Clifton Terrace Model 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 

Clifton Terrace Model School, located in central Wellington, provides education for students in Years 1 to 8. As a ‘Model’ school, it hosts a number of student teachers, supporting their initial teacher education. The school’s mission is ‘to inspire in each child a thirst for learning, drawing on the rich opportunities available to a small inner-city school’. There has been a significant increase in the number of English Language Learners enrolled in the school.

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 

Learners make sustained progress and achievement throughout their schooling.

• Most learners achieve at or above the appropriate curriculum level for reading, writing and mathematics.
• Most students make accelerated progress over time in one or more of the above learning areas.
• Regular attendance is lower than the Ministry of Education 2024 target; the school is working with parents and whānau to support the regular attendance of students.

Conditions to support learner success

Strategic and effective leadership sets positive conditions to improve learner outcomes.

• Leaders have created a positive environment that is inclusive, values diversity and promotes student wellbeing for learning.
• Leadership sets clear improvement goals and targets, working alongside teachers to monitor the acceleration of learners’ progress.
• Leadership facilitates meaningful professional development opportunities to ensure high quality teaching is taking place.

Explicit teaching within the broad local curriculum ensures students’ learning is relevant and engaging.

• The progress and achievement of groups of students at risk is known and responded to; the board provides additional resourcing to support these learners.
• A wide range of appropriate assessment tools are used effectively to inform targeted teaching to accelerate the progress of students, and respond to individual needs.
• Programmes to support students with additional needs promote their wellbeing and learning; external agencies are involved when appropriate.

Well-developed school conditions promote learners’ wellbeing and engagement in learning.

• Parents and whānau are respected for what they bring to their child’s learning; diversity is valued and celebrated.
• The board appropriately aligns resourcing to support student-focused goals and strategies; it acts on evidence and input from the school community to make improvements for learners.
• Waiata and karakia are woven into the start of each day; the increased use of te reo Māori and tikanga Māori is being strengthened to reflect Te Tiriti o Waitangi and to support Māori learners to achieve successful outcomes.

Part B: Where to next? 

The agreed next steps for the school are: 

• strengthening the use of te reo Māori and tikanga Māori, ensuring it is woven through all aspects of the school curriculum 
• continuing to work with parents and whānau of new English Language Learners to ensure appropriate supports are put in place 
• continuing to monitor the progress and achievement of English Language Learners to know the impact of initiatives on student wellbeing and learning, to inform further strategic direction and resourcing 
• continuing to closely track and monitor attendance, to identify those not attending regularly and work alongside those families to increase attendance.

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

Within six months:

• finalise and implement te reo Māori learning progressions plan, ‘He ara mātauranga mō te reo Māori’, with clear indicators for success.

Every six months:

• analyse achievement information to know the impact of strategic initiatives and professional development on students, to inform next steps for learning, engagement, and attendance. 

Annually: 

• review and report the impact of teaching and learning programmes on achievement outcomes, to know what has been successful and what needs further improvement, to inform ongoing strategic direction
• evaluate the effectiveness of ‘He ara mātauranga mō te reo Māori’ on increasing the use of te reo Māori by students 
• continue to gather and respond to whānau voice to develop the strategic direction and annual goals for the school
• continue to work with families to promote the regular attendance of students.

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

• increasing attendance, wellbeing, engagement, and achievement outcomes for all learners, especially English Language Learners.
• a strengthened commitment to Te Tiriti o Waitangi and embedded te reo Māori and tikanga Māori practices throughout the school. 

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

19 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