Cromwell Primary 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

Cromwell Primary School is a contributing school located in the township of Cromwell in the Central Otago area. In 2022, a new principal and leadership team were appointed. The school’s values are courage – manawanui, contribution – kaitiakitanga and curiosity – akoranga.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

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

Part A: Previous Improvement Goals

Since the previous ERO report in October 2022, ERO and the school worked together to evaluate how well a consistent and developmentally appropriate literacy program was delivered across the school. This evaluation included the extent to which the changed literacy program had improved learning outcomes for all students.

Expected Improvements and Findings

The school expected to see:

Review and assessment of existing and new practices, impact analysis and ongoing monitoring of the improvement actions.

• Assessment tools are standardised, and rigorous moderation processes provide clear insights into assessment and next steps.
• Ongoing monitoring and data review allows the school to purposefully refine their practices and support continuous improvement in teaching and student outcomes.
• Leaders and teachers consistently conduct thorough achievement data analysis to identify target groups in need of support; professional development is well considered to support all staff to increasingly address the needs of these students.

Evaluation of the impact of leaders, teachers and learning assistants on enhancing students’ learning, progress and achievement in literacy.

• Data analysis shows a significant improvement in student literacy outcomes, driven by the implementation of structured literacy programmes.
• Regular reviews of data, along with targeted professional learning and development sessions and structured literacy teaching goals continue to drive ongoing improvements in teaching practices and student progress.

Consistent implementation of literacy programs across the school.

• Leaders have selected approved Structured Literacy tools that best fit the school and investigated and reviewed past tools to ensure consistency.
• Leaders, teachers, and learning assistants across all levels of the school are upskilled to ensure consistent support for literacy achievement.

Other Findings

The greatest shift that occurred in response to the school’s action was the significant improvement in learner outcomes through enhanced consistency in teacher practice both within and across teams. Teaching and learning practices are effectively aligned with the strategic goals, ensuring a cohesive approach across the school.

Part B: Current State

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

Learner Success and Wellbeing

Outcomes for learners are increasingly equitable and excellent.

• Most learners achieve at or above curriculum levels in mathematics and a large majority of students achieve at or above in reading and writing; there is equitable levels of achievement for Māori students.
• Disparity in boys' achievement in writing has been identified; the school is increasingly responding to this trend.
• A small majority of students attend school regularly; the school is yet to meet the Ministry of Education 2024 target and is developing strategies to lift attendance.

Conditions to support learner success

Leadership works collaboratively to improve outcomes for learners.

• Leaders analyse and systematically monitor schoolwide progress and achievement information; learners at risk of underachievement are identified and their needs are responded to.
• Professional learning for teachers links with strategic goals to strengthen teaching practice that improves outcomes for learners.
• Leaders and trustees use evidence well to determine relevant strategic and annual goals designed to promote continuous improvement for their learners.

Evidence-based teaching strategies and practices are used well to provide engaging learning opportunities.

• Teachers increasingly use appropriate and good quality assessment information to plan for and adapt teaching practice to respond to learner strengths and needs.
• Teachers and leaders know students well and implement learning programmes deliberately aligned to individual student needs and interests; this strengthens engagement in learning.
• Leaders, at all levels, ensure the design and delivery of a well-coordinated curriculum and consistent teaching in all classes to support success for all.

Key organisational conditions are well established to support improved outcomes for learners.

• The board, leaders and teachers value parents and whānau as partners in their child’s learning and provide a well considered range of ways to keep them informed about engagement, learning and achievement.
• Leaders and teachers work collaboratively with educational providers to strengthen, grow and develop high-quality teaching practices to continually improve outcomes for learners.
• The board effectively supports and targets resourcing for improving learners’ wellbeing and learning progress.

Part C: Where to next?

The agreed next steps for the school are to:

• focus on the coherent implementation of the modified curriculum across all classrooms, ensuring it aligns with the values of the school
• identify and address target learners by implementing a strategic and aligned approach that responds to children with learning and behavioural needs, including students who achieve beyond their expected level
• enhance school planning and review by aligning strategic plans with curriculum goals and ensure effective review and documentation that tracks progress and informs future actions
• engage with the school community to develop strategies to increase rates of student attendance.

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

Every six months:

• monitor, evaluate and analyse progress achievement in reading, writing and mathematics to inform planning
• review strategies in place for increasing regular attendance and adapt plans accordingly
• leaders continue to gather and respond to student, staff and whānau feedback to inform school improvement

Annually:

• monitor and evaluate the progress and changes to teaching as a result of professional learning and use this to prioritise future actions to embed effective practice
• leaders provide evaluative reports to the board on student attendance, engagement and achievement, as well as on the impact on students of curriculum developments to inform strategic planning
• evaluate the impact the modified curriculum has had on improving outcomes for learners and adjust as required.

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

• sustained and improved excellent and equitable outcomes for all learners
• high levels of data literacy across the staff and evidence-informed practices leading to accelerated progress for those most at risk of underachievement
• increased regular attendance.

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.

Sharon Kelly
Acting Director of Schools

14 February 2025

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