Cashmere Avenue 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

Cashmere Avenue School located in Khandallah Wellington, provides education for students in Years 1 to 6. The school vision, Equipping learners to explore and thrive together, is underpinned by the school values of whakawhanaunatanga, mahi tahi, empathy, growth mindset and pride. The number of English Language Learners enrolled in the school in 2024 has increased significantly.

There are two parts to this report.

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

Part A: Current State

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

Learner Success and Wellbeing 

• Almost all learners achieve at or above the expected curriculum level in reading and mathematics, and most learners achieve at this level in writing.
• Almost all 2023 Year 6 students left the school achieving at or above curriculum expectations in reading, writing and mathematics.
• Most students attend school regularly; attendance exceeds the 2024 Ministry of Education target.

Conditions to support learner success

• Leaders work together to create a positive environment that is inclusive, values diversity and promotes student wellbeing for learning.
• Leadership across the school is promoted and deliberately developed, with a strong focus on growing teachers’ leadership capability to achieve the school’s vision, values, goals, and targets to sustain high levels of student engagement and achievement.
• Collective responsibility of leaders and staff ensures that systems, practices and processes for high quality teaching are well known and sustainable.

• Teachers use varied and responsive strategies to engage students in learning that provide opportunities for learners to practice, consolidate and demonstrate their understanding and knowledge.
• Students learn in collaborative learning environments where they are encouraged to take risks to make the most of all learning opportunities.
• Students can communicate their strengths as learners, demonstrating confidence and positivity towards learning.
• Te reo Māori and tikanga Māori are increasingly woven through all aspects of the school’s curriculum; this reflects the strategic commitment to Te Tiriti o Waitangi and success for Māori learners as outlined in the draft Māori achievement plan.

• The board works strategically with school leaders to implement the school’s vision and values to achieve agreed goals and targets; resourcing is aligned to support learner-focused improvement goals and strategies.
• Regular parent and whānau engagement and participation in the life of the school contributes to the school’s strategic direction; a range of strategies are used to communicate and engage with parents, whānau and the community.
• A systematic approach to planning for school improvement is informed by high quality evidence and evaluation.
• Leaders and teachers affirm and increasingly respond to the significant number of English Language Learners in the school, appropriately supporting them to learn and progress.

Part B: Where to next? 

The agreed next steps for the school are to:

• embed the school’s Māori achievement plan to enhance the use of culturally responsive practices to support students’ learning
• continue to strengthen the collaborative response by all staff to support positive outcomes for English Language Learners in the school
• develop achievement targets to further lift learning outcomes to excellence for students who are currently achieving at curriculum level.

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

Every six months:

• continue to analyse learners’ attendance, progress and achievement information, including against expected outcomes in the Māori achievement plan, to inform the next steps

Annually:

• review and report on the impact of teaching and learning programmes on students’ progress and achievement, including the Māori achievement plan, to know what has been successful and what needs further improvement.

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

• equitable and excellent student achievement
• consistent use of responsive teaching practices to meet the varied needs of learners.

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

2 December 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