Southbrook 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

Southbrook School is located in Rangiora and provides education for learners in Years 1 to 8. The school has a holistic wellbeing approach with focus on learners being the best they can and developing students’ Three Kete of: Knowledge| Mātauranga, Character | Āhuatanga, and Relationships | Whanaungatanga. The school is a member of the Puketeraki Kāhui Ako.

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 

• Achievement is improving over time; the majority of learners are achieving at the expected curriculum level in literacy, with Māori students achieving as well as all students.
• A large majority of students are achieving at expected curriculum levels in mathematics with a small disparity for Māori students.
• The progress and achievement of target students needs accelerating and strengthened systems are in place to better support and monitor progress and inform planning.
• A large majority of students regularly attend school.

Conditions to support learner success

• Leadership have developed a supportive strengths-based school culture with high levels of relational trust. 
• Leaders set and pursue specific improvement goals and targets, including the acceleration of progress for those learners at risk of underachievement.
• Learners’ engagement, progress, achievement and wellbeing are monitored and supported by strong school-wide systems. 

• Learners are supported in improving their literacy, mathematics and wellbeing skills through deliberate teaching and a consistent school wide focus. 
• The school’s curriculum provides a clear framework and direction for teaching and learning, and teachers collaboratively update the curriculum in response to professional learning and best practice.
• Established systems are increasingly used by teachers and leaders to identify, support, monitor and accelerate the progress and achievement for target students.

• Strong relationships are evident between learners, staff, and whānau within a supportive 
  learning- focused school environment.
• Partnerships with whānau and outside agencies are valued and increasingly support learning and wellbeing. 
• Leaders have a holistic approach that supports learner wellbeing and improving achievement. 

Part B: Where to next?

The agreed next steps for the school are to: 

• accelerate the progress and achievement of Year 4 to 8 target students in reading, writing and mathematics
• continue to raise school-wide achievement in reading, writing and mathematics 
• review and update the school mathematics curriculum in response to professional learning and the refresh of The New Zealand Curriculum.
• evaluate the effectiveness of the interventions for target students to accelerate progress and improve achievement.

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

Within three months:

• teachers implement interventions to accelerate the target students in Year 4 to 8
• leaders and teachers monitor and review progress and target student action plans twice each term

Every six months:

• leaders evaluate the impact of strategies used to support target students’ improved achievement and report to the board on progress of target learners and the school progress and achievement

Annually:

• teachers and leaders evaluate the impact of interventions to ensure the most effective strategies are consistently used to improve all students’ progress and achievement
• leaders report the progress of target learners and school-wide progress and achievement.

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

• consistent, evidence-based teaching practice in mathematics to improve student achievement 
• accelerated progress for target students in reading, writing and mathematics
• improved equity and excellence in school-wide achievement in reading, writing and mathematics.

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

18 June 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