Clevedon School

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

Clevedon School is located in a rapidly expanding, semi-rural area of South Auckland and provides education for learners in Years 1 to 8. The school’s recently refreshed values – ‘Kia Kaha|Be Strong, Kia Atawhai|Be Kind and Kia Whakapono|Be Trustworthy’ underpin the school’s vision of an inclusive community, who are empowered to succeed and make a difference.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.

Part C: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Previous Improvement Goals

Since the previous ERO report of September 2022, ERO and the school worked together to evaluate how well school systems and practices support teacher effectiveness to positively and consistently impact on equitable outcomes for all learners.

Expected Improvements and Findings

The school expected to see:

Increasingly equitable outcomes for learners through teachers' use of adaptive strategies and practices.

• Significant improvement is evident for groups of learners in reading, writing and mathematics, particularly for boys and Māori learners.
• Teaching strategies and approaches are increasingly responsive and differentiated to learner needs.
• Tailored professional learning and development has prioritised the consistency of teaching and learning programmes within classrooms.

Clear processes and systems that focus on and support continuous improvement and sustainability.

• Leaders have embedded processes that guide teachers to identify the strategies for teaching that would have the most impact on progress and achievement.
• A well-considered approach to increasingly distributed leadership draws on the expertise of staff to implement and sustain growth over time.
• Leaders and teachers use robust evaluation practices that support continuous improvement and measure impact.

Other Findings

The greatest shift that occurred in response to the school’s action was meaningful staff engagement in effective and well-aligned professional learning.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

• Most learners achieve at or above the curriculum expectations in reading, writing and mathematics.
• The school has made significant progress in achieving equitable outcomes for all.
• Learner wellbeing is a priority and data shows that learners experience a strong sense of belonging.
• Most learners attend school regularly; the school is meeting the 2024 Ministry of Education target for regular attendance at school.

Conditions to support learner success

• Leaders effectively use a range of high-quality evidence to monitor the progress and impact of strategic actions on learner outcomes.
• Leadership consults regularly to ensure that the strategic priorities reflect the aspirations of whānau and the wider school community.
• A strong culture of growth and development is at the centre of decision-making, and professional learning and coaching is tailored to the individual needs of staff and the priorities of the school.

• Coherent curriculum design, including intentional teaching and learning approaches, effectively meets the learning needs of students.
• Teachers establish warm, learning-focused environments and learners actively engage in programmes, initiatives and activities.
• Learners speak confidently about their progress and achievement; in the middle and senior school they use progressions well to identify their next steps.

• Leaders, teachers and the board systematically evaluate a wide range of achievement information to inform future priorities.
• Teachers collaborate effectively, sharing their knowledge and skills, to address challenges in teaching and learning.
• Leaders and teachers communicate well with parents and whānau to understand aspirations for learning and to share the progress and next steps for their children.
• Te reo Māori and mātauranga Māori are effectively woven through the school’s curriculum, supported by well-considered professional learning and development for staff.

Part C: Where to next?

The agreed next steps for the school are to:

• continue to improve equitable and excellent outcomes for all learners, and sustain high levels of attendance
• align the school’s existing local curriculum with the New Zealand Curriculum refresh
• fully embed the school values into teaching and learning.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• provide professional learning to support the review and adjustment of the current teaching, learning and assessment approaches to reflect the curriculum priorities
• undertake professional learning to embed the refined school values into teaching and learning approaches.

Every six months:

• through collaborative teacher inquiry, monitor student progress and achievement and adapt teaching to respond to learners emerging needs.

Annually:

• evaluate and report to the board about the impact targeted teaching has had on accelerating learner progress and achievement to prioritise ongoing improvement
• adapt planning and assessment so that it reflects the changes to the local curriculum
• review and report to the community on the progress towards embedding school values consistently across teaching and learning and the impact on improving student success to inform where to next.

Actions taken against these next steps are expected to result in:

• more learners achieving at expected curriculum levels and attending regularly
• a localised curriculum that reflects the newly refreshed New Zealand Curriculum
• students who demonstrate the school values in their learning and their relationships with each other.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Shelley Booysen
Director of Schools

27 September 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home