Education REVIEW REPORT:
BROADLANDS SCHOOL
MAY 2008
1.         ÂAbout the School
2.         ÂThe Education Review Office (ERO) Evaluation
3.         ÂThe Focus of the Review
4.         ÂAreas of National Interest
5.         ÂBoard Assurance on Compliance Areas
6.         ÂRecommendations
7.         ÂFuture Action
            ÂCommunity Page
Disclaimer Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically.ÂHowever, 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.ÂPlease 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.
Location | Broadlands, Reporoa |
Ministry of Education profile number | 1698 |
School type | Contributing Primary (Years 1-6) |
Decile rating | 9 |
Teaching staff:
     ÂRoll generated entitlement
     ÂOther
     ÂNumber of teachers |
4.7
2
8
|
School roll | 73 |
Gender composition | Boys Â   Â37
Girls Â    Â36 |
Ethnic composition | NZ European/PākehāÂÂ Â Â Â Â Â62
NZ Māori                  Â    Â10
Other                           Â    Â1 |
Review team on site | February 2008 |
Date of this report | 15 May 2008 |
Previous ERO reports | Education Review, November 2004
Discretionary Review, Report November 2001
Accountability Review, February 2001
Discretionary Review, June 1998
Accountability Review, November 1997
Assurance Audit, August 1994
Review, December 1991 |
Broadlands School is located between Rotorua and Taupo and successfully caters for students from Years 1 to 6.ÂWell-maintained buildings are set in attractive and impeccably presented grounds.ÂRecent improvements include the toilet block upgrade, installation of air conditioning/heating throughout the school, the addition of shade areas, inclusion of games in the outdoor environment and the development of new gardens.ÂThe re-formed Enviro group has contributed significantly to the beautification of the school grounds.
Since the last ERO review a new principal has been appointed and there has been significant changes in staff.ÂAreas for improvement identified in the previous report have been addressed.ÂTeachers now include aspects of sharing the purpose of their learning, together with how they will know when they have achieved these.ÂThis report evaluates the effectiveness of the school’s learning culture as well as the progress since the last report in improving Māori student achievement, and the management of professional learning and development.ÂAspects of health and safety are also investigated.
Student achievement information provided by the school shows that in reading, two thirds of students in Year 3 to 6 are achieving at or above expected levels.ÂIn mathematics, the data indicates that overall students at Year 5 and 6 are achieving slightly below the national norms, with a significant number in Year 4 achieving significantly below.ÂIt is now necessary for achievement information to be used more consistently to identify students with special needs and special abilities, and to implement appropriate programmes of learning.
The school is well resourced with interactive whiteboards, data projectors, computers and other information communication technologies (ICT) tools.ÂICT has been a focus for staff and is integrated into classroom programmes.ÂThe use of ICT is enhancing the engagement of students in their learning.
The introduction of the Virtues Project has been instrumental in developing the positive learning culture of the school.ÂThese virtues are highly visible and included in all aspect of the school programme and organisation.ÂThe environment is welcoming and positive relationships evident.ÂThere are many opportunities for students to develop leadership abilities.
A strong learning community is being developed.ÂParents are included in all aspects of school life and strong partnerships between home and school have been established.ÂIn addition students benefit from the extensive range of learning opportunities in the arts, cultural, sporting and environmental activities.
The principal is leading the cohesive vision for developing a positive school learning culture.ÂHe is committed, focused and is providing strong professional leadership. He is highly respected and trusted by the community, and has initiated and implemented sound practices to support school organisation.ÂA review of literacy and mathematics programmes should inform areas to be developed that will strengthen teaching practice.
Board members bring a range of experience and expertise to their positions, and are aware of their roles and responsibilities in governing the school.ÂTrustees are led by an enthusiastic board chairperson, and collectively work in the best interests of children.ÂThe principal is well supported by the board, and together they have undertaken community consultation to review their strategic direction.ÂAppropriate learning targets for school improvement were set and analysed in 2007.
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.Â
ERO is likely to review the school again as part of the regular review cycle.
Student Achievement Overall
ERO’s education reviews focus on student achievement.ÂWhat follows is a statement about what the school knows about student achievement overall.
The school gathers assessment information from students in Year 1 to 6 in aspects of mathematics and literacy.ÂThis information is collated and analysed by the principal.
Student achievement information provided by the school shows that in reading, two thirds of the students in Year 3 to 6 are achieving at or above expected levels, and a disproportionate number of Māori students are achieving below their chronological age.
In mathematics the data indicates that overall, Year 5 and 6 students are achieving slightly below national norms, with a significant number of students in Year 4 achieving significantly below.Â
It is now necessary for achievement information to be used more consistently to identify students with special needs and special abilities, and to implement appropriate programmes of learning.
School Specific Priorities
Before the review, the board of Broadlands School was invited to consider its priorities for review using guidelines and resources provided by ERO.ÂERO 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.ÂThis 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 Broadlands School.
ERO and the board have agreed on the following focus area for the review:
· the school’s learning culture.
