Education REVIEW REPORT:
SILVERDALE NORMAL SCHOOL

              Community Page

 

Silverdale Normal School is located in the suburb of Silverdale in Hamilton City and caters for Years 1 to 6 students.  The school has recently undergone a change in leadership, with the current principal taking up her position at the start of Term 4, 2008.  Since the last review there has been considerable property and resource development resulting in an upgraded computer network system, library refurbishment and provision of a food technology classroom.  In addition the school has a special needs satellite class, a Montessori class, hosts two specialist resource teachers and is one of several Hamilton schools assisting with pre-service training for the University of Waikato School of Education. 

A school focus on cultural diversity is valued and promoted by staff and parents.  Respectful relationships foster students’ sense of worth and identity in the wider community.  Cultural acceptance is evident in many school activities such as assemblies, music, art, sport and social events. 

A feature of the school is the well resourced programme for English Speakers of Other Languages (ESOL).  International students and other ESOL students are effectively taught by learning assistants and teachers.  In addition the school provides students and their families with support and guidance to adjust to aspects of New Zealand life.  Students and their parents are benefiting from a purposeful and well organised approach to ESOL teaching and learning.

An enthusiastic newly appointed principal has restructured the senior leadership team.  She recognises that it is important that continued access to professional development focused on leadership including team building, change management and strategic planning will enhance school direction in curriculum and other educational areas. 

Dedicated and experienced teachers work hard to provide effective educational opportunities for students.  They are focused on developing teaching and learning tasks that engage students in purposeful activities.  Students participate in a wide range of literacy programmes.  While students are engaged in learning, it would now be appropriate for all teachers to create learning environments and programmes that promote students taking more responsibility for their own learning.

Trustees bring a diverse range of skills to their governance roles.  The board and leadership team have addressed most aspects of the recommendations outlined in the 2006 Education Review report related to the interpretation of assessment data, programmes for gifted and talented students and some aspects of quality assurance.  It would now be appropriate for trustees to review board operations and procedures, strategic planning and consultation processes with the Māori community. 

Future Action

ERO is confident that the board of trustees can govern the school in the interest of students and the Crown and bring about improvements outlined in this report. 

ERO is likely to carry out the next review in three years. 

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.

The school collates and analyses assessment data in literacy and numeracy. This data is shared school wide with teachers and used to inform annual target setting.  The main assessment tools used for literacy are the Supplementary Test of Achievement in Reading (STAR), Progressive Achievement Tests (PAT), Records of Oral Language (ROL), the Six year Observation Survey, running records in reading, and national and school-based exemplars in writing.  The main assessment tools in numeracy are Global Strategies Survey (GLOSS), Individual Knowledge Assessment for Numeracy (IKAN), Numeracy Project Assessment (NumPA), and PAT for mathematics. 

STAR and PAT reading comprehension assessment data for Years 3 to 6 in terms one and four 2008, shows that there is improvement over the year.  There is a close correlation between both tests, and school assessment data is comparable to national expectations. 

STAR assessment data shows that Māori student results improve as they progress through the school.  Identified Māori students with low levels of reading upon entry to school are provided with additional support.  Assessment data indicates that most Māori student achievement outcomes are above national expectations in Years 5 and 6. 

A small number of Pacific students attend Silverdale Normal School.  Most of these students are in the junior area of the school.  Students requiring support from ESOL programmes are offered assistance.  The school collates and analyses Pacific students’ achievement in reading and numeracy.  These results show that on entry to the school Pacific students are achieving below national expectations.  Students who stay at the school are achieving at levels above and comparable to national expectations by the end of Year six. 

Students who enter the junior school with low levels of literacy in oral language are identified and provided with appropriate intervention strategies to raise their achievement.  Individual progress is monitored and achievement data is used to determine overall programme effectiveness and to make decisions about ongoing improvement in literacy learning. Running record assessment information indicates that students in the junior school make progress.  

In February 2008 the school used IKAN and PAT assessment data in mathematics to identify students’ needs.  Results show that most students are achieving at levels that are either comparable to or slightly below national expectations.  NumPa assessment data shows that students are achieving at national expectations for numeracy.

Students from non-English speaking countries receive extra language support.  While these students enter the school with low levels of achievement in English they show significant progress over their time at Silverdale Normal School.

