ERO Report

Below is the latest Aberfeldy School ERO Report

Aberfeldy School 14 Dec 2021

Findings

The school has made sufficient progress in relation to priorities identified in this report and will transition into ERO’s Evaluation for Improvement process.

1 Background and Context

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

Aberfeldy School is located approximately 35 kilometres north of Whanganui. It is a small rural school for Year 1 to 8 students. At the time of this evaluation, 10 of the 12 students enrolled are Māori.

The school’s vision for children is, ‘Empowering learning together; Te Whakakaha I te ako ngatahi’.

Over the past 12 months the school has undergone several changes to staffing, including the appointment of a principal in term 3, 2020. Two trustees are newly elected.

This ERO report evaluates the progress made and how well placed the school now is to sustain continuous improvement.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The areas for review and development identified in the 2020 ERO report were to:

review and implement rigorous assessment practices to inform teaching, learning and improve reporting of student progress and achievement to parents and trustees
deliver and document a responsive, culturally appropriate, curriculum
build effective teaching and opportunities for students to learn
better promote student wellbeing and support their opportunities to learn
improve partnerships for learning, with students and their families and whānau
strengthen school leadership to achieve positive change
strengthen governance capability and practice.

Progress

Assessment processes and tools are better used to support the teaching and learning needs of students. Appropriate tracking and monitoring processes assist staff to more fully respond to specific learning goals of individuals. Reported achievement at the end of 2020 showed most students made purposeful progress in reading, writing and mathematics, with some accelerating their progress. Mid-year 2021 shows the school has sustained ongoing improvement in the achievement of nearly all learners.

Appropriate curriculum priorities in literacy and mathematics reflect the learning and engagement needs of students. Relevant learning contexts encourage purposeful student engagement in learning. Meaningful connections between the school and Māori whānau support the authentic inclusion of culturally responsive learning contexts.

Respectful, reciprocal relationships across the school support student belonging and wellbeing. Behaviour management practices have been suitably developed with the community. A settled and positive tone promotes the purposeful engagement of students at school. Shared ‘ REAL’ values highlight respect, empowerment, accountability, and learning and have been developed in conjunction with the community. Meaningful connections established between staff, students, parents and whānau support positive wellbeing and the inclusion of learners at school.

Regular information in relation to student learning is encouraging shared partnerships for learning. Written reports provide appropriate information aligned to curriculum outcomes and next step goals. Learning conferences between parents, students and teachers are well attended and inform the development of shared learning goals.

Trustees receive regular and relevant information during the year to support their governance. Regular information in relation to student progress, achievement and wellbeing are used appropriately to inform their resourcing. Consultation with the community ensures decision making is inclusive of key stakeholders. The board has an ongoing and systematic process to review policies and procedures. Strategic and annual plans identify clear goals that guide the school toward their identified priorities. Appropriate appraisal processes have been established to monitor and support the performance management of the principal and staff.

Key next steps

Continue professional learning opportunities for trustees to further build their understanding of effective governance practice.
Re-establish implementation of the teaching as inquiry processes to inform the quality of changes to the school’s curriculum priorities.

3 Sustainable performance and self review

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

The school is well placed to sustain and continue to improve and review its performance. Introducing cohesive systems and processes has strengthened teachers’ and trustees’ response to the individual needs of learners and to parents, whānau, and the community. Leadership, by the principal, has effectively implemented better systems and processes to support positive school development and improve learner outcomes.

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