Establishing formal evaluation. Staff can report a range of
information about the success of some of the PLD in which they have
participated. Much of this information is anecdotal. While anecdotal
information is often rich, staff and the board should also establish
other means of evaluating PLD. More formal and robust evaluation would
improve the current means of determining the impact and effectiveness
of the school’s PLD provision.
Establishing school-wide expectations. Senior staff have used their
analysis of student achievement information to identify any necessary
changes teachers should make to their programmes. It is timely now for
these to become expectations of staff performance. As staff undergo
further PLD, they and senior teachers should collaborate to determine
what best practices from the PLD are to become school-wide
expectations.
5. Board Assurance on Compliance Areas
Overview
Before the review, the board of trustees and principal of Pomaria
School completed an ERO Board Assurance Statement and Self-Audit
Checklist. 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; and
· asset management.
During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:
· emotional safety of students (including prevention of bullying and sexual harassment);
· physical safety of students;
· teacher registration;
· stand-downs, suspensions, expulsions and exclusions; and
· attendance.
In this school there has been a strong focus on building positive
school culture based on high quality relationships and the meaningful
integration of the school’s values into learning programmes. Students
report that they feel safe and can clearly articulate the school values
and the high expectations that teachers have for their behaviour.
Compliance
ERO’s investigations did not identify any areas of concern.
6. Recommendations
ERO recommends that:
6.1 senior managers work with teachers to specify expected
changes in classroom practices as a result of professional development;
and
6.2 the board seek to increase the school-wide focus on student
achievement by including the coverage of all curriculum areas in its
self-review and reporting processes.
7. Future Action
ERO is confident that the board of trustees can manage the school in
the interests of the students and the Crown and bring about the
improvements outlined in this report.
ERO is likely to review the school again as part of the regular review cycle.
Elizabeth Ellis
Area Manager
for Chief Review Officer
24 June 2008
24 June 2008
To the Parents and Community of Pomaria School
These are the findings of the Education Review Office’s latest report on Pomaria School.
Pomaria School is in West Auckland. It is a culturally diverse school
with an increasing number of Pacific students catering for students
form Year 1 to 6. Students benefit from the warm and inclusive
environment of the school. They enjoy attractive learning environments
and are enthusiastic and keen to learn. Students know the school
values and teacher expectations for behaviour. The majority of
students are making progress in literacy and numeracy, although the
school has identified a need to place more emphasis on raising
achievement levels in writing.
Teachers provide a sound foundation for students’ learning and are
intent on improving the quality of teaching programmes. They willingly
engage in professional learning and development opportunities focused
on the school’s priorities and on their own goals. The school is
fortunate to have some teachers who model very good teaching
practices. A next step is to share this internal expertise so that
these teaching practices are more consistent throughout the school.
A new principal was appointed in Term 1 2007 and has made a positive
impact in the school. He has focused on the development of high
quality relationships and has placed a strong focus on building a
positive school culture based on the meaningful use of the cornerstone
values of whanaungatanga (a culture of families); matauranga (seeking
knowledge, gaining an education); manaakitanga (sharing and giving,
being a blessing to others); and turangawaewae (standing within our
community). The principal and acting senior managers are working
effectively together to promote staff cohesion, curriculum development
and student achievement.
The board undertakes their responsibilities with a strong commitment to
the school and the values that underpin its operation. Trustees bring
a range of skills to their roles and are highly involved in the life of
the school. They are very community focused and are dedicated to
providing students at Pomaria with a safe and inclusive learning
environment, and a range of enriching learning experiences.
This report evaluates the quality of teaching and learning in writing
and the management and impact of professional learning and development
in the school. It comments on provisions for raising Pacific student
achievement and the progress that the school has made to implement
strategies aimed at raising Māori student achievement. The extent to
which the board is meeting health, safety and legislative requirements
is also evaluated. The report finds that teaching practices have
improved since the last ERO report. To further advance the school’s
learning programmes, ERO recommends that senior managers work with
teachers to specify expected changes in classroom practices as a result
of professional development, and that the board seek to increase the
school-wide focus on student achievement by including the coverage of
all curriculum areas in its self-review and reporting processes.
Future Action
ERO is confident that the board of trustees can manage the school in
the interests of the students and the Crown and bring about the
improvements outlined in this report.
ERO is likely to review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each
ERO report may cover different issues. The aim is to provide
information on aspects that are central to student achievement and
useful to this school.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Elizabeth Ellis
Area Manager
for Chief Review Officer
GENERAL INFORMATION ABOUT REVIEWS
About ERO
ERO is an independent, external evaluation agency that undertakes
reviews of schools and early childhood services throughout New Zealand.
About ERO Reviews
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
· improve educational achievement in schools; and
· provide information to parents, communities and the Government.
Reviews are intended to focus on student achievement and build on each school’s self review.
Review Focus
ERO’s framework for reviewing and reporting is based on three review strands.
· School Specific Priorities – the quality of education and the
impact of school policies and practices on student achievement.
· Areas of National Interest – information about how Government policies are working in schools.
· Compliance with Legal Requirements – assurance that this
school has taken all reasonable steps to meet legal requirements.
Review Coverage
ERO reviews do not cover every aspect of school performance and each
ERO report may cover different issues. The aim is to provide
information on aspects that are central to student achievement and
useful to this school.
Review Recommendations
Most ERO reports include recommendations for improvement. A
recommendation on a particular issue does not necessarily mean that a
school is performing poorly in relation to that issue. There is no
direct link between the number of recommendations in this report and
the overall performance of this school.
[1] Decile 1 schools draw their students from areas of greatest socio-economic disadvantage,
Decile 10 from areas of least socio-economic disadvantage.
|