ERO’s findings are set out below.
The School’s Learning Culture
Background
Since the last review a new principal has been appointed and there has been significant change in staff.ÂStaff participated in whole school setting of targets and have undertaken professional development in assessment.ÂIn 2006 and 2007 there has been a school focus on ICT. Since mid 2006 staff have introduced new systems to manage student behaviour and improve the physical learning environment and the introduction of a school-based Virtues Project.ÂThis report evaluates programmes and practices contributing to the school’s learning culture.
Student progress and
achievement
Information in the section on Student Achievement Overall applies also to this section.
Information provided by the school suggests that from Term 1 to Term 4 in 2007 there were some gains in the proportion of students reading at their chronological age.
Areas of good performance
Leadership:ÂThe committed and focused principal is providing strong leadership to the school.ÂHe is well respected and trusted by the community, and has initiated and implemented sound practices to support school organisation.ÂHis leadership is guiding the cohesive vision for developing a positive school learning culture.
Strategic direction:ÂThe board has worked hard to learn their roles and responsibilities in governing the school.ÂThey have undertaken training to develop and document a suitable model of governance for the school.ÂThe principal is well supported by the board to make decisions in resourcing and lead the school’s strategic direction.
Building a learning community:ÂThe school is building a strong learning community.ÂStaff have been involved in a number of professional development initiatives.ÂThey share their professional ideas with colleagues and parents through meetings and information sessions.ÂStaff and students also participate in wider community events through the local Reporoa cluster organisation of schools.ÂIn addition, strengths and expertise of parents and members of the community is utilised in school programmes.ÂCelebrating student success through regular assemblies and display areas promotes the school’s expectations of striving for excellence.ÂThis learning community is contributing to the culture of ongoing school improvement.
Teaching strategies:ÂTeachers are becoming increasingly confident using strategies to involve students more actively in their own learning.ÂLearning intentions and success criteria are well planned for and shared with students in many essential learning areas.ÂTeachers and students use this as a basis for assessing their learning.ÂThe use of these strategies encourages children to take responsibility for their own learning.
Range of learning opportunities:ÂStudents have many opportunities to participate in an extensive range of learning activities.ÂThe school’s Learners Enrichment programme (LEP) includes the arts, critical thinking and ICT.ÂThese along with traditional rural activities and extra curricular opportunities in technology, sport and environmental studies allow children to experience and pursue their interests and strengths.
Information Communication Technologies (ICT):ÂThe school has an ongoing commitment to integrating ICT into all aspects of class programmes.ÂAll classrooms are well resourced with interactive white boards and other ICT tools.ÂStaff are currently undertaking professional development in this area.ÂThe school’s highly skilled ICT leader is an excellent role model to other staff, both within the school and wider educational community.ÂStudents at this school are developing skills to support them as learners in the 21st century.
School virtues:ÂThe Virtues Project has been instrumental in contributing to the positive school learning culture.ÂThis approach involves focusing on a different virtue every fortnight, which is also shared with parents.ÂThis inclusive approach is highly visible and included in all aspects of school life.ÂChildren are taking increasing responsibility for their own behaviour.
Relationships:ÂPositive relationships have been established throughout the school community.ÂStaff and students model mutual respect.ÂPeople feel valued and welcome to contribute in this inclusive environment.
Enviro-school:ÂAn enthusiastic group of students lead the Enviro schools project.ÂThey work together to create attractive gardens that have been recognised through regional awards.ÂThis attractive and interesting school outdoor environment contributes to a strong sense of school pride.
Student leadership:ÂStudent leadership is strongly promoted at all levels of the school.ÂHouse systems have been established, as well as the introduction of school prefects and leaders.ÂOther opportunities include the Enviro group, leading school events and being role models through the Virtues Project.Â
Areas for improvement
Curriculum review:ÂThere is a need for curriculum review in literacy and mathematics.ÂFormal observation and the use of analysed student achievement data, is likely to provide the school with better information to develop a planned approach to improve teaching strategies across the school aimed at raising student achievement.
Special needs and abilities:ÂA more formalised process to identify students with special needs or special abilities is required. The school has yet to establish a special needs or abilities register to track and monitor the progress and achievement of these students.ÂUse of analysed achievement data should provide specific information to guide appropriate programmes of learning for this group of students.
Portfolios:ÂThe current student portfolios need to be adapted to provide more in-depth information about children’s learning.ÂThis would make them a more useful tool for children to reflect on their own learning, identify next steps and allow them to share information with parents on their achievement.ÂEmpowering students to maintain these portfolios is likely to strengthen student ownership of their learning.
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.ÂERO 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 Broadlands School ERO investigated and reported on the following areas of national interest.ÂThe 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.
Areas of good performance identified in the last report that have been maintained are:
· separate analysis of Māori student achievement;
· effective tracking of attendance; and
· consultation with the Māori community.
Area of progress
The school has developed a strategic goal to build an environment, which is inclusive of a Māori perspective.ÂWhanaungatanga and manaakitanga is evident throughout and within all levels of school operations.ÂThere is some inclusion of te reo in classrooms.
