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	1.	Education REVIEW REPORT: HERIOT SCHOOL APRIL 2004 About the School
	2. 3. 4. 5. 6.	The Education Review Office (ERO) Evaluation School Specific Priorities Areas of Specific Government Interest Board Assurance on Compliance Areas Recommendations

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 West Otago

Ministry of Education profile 3749 number School type Contributing Primary Decile rating [1] 10

Teaching staff:
Roll generated entitlement	4.8
Number of teachers	5
School roll	81
Gender composition	Girls	40
	Boys	41
Ethnic composition	Pakeha	76
	Mäori	5
Review team on site	1 – 3 December 2003
Date of this report	23 April 2004
Previous ERO reports	Assurance Audit: Effectiveness Review:		December 1992 June 1995
	Assurance Audit:		May 1997
	Accountability Review		November 1999
	Discretionary Review:		July 2000
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2. The Education Review Office (ERO) Evaluation

Since the ERO discretionary review in 2000 the board, principal and teachers have made significant progress in improving the governance and management of the school. They demonstrate a united and focused approach to providing the best possible learning environment for the students.

The findings of this review are based on an investigation of the effectiveness of literacy and mathematics education programmes, and the quality of community and in-school support for students. Areas of Government interest are the achievement of Mäori students, the Year 4 programme in the visual arts, and the teaching of graphs, maps and tables at Year 4. A sample of safety issues was checked to verify the board’s declaration on compliance issues.

There is a high level of community involvement in the school. Parents support the school through involvement in the parent-teacher committee, helping within classrooms, teacher aiding, sports coaching and in many other school activities planned to help students learn.

The board is functioning well. Trustees have set clear direction for the school. They involve the community in decision making and keep them well informed about the school. Trustees have made a commitment to retaining a fourth teacher for the school and have upgraded the school grounds and swimming pool. Trustees are regularly informed about student achievement and welfare and use the information to plan and make decisions.

Teachers provide a caring, nurturing learning environment for students. The high level of individual support within classrooms helps to ensure that learning needs are met effectively.

Literacy and mathematics are given a strong focus in the school programme with most students achieving at or above the school’s expectations. Teachers implement well-balanced and interesting literacy programmes. They integrate aspects of science and social studies within the literacy programme to provide interest and purpose for learning. The literacy programme for first year students is strong and provides a sound foundation for further learning. Students across all classes benefit from good quality mathematics programmes that emphasise the development of numeracy skills.

The principal provides effective leadership that is appropriate to the size of the school. The professional development focus this year has been numeracy, literacy and the arts. One teacher has completed research in aspects of literacy and in problem solving. Her study has been effectively applied to classroom practice and shared with other teachers. The visual arts, dance, music and drama strands of the arts curriculum have been effectively integrated in a full and interesting programme.

The recommendations in this report centre on improving teaching strategies in written language and on further developing curriculum review. The principal has developed action plans for addressing these issues since the review visit.

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.

Therefore ERO will review the school again as part of the regular review cycle.

3. School Specific Priorities

The Focus of the Review

Before the review, the board of Heriot 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 Heriot School.

ERO and the board have agreed on the following focus areas for the review:

the quality of mathematics and literacy programmes and
the quality of community and in-school support for students.

The Quality of Mathematics Programmes

Background

The board and parents give priority to students achieving well in mathematics. They see literacy and numeracy as the foundations for further learning. Curriculum reports in aspects of algebra and number indicate that students are achieving well in these areas of mathematics, with few working below expectation for their age. Individual class assessment data indicates that most students achieve at or above the school’s expectation, with some working well above.

Areas of good performance

Teacher knowledge. Students benefit from the knowledge and skills teachers have gained from their involvement in numeracy contracts during 2001 and 2002. Teachers have
constantly reviewed and updated the school curriculum guidelines to better reflect current practices and to take account of the more extensive numeracy content in the programme. Teachers display strengths and confidence in the teaching of mathematics.

Teaching strategies. Teachers use a range of effective strategies to focus learning. They determine and make good use of students’ prior learning, set a clear purpose for each teaching sessions and share the expected outcomes with the students. Their explicit and systematic teaching in small-group sessions provides opportunity for all students to question and test ideas. The teachers’ ongoing reflection on the achievement of students and the success of each teaching session is helping to ensure that further planning and teaching focuses on the next step for learning.
Variety of learning activities. Teachers use a wide range of interesting and fun activities for students to practice and consolidate recently taught knowledge and skills. Teachers, parents and teacher aides are involved in making resources for specific purposes. These engage students’ interest and motivate and challenge them as learners.
Addressing student learning needs. The teacher aides work effectively beside teachers to support individuals and small groups of students. The school has set out clear and practical expectations for the teachers aides. The skills of the teacher aides in working with students are contributing markedly to the effectiveness of mathematics learning. For example, during the review seven groups operated in the senior class during a mathematics session. The students worked at activities specifically chosen to meet their particular learning needs and the topic being taught. As a result, carefully planned activities and appropriate teaching support, there is a high likelihood that students will achieve success.
Attitudes to mathematics. Students enjoy mathematics. Boys and girls say that they are good at mathematics. Many consider it to be their best subject. Teachers are clearly conveying their knowledge and enjoyment of the subject to the students and raising the expectations for achievement.