School Specific Priorities

Before the review, the board of Silverdale Normal 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 Silverdale Normal School.

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

·         initiatives and practices in literacy teaching and learning to raise student achievement.

ERO’s findings in this area are set out below.

Over the last three years the school has been involved in a programme of professional development in literacy teaching and learning.  The staff has worked with an external facilitator in English to further develop their understanding and use of STAR achievement information to guide their planning and teaching. 

The school collates and analyses assessment data to monitor student progress and achievement.  Literacy assessment data indicates that students are making gains comparable to national expectations as they progress through the school.  Achievement information is used for reporting children’s progress to parents and whānau, the board of trustees, and to set annual school achievement targets. 

School culture:  A feature of the school is an inclusive and affirming culture that values students and their cultural difference.  Respectful relationships foster students’ sense of worth and identity in the wider community.  This inclusive culture is also evident in many school activities such as assemblies, music, art, sport, social and cultural events.  Caring relationships set the context for classroom behaviour and playground activities.  Students are motivated to explore and take risks in aspects of their literacy learning.

Classroom teaching programmes:  Teachers know their students well and work hard to provide effective educational opportunities.  They are focused on developing a range of teaching and learning tasks that engage students in purposeful activities.  Teachers collate and analyse student achievement information to place students in ability groups and identify their next learning steps.  Student achievement information is well used to inform classroom programmes in literacy. 

Support programmes:  Highly effective programmes for students needing support are well organised by the Special Education Needs Coordinator (SENCO).  She demonstrates professional leadership, knowledge and management skills and ensures the implementation of programmes to support students.  Support staff are provided with relevant professional development and guidance in their roles with both individuals and groups of students.  These students receive appropriate and specific tuition to improve their literacy skills. 

Self review:  Detailed and useful self-review underpins the school’s focus on raising student achievement.  School-wide assessment information is collated, analysed, interpreted and reported to the board of trustees on a regular basis.  Teachers use this information to identify trends and patterns in student achievement, evaluate their teaching and inform ongoing planning. Students are receiving specific and relevant learning opportunities in literacy programmes. 

Supplementary initiatives:  Innovative initiatives have been introduced by school leaders to cater for identified groups of students with specific needs.  These programmes include:

·          the ‘Jump Start’ programme aimed at preparing preschool children for school literacy programmes, and

·          the ‘Boys Group’ initiative designed to engage boys in learning and build on their experiences at school. 

These well-planned initiatives are enhancing learning opportunities for those preschool children and students who are involved. 

Home/school partnership:  A positive reciprocal and respectful partnership exists between the school and home.  Parents value the school’s open door policy approach and acknowledge the support teachers provide.  Students are benefiting from a school-wide commitment to a partnership with parents and whānau that involves them in aspects of literacy tuition. 

Governance:  Trustees work well together as a team in the interests of the school.  They maintain strong informal links with parents and the wider school community.  Trustees work well with the newly appointed principal and are kept informed about school events and activities.  The board and staff have collectively developed school wide literacy goals on student achievement for 2009.  Trustees have a clear understanding of how professional development influences teaching practice and student learning. 

Professional leadership:  The newly appointed principal has restructured the senior leadership team.  It is now important that the principal and senior leaders continue to access professional development focused on leadership objectives, which includes team building, managing change and strategic planning.  Further consideration of these aspects should increase the effectiveness of the school leadership team to develop clear strategic directions for the school. 

Appraisal:  The school needs to strengthen the implementation of the appraisal system to include:

·          evaluative comments that guide teacher development; and

·          clearer links to school-wide professional development goals and personal professional goals.

The further development of the appraisal process is likely to improve aspects of teaching practice across the school and inform teachers and senior leaders about the effectiveness of literacy initiatives. 

Student responsibility for learning:  It would now be appropriate for all teachers to create learning environments and programmes that promote students taking greater responsibility for their own learning.  Students increased knowledge of learning intentions and outcomes in reading, writing and oral language is likely to lead to them increasingly becoming self-managing learners. 

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 Silverdale Normal 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.

Monitoring Māori student achievement: The school has continued to closely monitor the progress of Māori students each year.  School data indicates that they are improving as they progress through the school.  The school monitors all Māori students and has a good knowledge of their achievement and progress. 