Area for further improvement
The school needs to further develop the tracking and monitoring of the achievement of Māori students to show progress over time.ÂTo assist this development it would now be useful for staff to introduce a sequential te reo Māori programme for mainstream classes.
Professional Learning and Development
In this review ERO evaluated how well Broadlands School is managing professional learning and development.ÂThis 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
The school has undertaken a range of both school-wide and individual staff professional development in the past three years.ÂIn 2005 and 2006 staff participated in the Assess to Learn (AtoL) contract, and since 2006 have been part of the Reporoa Cluster in the Information Communication Technologies Professional Development (ICTPD) contract.Â
Area of good performance
A range of school-wide and individual professional development opportunities are offered to teachers.ÂTeachers are currently participating in professional development with staff from other local schools in their cluster.
Area for improvement
The links between self review and professional learning and development need to be strengthened.ÂThe outcomes from self review should include analysed and interpreted school-wide student achievement data, and outcomes from appraisals.ÂA more planned and focused approach to professional learning and development is likely to result in improved teaching practice.
Overview
Before the review, the board of trustees and principal of Broadlands School completed an ERO Board Assurance Statement and Self-Audit Checklist.ÂIn 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.
Compliance
During the course of the review ERO identified an area of non-compliance.Â
In order to address this the board must:
5.1Â Â Â Â Â Âensure that the principal review the current performance management system and processes of appraisal and attestation to include more formalised classroom observations.
[National Administration Guideline 3(ii)]
ERO recommends that:
6.1Â Â Â Â Â Âthe principal review current mathematics and literacy programmes, including students ownership through portfolios, and to identify areas of need for professional learning and development;
6.2Â Â Â Â Â Âa more formalised system for identifying, recording, tracking and monitoring students with special needs and abilities be established; and
6.3Â Â Â Â Â Âthe principal introduce an appropriate te reo Māori programme across the school, and develop a system to specifically track and monitor the progress of Māori students over time.
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.Â
ERO is likely to review the school again as part of the regular review cycle.
Ian Hill
Area Manager
for Chief Review Officer
15 May 2008
These are the findings of the Education Review Office’s latest report on Broadlands School.
Broadlands School is located between Rotorua and Taupo and successfully caters for students from Years 1 to 6.ÂWell-maintained buildings are set in attractive and impeccably presented grounds.ÂRecent improvements include the toilet block upgrade, installation of air conditioning/heating throughout the school, the addition of shade areas, inclusion of games in the outdoor environment and the development of new gardens.ÂThe re-formed Enviro group has contributed significantly to the beautification of the school grounds.
Since the last ERO review a new principal has been appointed and there has been significant changes in staff.ÂAreas for improvement identified in the previous report have been addressed.ÂTeachers now include aspects of sharing the purpose of their learning, together with how they will know when they have achieved these.ÂThis report evaluates the effectiveness of the school’s learning culture as well as the progress since the last report in improving Māori student achievement, and the management of professional learning and development.ÂAspects of health and safety are also investigated.
Student achievement information provided by the school shows that in reading, two thirds of students in Year 3 to 6 are achieving at or above expected levels.ÂIn mathematics, the data indicates that overall students at Year 5 and 6 are achieving slightly below the national norms, with a significant number in Year 4 achieving significantly below.ÂIt is now necessary for achievement information to be used more consistently to identify students with special needs and special abilities, and to implement appropriate programmes of learning.
The school is well resourced with interactive whiteboards, data projectors, computers and other information communication technologies (ICT) tools.ÂICT has been a focus for staff and is integrated into classroom programmes.ÂThe use of ICT is enhancing the engagement of students in their learning.
The introduction of the Virtues Project has been instrumental in developing the positive learning culture of the school.ÂThese virtues are highly visible and included in all aspect of the school programme and organisation.ÂThe environment is welcoming and positive relationships evident.ÂThere are many opportunities for students to develop leadership abilities.
A strong learning community is being developed.ÂParents are included in all aspects of school life and strong partnerships between home and school have been established.ÂIn addition students benefit from the extensive range of learning opportunities in the arts, cultural, sporting and environmental activities.
The principal is leading the cohesive vision for developing a positive school learning culture.ÂHe is committed, focused and is providing strong professional leadership. He is highly respected and trusted by the community, and has initiated and implemented sound practices to support school organisation.ÂA review of literacy and mathematics programmes should inform areas to be developed that will strengthen teaching practice.
Board members bring a range of experience and expertise to their positions, and are aware of their roles and responsibilities in governing the school.ÂTrustees are led by an enthusiastic board chairperson, and collectively work in the best interests of children.ÂThe principal is well supported by the board, and together they have undertaken community consultation to review their strategic direction.ÂAppropriate learning targets for school improvement were set and analysed in 2007.
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.Â
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.ÂThe 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.
Ian Hill
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.ÂThe 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.ÂThe 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.ÂA recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue.ÂThere is no direct link between the number of recommendations in this report and the overall performance of this school.