Areas for improvement

Resource development. Teachers identify that the further development of mathematics resources, particularly for senior classes, is needed. They also intend to review and better organise current resources so that they are easily identifiable and accessible.
Curriculum review and reporting. Mathematics reports are generally derived from one aspect of the curriculum or one unit of work. While these reports provide confirmation for trustees about student achievement they are not comprehensive enough to enable teachers to review the breadth and quality of the mathematics programme. The principal, aware of the relevance of reviewing programmes based on student achievement information, is considering how to adapt the current system to make it a more useful tool for improving

achievement and programme design.

The Quality of Literacy Programmes

Background

The teachers, board of trustees and parents place a high value on literacy skills as a basis for future learning. The principal has undertaken professional development as part of the literacy contract and most teachers are experienced in the teaching of phonics as a tool to enhance the development of literacy skills. The board, principal and teachers asked ERO to evaluate the quality of the literacy programmes.

Areas of good performance

Student achievement in reading. Students are achieving well in reading. Recent reports to the board on reading show that 65% of children are reading above their chronological age and 28% are reading at their chronological age. Teachers emphasise a rounded approach to reading and children are given many opportunities to read in all essential learning areas.
Addressing the learning needs of students. Teachers are aware of the needs, abilities and interests of their students and use this information to inform classroom practice. In reading they use diagnostic testing to group students so that they are working with those of similar ability. These programmes are reviewed through the ongoing monitoring of each student’s progress. The buddy reading programme in Years 4 – 5 has encouraged the development of confidence in reading and most students involved in the programme made progress.
The board has supported the resourcing of the literacy programmes by funding high quality resources and books for the library which target the interests of their students. The board has also funded the provision of teacher aides. Reviewers observed the effective contribution they made to the classroom programmes in supporting the teachers and the learning of students.
Organisation of the English programme. There are good guidelines for English that provide the focus for the planning and delivery of the English curriculum. The links between the national curriculum and the planning process are evident and are underpinned by the teachers’ and parents’ own goals for learning in literacy. There is a clear plan for school-wide summative assessment in English and parents have regular access to well organised sample books of their child’s work. Where English is integrated into other essential learning areas, the integrity of English is kept through separate planning and assessment.
- Classroom routines. Teachers have well-established routines and high expectations for the learning and behaviour of students. These allow students to work in a settled, positive environment where the emphasis is on learning rather than behaviour. Silent reading time is incorporated into the daily programme to help foster an enjoyment of books and reading
- “mileage”. Regular visits to a well stocked library give the students the opportunity to find new material for their pleasure and interest. The safe and supportive classroom environment supports the learning of all students, allowing them to develop independent working skills.
Basics of literacy. Students receive an excellent foundation for all literacy learning in the Year 0-1 classroom. The teacher makes extensive use of formative assessment data to inform her programme and enhance the literacy skills of each student. Students very quickly develop confidence in this secure environment and many make rapid progress in their reading and writing. The high levels of integration of oral language into other essential learning areas means that students get many opportunities to develop their speaking and listening skills. This strong base in English is ensuring that students are highly motivated and engaged in learning.

Areas for improvement

Teacher understanding of writing achievement. Teachers have already identified the need for more consistent marking of their students’ writing in relation to the levels of the English curriculum document. They plan to make use of the national exemplars next year in order to add reliability to their student achievement data and help better identify the trends and patterns in school-wide writing achievement.
Next steps for writing. Although specific learning outcomes provide the basis for the progression of skills in writing, the next learning steps are not apparent to students. Teachers are regularly giving oral feedback to students in one-to-one and group situations and there is good use of feedback and identification of next learning steps on summative assessment tasks. Teachers now need to ensure that students clearly understand the objectives for each learning step in writing. The carrying over of writing goals from one task to the next should provide students with the knowledge of how they might become better writers.

The Quality of Community and In-School Support for Students

Background

The board and principal identify strong parent and community support as a feature of the school. The board is committed to continuing to maintain a positive partnership between the school, parents and its community.

Areas of good performance

• Student well-being. Teachers consistently demonstrate positive respect for students and remind them of their responsibility towards others. Students interviewed during the review were very positive about their school and said that they felt safe and well cared for. They enjoy the opportunities they have to take part in the extra curricular activities such as camps, educational trips and performing arts. Of particular note is the provision of a suggestion box where students can communicate any concerns or make suggestion about ways of improving the school environment.

