Carew Peel Forest 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  

​​Carew Peel Forest School​ is located just north of the Rangitata River in mid-Canterbury and provides education for learners in Years 0 to 6. The school’s CARE values (Community, Achievement, Responsibility, Environment) support the school’s vision of meeting the needs of all learners. 

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 learners achieve at expected levels in reading, writing and mathematics; there is some disparity in boys’ reading and writing achievement that has been identified by leaders. 
• Learners with additional needs are identified and programmes are tailored effectively to their needs to improve learner outcomes. 
• Learners have a strong sense of belonging supported by well understood inclusive and wellbeing practices. 
• Most learners attend school regularly and engage in meaningful learning.  

Conditions to support learner success 

• The school vision, goals, targets and priorities clearly reflect those set out by the community. 
• Leadership and teachers foster a culture of high-quality teaching and learning practices. 
• Professional relational trust between teachers is evident and contributes to shared responsibility for improved learner outcomes. 

• Literacy and numeracy curriculum areas are explicitly taught, and the school is developing a rich local curriculum that reflects learner needs and interests.  
• Learners needing additional support are identified promptly and are provided with individualised and effective support. 
• Assessment information is increasingly analysed and used to inform teacher planning. 

• Relationships between teachers and learners are founded on mutual trust that supports learning and wellbeing of all learners. 
• Professional development is targeted towards continuous improvement for learner wellbeing, progress and achievement. 
• Leaders and teachers recognise, value and are taking steps towards catering for the diverse identities, languages and cultures of learners, whānau and the community. 
• The board strategically manages resourcing well to improve educational success for all learners. 

Part B: Where to next? 

The agreed next steps for the school are to:  

• ensure all learners receive high-quality teaching and learning to further improve their outcomes, with particular attention on boys’ progress and achievement 
• enable learning that reflects the learners, the community and local environment. 

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

Every six months: 

• review school-wide school assessment tools and practices to ensure valid, consistent evaluation of learner progress and achievement 
• continue to develop an engaging school-wide local curriculum that incorporates all learning areas and based on the school’s vision and values, and community aspirations. 

Annually: 

• continue to develop collaborative practices focused on high quality teaching, and improved learner progress, achievement and wellbeing, with a focus on boys’ reading and writing progress and achievement 
• develop clear, effective school-wide evaluation processes to improve learner outcomes. 

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

• strengthened collaborative teaching practices of the school local curriculum delivery and school-wide programmes in literacy and mathematics 
• further improvement of boys’ reading and writing progress and achievement  
• refined evaluation processes to ensure high quality teaching and learning practices which further improve outcomes for all 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 

​​1 July 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