Johnsonville 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 

Johnsonville School located in Johnsonville, Wellington provides education for students in Years 1 to 6. The school’s vision ‘Learning and Growing Together’ is underpinned by the values of ’courage, inclusion, perseverance, honesty, empathy and respect’.  An onsite unit provides specialised support for learners with high and complex needs.

The school strategic priorities are focused on Identity and Belonging, Equity and Variety and Hauora and Wellbeing. 

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 

• Most students achieve at or above curriculum levels in reading and mathematics and a large majority achieve in writing; disparity in achievement in mathematics for Māori and Pacific students and boys in writing is evident.
• A range of effective programmes and initiatives promote and support wellbeing for learning; student wellbeing surveys affirm this.  
• Inclusive learning environments ensure students, and those with diverse needs, successfully achieve their individual goals.
• Most students attend school regularly; attendance exceeds the 2024 Ministry of Education target. 

Conditions to support learner success

• The board collaborates strategically with leadership to support and implement the school’s vision, values and agreed goals and targets; well aligned resourcing supports learner-focused improvements.   
• Leaders have a deliberate, well considered approach to school improvement that is strengthening outcomes for students; embedding systems and consistent practices is the next step.
• Leaders are focused on providing and developing leadership capability across the school to sustain high levels of student engagement and achievement. 

• Students' needs are well met by evidence-based teaching and collaborative teaching practices.
• A range of reliable assessment information is increasingly used to plan and teach for each student to progress and achievement.
• Students learn in a responsive environment where they are encouraged to take risks, investigate, and inquire; they talk confidently about their learning. 
• Structured literacy is effectively implemented across the school; embedding processes and practices are the next step. 

• The school is increasingly giving effect to Te Tiriti o Waitangi through partnerships with Māori, collaboration within the Kāhui Ako, and beginning to integrate te reo Māori, tikanga Māori and mātauranga Māori throughout the curriculum. 
• Students at risk of not achieving are identified and provided with well-designed interventions; progress is monitored and reported on. 
• Enhanced relational trust and communication across staff supports increasing levels of collaboration. 
• Leaders and teachers affirm and respond to an increasingly large 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: 

• evaluate the impact of structured literacy programmes on outcomes for students to inform curriculum design and planning decisions
• complete the current review of school-wide assessment systems and processes 
• continue to embed collaborative teaching practices to ensure all learners have cohesive learning 
• continue to strengthen the collaborative response by all staff for students who are neurodiverse and who are English Language Learners.

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

Every six months:

• continue to analyse progress and achievement information to inform next steps for learners and groups of learners and respond to any disparity identified.

Annually:

• review and report on the impact of teaching and learning programmes on student progress and achievement to know what has been successful and what needs further improvement
• use the analysis of achievement and progress data, and other evidence, to know and report on the impact of professional learning in curriculum and assessment for teachers on outcomes for students
• ensure robust strategic planning and annual goals, aligned with identified priorities, continue to promote positive outcomes in all areas for all learners.

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

• improvement in writing achievement 
• an embedded and responsive structured literacy programme
• strengthened use of data to inform decision making, collaborative planning and teaching practices
• the continued development and growth of a positive school culture for all.

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

13 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