Clear direction set by the board. Trustees are clear about their roles and responsibilities and implement effective processes for governing the school. They consult extensively with the community, staff and students and keep them well-informed about decisions affecting the school. The recent survey of students about their physical and emotional well-being and the regular involvement of families in the review of the policies and practices are good examples of the consultation process.
Additional learning support and resourcing. The board has been pro-active in initiating the upgrading of the school pool, the retaining of local dental services and in getting additional teacher-aide support for students. Trustees gain approval from the community before fundraising or beginning any school projects. As a result, families benefit from a well resourced local school that is the centre of their community. Students benefit from having a lower teacher/student ratio and more opportunities for one-to-one teaching.
Involvement of the community. There is a high level of community involvement in the school. Parents support and take organisational roles in many school events, for example, sports coaching, organising Friday sports, pet days and aspects of the arts. The board has considered carefully the changing characteristics of the community when determining the timing of school events so that the majority of parents can be involved.
Promotion of sport. Students benefit from expert coaching in a wide range of sporting codes. The principal arranges for experts from Southland Sport to teach students the skills relating to rugby, soccer, netball, hockey, and touch. The availability of sports equipment during morning and lunch breaks ensures that students can practise the skills taught and are able to use their free time actively and purposefully.
Health programmes. Teachers promote positive relationships through well-planned health programmes. These focus on developing social skills, fair-play strategies, respect for others and mediation skills. The behaviour-management programme emphasises the positive by encouraging students to take responsibility for their actions. Trustees and parents reported that the behaviour of the students and performance in sporting fixtures outside of school or at interschool competitions is always something they feel proud of.

4. Areas of Specific Government Interest

Overview

ERO provides information about the education system as a whole to the Government. This information will be used as the basis for long term and systemic educational improvement.

ERO collected information about Heriot School. These findings are included in this report to ensure that information about the school is transparent and widely available.

Current Areas of Specific Government Interest

ERO is currently collecting information for reports to the Government on:

Improving Mäori student achievement;
Visual arts teaching: Year 4; and
Teaching of graphs, tables and maps: Year 4.

Improving Mäori Student Achievement;

The board and principal place an appropriate emphasis on improving outcomes for Mäori students. The achievement of students is closely monitored and reported to the board. Patterns of achievement are similar to those for the total group of students. The board is currently in the process of updating its strategic planning. As part of this process explicit goals and targets have been set in consultation with the parents of Mäori students.

Classroom programmes include some bicultural emphasis that affirms the Mäori culture and improves all students’ knowledge and skills.

Resource teachers have been used to provide additional guidance and expertise. This is to be further enhanced during 2004 when a teacher is studying Mäori language.

Visual Arts Teaching: Year 4

Art in the New Zealand Curriculum is one of the seven curriculum statements covering the essential learning areas of the New Zealand Curriculum. The visual arts is one of the arts disciplines included in this curriculum statement.

The quality of teaching and design and implementation of the visual arts discipline for Year 4 students at Heriot School effectively facilitates student engagement and achievement in the visual arts. Assessment tools used allow for all students to demonstrate their achievements. Information gained through student assessments is sometimes used to inform programme planning in the classroom.

The teaching resources for the visual arts, including new technologies where appropriate, are evident and effectively integrated into the teaching of the visual arts discipline. Parents and whänau are provided with frequent and effective opportunities to be involved and informed regarding their child’s progress in the visual arts.

The teacher of Year 4 students has undertaken professional development this year in the visual arts and has incorporated a number of new art experiences into the curriculum. She articulates a philosophy that all students can achieve and students are very positive about the standard of their own and other students’ work. There are high quality art works on the classroom walls including Pacific art and masks from a recent drama production.

Teaching of Graphs, Tables and Maps: Year 4.

The quality of teaching and design and implementation of the essential skills relating to graphs, tables and maps for Year 4 students is effective in facilitating student engagement and achievement of the essential skills relating to graphs, tables and maps.

Assessment tools used do not always allow for all students to demonstrate their achievements. Some information gained through student assessments is available in these essential skill areas.

Teaching resources, including new technologies where appropriate, are evident and adequately integrated into the teaching of the essential skills relating to graphs, tables and maps.

5. Board Assurance on Compliance Areas

Overview

Before the review, the board of trustees and principal of Heriot 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.

During the course of this review ERO found no areas of non-compliance. It is recommended that the board develop policies and procedures for dealing with the prevention of racial and sexual harassment of employees and students. [Recommendation 6.3]

6. Recommendations

ERO recommends that:

6.1 the principal and teachers undertake a broader and in-depth review of the quality of each curriculum area based on the evaluation of student achievement;

6.2 the teachers seek some professional development to clarify the progression of skills in writing and to help them identifying with students their next steps for learning; and

6.3 the board develops policies and procedures for dealing with the prevention of racial and sexual harassment of employees and students.

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.

Therefore ERO will review the school again as part of the regular review cycle.

Isabell Sinclair Irwin Signed Area Manager

for Chief Review Officer

23 April 2004

To the Parents and Community of Heriot School

These are the findings of the Education Review Office’s latest report on Heriot School.

Since the ERO discretionary review in 2002 the board, principal and teachers have made significant progress in improving the governance and management of the school. They demonstrate a united and focused approach to providing the best possible learning environment for the students.

Teachers provide a caring, nurturing learning environment for students. The high level of individual support within classrooms helps to ensure that learning needs are met effectively.

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.

Therefore ERO will 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.

Isabell Sinclair Irwin Signed 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 Specific Government 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

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.