Building partnerships with the Māori community:  The school has incorporated the concept of partnership to build relationships with parents and whānau of Māori students.  Senior school triennial marae visits and pōwhiri provide a te reo Māori me ōna tikanga experience for all senior students.  Informal opportunities provide parents and whānau with opportunities to interact with the school. 

Te ao Māori:  The school has developed a curriculum outline that provides students in junior classrooms with progressive levels of learning in te ao Māori.  Professional development opportunities in te reo Māori for all teachers are likely to increase the consistency and profile of the Māori dimension across the school.  Aspects of te reo me ōna tikanga Māori are evident in all classrooms and the display and use of te reo Māori charts is increasing student knowledge and understanding of New Zealand’s bicultural status and heritage. 

In this review ERO evaluated the progress the school has made since the last review in improving the achievement of its Pacific students and in initiatives designed to promote improved achievement.

Support for Pacific Students:  Pacific students requiring support with English are receiving comprehensive learning opportunities through the effective ESOL programme.  The school collates and analyses Pacific student’s achievement information in reading and numeracy.  These results show that on entry to school they are achieving below national expectations.  Students who stay at the school are achieving at levels above and comparable to national expectations by the end of Year six. 

As part of this review ERO looked at how well teachers assess, plan and teach reading and writing to students in Years 1 and 2, and how well the school promotes high levels of student achievement in reading and writing in Years 1 and 2.

Literacy leadership:  Effective leadership is provided for literacy development in Years 1 and 2.  The new associate principal of the junior school uses her knowledge to guide literacy programmes.  She provides direction on self review for syndicate planning and teaching.  Students in Years 1 and 2 are receiving a sound foundation in literacy learning.

Use of assessment information:  Teachers use assessment information effectively in the classroom.  They gather relevant data using a range of assessment tools to group students according to their learning needs.  Individual progress is carefully monitored and support interventions are provided where necessary.  Collated data is used to determine overall programme effectiveness and to make decisions about ongoing improvement in literacy learning.

Literacy activities:  Teachers effectively plan a wide range of reading and writing activities.  These activities include:

·          the use of computer programmes that engage students in the development of sound and word association;

·          ESOL tuition for identified students; and

·          use of books and taped stories about New Zealand.

Students enjoy listening, reading and writing and they are experiencing success with their literacy learning.

In preparing for teaching the New Zealand Curriculum in 2010 the school has begun to initiate their own school curriculum design that include key competencies and learning areas.

The school has agreed that its priorities for preparation over the next three to six months are to continue reviewing and embedding the key competencies and aligning teaching strategies to the intent of the revised curriculum.  A further goal for 2009 is to review the school’s curriculum in relation to the New Zealand Curriculum and consult with the school community about the school vision and values.

Silverdale Normal School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989.  This is a requirement of all schools that enrol international students in terms of the Act.  Schools are also required to provide English language support for their international students.

At present there are six international students at the school, all of whom live with their parents as required for children of this age.  

The school complies with all aspects of the Code.

Documentation:  The principal has developed an informative booklet for international students and their parents.  Parents are well informed about the school, what is required of them, and what responsibility the school takes in educating and caring for their children.  

Pastoral care: The school provides high quality care and guidance for international students.  Students know where to go if they have any concerns and believe that their teachers are helpful and ready to assist if they have questions in class.  The teacher in charge meets regularly with parents and makes frequent home visits as part of her role.  The school also communicates well with the parents of international students who feel able to come to the school at any time and talk to teachers about their children. 

Information on students:  Detailed files are kept for each international student.  These contain up-to-date information on passports and visas as well as recent information on each student’s progress and the programme being planned for their English language support.  Student’s overall progress, both social and academic, is well monitored and clearly recorded.

The ESOL department caters for 30% of students across the school who come from a wide range of different non-English speaking backgrounds.  This department is managed by a lead teacher and equipped to provide support in English for all international students throughout the school.

Initial assessment and programme placement:  A variety of well recognised oral and written assessment tools are carefully administered to identify the level of competence of international students in spoken and written English. Appropriate programmes are then prepared to meet the needs of these students.

Programme organisation:  A well-organised and knowledgeable teacher in charge of the ESOL programme plans individualised and small group literacy programmes.  She uses her experience and knowledge to lead an effective teaching team, which includes the SENCO, teachers and support staff.  Individual and small groups of students are withdrawn from class to receive specialist tuition.  There is a collegial approach across the school to meeting the needs of students who have English as a second language.

