Ero Report
Most Recent ERO Report November 2010
The
school's most recent Education Review Office visit was in September 2010.
The
following is an unedited copy of the heart of the written report received in
November 2010 which includes all ‘Areas of Strength' and ‘Areas for Development
and Review'
.
Hunterville School's
Curriculum
How effectively does the
curriculum of Hunterville School promote student learning - engagement, progress and
achievement?
School context and self
review
Hunterville School caters
for students from the town and surrounding rural district. The roll has remained stable at
around 190 students over the last ten years.
Since the June 2007 ERO
review, teachers have participated in significant professional learning and development
relating to assessment practices. They report that as a result, their teaching approaches have
changed considerably.
An effective culture of
critical reflection and ongoing self review supports improvement.
Trustees, school leaders
and teachers are well placed to sustain improvements and promote progress and achievement.
Areas of strength
Curriculum design
The curriculum effectively
responds to community aspirations. Vision, values and priorities defined through community
consultation are encapsulated by the school motto ‘Quality learning Quality
environment'. A comprehensive curriculum document successfully guides teaching practice. Clearly
stated expectations for teaching, learning and assessment contribute to consistent
school-wide practice.
Classrooms illustrate the
focus on high quality outcomes for students. Relationships and interactions between
students and with teachers are positive and affirming. A strong focus on learning is evident and
students' success is valued and celebrated through vibrant displays of student work. Resources and
learning prompts aid understanding. Students are motivated, enthusiastic and willingly
contribute during lessons.
Teachers assist students to
actively engage in programmes that are relevant, purposeful and authentic. Learning time is
maximised.
Student progress and
achievement
Teachers collect a
comprehensive range of student achievement information across all levels of the school. This
demonstrates that most students achieve at or above expected levels in reading, writing and
numeracy. Māori students show similar patterns of achievement to their non-Māori peers.
Reliable information is
appropriately used by trustees and school leaders to:
monitor the effectiveness
of learning and teaching in relation to the school's strategic priorities; identify
patterns of achievement, and set targets and plans for improvement; resource
and support interventions, including the use of teacher aides, to address the needs of specific students;
report annually to the iwi, community and parents on the achievement of Māori
students; and recognise and respond to the professional development needs of
teachers.
Teachers effectively use
assessment information to:
diagnose the specific
learning needs of students, identify target groups, and closely monitor students'
developing understanding and progress; set a clear purpose for learning and
criteria for success and draw links between previous understanding and current
concepts;
group students for high
quality, small-group instruction, with opportunities for students to practice learning
independently in focused activities; develop learning-focused partnerships with
parents and whānau; and report accurately and clearly to parents about
students' achievement in relation to expected levels.
Students are empowered to:
be strongly involved in the
assessment of their progress and achievement; take responsibility for their
learning, manage themselves and eagerly participate in lessons.
Capability and
sustainability
Trustees, school leaders
and teachers successfully review and evaluate the effectiveness of teaching and learning using
student achievement information and the views of parents and students. Decisions are
soundly based on evidence.
Professional development
for teachers has strongly and positively impacted on practices.
Collaborative learning,
sharing of good practice, observation and focused feedback assists teachers to consistently
apply new strategies to improve learning.
New Zealand Curriculum and
teacher capability to report against the National Standards has benefited from such focused
professional development.
School leaders prioritise
improving student achievement through consistent high quality teaching practice. They are
well informed and confidently provide clear direction within a supportive environment.
Areas for development and
review
Trustees, school leaders
and teachers should continue to use effective self-review processes to ensure that the curriculum and teaching practices maintain positive
outcomes for students.
Future Action
ERO is likely to carry out
the next review within four to five years.
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The above is not the full
ERO report. It is the unedited heart of the report.
Copies of the full report
are available from the school office or online at www.ero.govt.nz
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Copyright 2010. Hunterville School
