Review 10 October 2024
LatestSchool 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
Clearview Primary is situated in Rolleston township, south of Christchurch. The school provides education for learners in Years 1 to 8. The school aims to support learners to be confident communicators and skilled thinkers.
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.
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 are engaged and make sustained progress over time.- Most learners progress towards their goals and achieve at the expected curriculum levels for reading, writing and mathematics.
- Leaders and teachers prioritise responsive practices to continue to reduce the disparity of Māori and Pacific learners’ achievement compared to that of other groups across the school.
- Most learners have strong sense of belonging and participate in a range of community service opportunities throughout their schooling.
- A large majority of learners attend school regularly; the school is not yet meeting the Ministry of Education’s attendance target.
Conditions to support learner success
Collaborative leadership builds and sustains high levels of relational trust to effectively enact the strategic vision for improvement schoolwide- Curriculum leaders effectively support teachers’ professional growth and practice to improve outcomes for all learners.
- Leaders and teachers build a school environment that supports the physical and emotional wellbeing of all learners.
- School leaders attract, retain and support teachers to develop effective teaching practices and leadership capability within their teams.
- Teachers use assessment practices that support learners’ insights into knowing about their progress and achievement throughout the year.
- Teachers help learners make progress through effective teaching practices that support a range of individual and group needs.
- Teachers are strengthening their understanding and use of literacy programmes to improve outcomes for all learners across the curriculum.
- Leaders resource and embed effective programmes and interventions to promote learners’ well-being and engagement in learning.
- Leaders gather, analyse and act on wellbeing data to ensure that learners’ experiences at school are positive and inclusive.
- Teachers collaborate with whānau to design learning plans that recognise their children’s strengths and needs and personalise opportunities for learners to experience success.
Part B: Where to next?
The agreed next steps for the school are:
- continue to improve and sustain high levels of learner engagement and attendance
- leaders support teachers to respond to the needs of all learners, especially Māori and Pacific learners across all school contexts
- teachers use data more effectively to identify the needs and next steps for learners to make progress
- leaders and teachers develop confidence in their understanding and application of te reo Maōri, tikanga Māori and mātauranga Māori with all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- teachers incorporate te reo Maōri, tikanga Māori and mātauranga Māori into their practice and discuss the impact of these actions on learners' engagement with teachers in their team
- leaders and teachers continue to communicate with and support parents and whānau regarding the importance of regular learner attendance
Every six months:
- leaders and teachers discuss and use learners’ progress data to inform planning and teaching
- teachers compare achievement data and judgements, within and between teams, to check for consistency of practice
- teachers share examples with their team of intentional teaching practices that have improved outcomes for Māori and Pacific learners
Annually:
- leaders and teachers strengthen their responsiveness to learners’ identities and cultures as part of their coaching and mentoring sessions
- school leaders provide evaluative reports on learners’ progress and achievement to the board to inform ongoing strategic planning and resourcing
- leaders and teachers gather and respond to the aspirations of whānau, hapū and iwi for input into the school curriculum
- continue to monitor the impact of strategies to improve learner engagement and attendance
Actions taken against these next steps are expected to result in:
- increased teacher capacity to identify key steps for using data analysis to improve outcomes for each of their learners
- learners can see themselves, their identity and their culture reflected in the schoolwide curriculum
- teachers increasingly integrating quality te reo Maōri, tikanga Māori and mātauranga Māori throughout the curriculum.
- improved learner engagement and 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
Shelley Booysen
Director of Schools
10 October 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