Classroom teachers:  Classroom teachers receive guidance from the ESOL teacher to ensure they are informed and aware of the needs of international students in their classes.  The ESOL teacher provides ongoing assistance and talks to staff regularly on ways to best meet the language needs of these students.  Classroom teachers provide ESOL instruction and work with support staff to ensure ESOL programmes meet the needs of students.

ESOL department:  The ESOL department is a feature of the school.  The school has well-trained staff and is appropriately resourced.  The school uses appropriate material from the Ministry of Education in addition to a wide range of resources, which have been built up in the school over a number of years.  The ESOL teacher has been proactive in sourcing appropriate resources locally from the Migrant Centre and Hamilton City Library.  She provides guidance and resources to Learning Assistants and teachers working with international students.  Students in this department are benefiting from a purposeful and well organised approach to ESOL teaching and learning.

Overview

Before the review, the board of trustees and principal of Silverdale Normal 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.

Compliance

During the course of the review ERO identified areas of non-compliance.  In order to address these the board of trustees must:

5.1              develop a long term strategic plan in the school’s charter that establishes for the next three to five years the board’s aims, objectives, directions, and priorities for intended student outcomes, the school’s performance and use of resources; and
[Education Act 1989 s61]

5.2              consult with the school’s Māori community to develop and make known to the school’s community policies, plans and targets for improving the achievement of Māori students.
[National Administration Guideline 1(v) 1993]

ERO and the board of trustees have developed the following recommendations:

6.1       that the principal, senior leadership team and staff work together to stregthen learning environments and programmes that promote students taking greater responsibility for their learning; and

6.2       that the principal and senior leadership team continue to strengthen the performance management system.

ERO is confident that the board of trustees can govern the school in the interests of the students and the Crown and bring about the improvements outlined in this report. 

ERO is likely to carry out the next review in three years.

Kathleen Atkins

Area Manager

for Chief Review Officer

4 June 2009

To the Parents and Community of Silverdale Normal School

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

Silverdale Normal School is located in the suburb of Silverdale in Hamilton City and caters for Years 1 to 6 students.  The school has recently undergone a change in leadership, with the current principal taking up her position at the start of Term 4, 2008.  Since the last review there has been considerable property and resource development resulting in an upgraded computer network system, library refurbishment and provision of a food technology classroom.  In addition the school has a special needs satellite class, a Montessori class, hosts two specialist resource teachers and is one of several Hamilton schools assisting with pre-service training for the University of Waikato School of Education. 

A school focus on cultural diversity is valued and promoted by staff and parents.  Respectful relationships foster students’ sense of worth and identity in the wider community.  Cultural acceptance is evident in many school activities such as assemblies, music, art, sport and social events. 

A feature of the school is the well resourced programme for English Speakers of Other Languages (ESOL).  International students and other ESOL students are effectively taught by learning assistants and teachers.  In addition the school provides students and their families with support and guidance to adjust to aspects of New Zealand life.  Students and their parents are benefiting from a purposeful and well organised approach to ESOL teaching and learning.

An enthusiastic newly appointed principal has restructured the senior leadership team.  She recognises that it is important that continued access to professional development focused on leadership including team building, change management and strategic planning will enhance school direction in curriculum and other educational areas. 

Dedicated and experienced teachers work hard to provide effective educational opportunities for students.  They are focused on developing teaching and learning tasks that engage students in purposeful activities.  Students participate in a wide range of literacy programmes.  While students are engaged in learning, it would now be appropriate for all teachers to create learning environments and programmes that promote students taking more responsibility for their own learning.

Trustees bring a diverse range of skills to their governance roles.  The board and leadership team have addressed most aspects of the recommendations outlined in the 2006 Education Review report related to the interpretation of assessment data, programmes for gifted and talented students and some aspects of quality assurance.  It would now be appropriate for trustees to review board operations and procedures, strategic planning and consultation processes with the Māori community. 

Future Action

ERO is confident that the board of trustees can govern the school in the interest of students and the Crown and bring about improvements outlined in this report. 

ERO is likely to carry out the next review in three years. 

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.

Kathleen Atkins

Area Manager

for Chief Review Officer

 

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.