Aidanfield Christian 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 

Aidanfield Christian School is a state-integrated school in southwest Christchurch for learners from Year 1 to 10. It has a biblical foundation and world view and a multi-cultural learning community. The school is member of the Christian Education Network Community of Learning | Te Ropu Whakapono o Waitaha.

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 

Outcomes for learners are increasingly equitable and excellent.

• Most students are achieving at or above curriculum expectations in reading, writing and mathematics.
• Achievement levels have been maintained over time with some disparity for boys in writing.
• The school exceeds national attendance targets; most students regularly attend school.

Conditions to support learner success

Strategic leadership builds and sustains high levels of effective collaboration at every level of the school community to achieve the school’s strategic vision. 

• Leaders use a wide range of evidence to coherently plan and monitor strategic improvement and systematically evaluate the effectiveness of strategies to improve learner learning and wellbeing.
• Leaders foster and sustain a culture of quality teaching and for strengthening equity and excellence in learner outcomes.
• Leaders attract, retain and grow effective teaching teams and support is consistently provided to develop teacher and leadership capability. 

Teachers and leaders create a collaborative and orderly learning environment that fosters students’ inclusive participation in learning.

• Leaders and teachers use systems and processes to effectively support teaching and learning and improved learner outcomes.
• Learners have opportunities to learn across the curriculum, with a clear focus on literacy and mathematics in the early years.
• The aspirations of most stakeholders, including students, whānau, and community are reflected in the school curriculum.

The board, leaders and teachers share high aspirations for the equitable achievement, progress, and wellbeing of all learners.

• The board, leaders and teachers work together effectively; high levels of relational trust and effective communication supports deliberate and coherent collaboration to achieve successful learner outcomes.
• Leaders and teachers confidently collect, analyse, and interpret data from a range of sources including the views of Māori learners and their whānau. 
• Reliable data informs decision making for school improvement at class, team, school and board level.

Part B: Where to next? 

The agreed next steps for the school are to: 

• review and redevelop the school curriculum, with a specific focus on literacy in Years 4 to 8 to align with New Zealand Curriculum changes
• accelerate the progress of students who are at expected level to increase the number of students working above expected curriculum level 
• foster positive attitudes towards mathematics for identified target students, to support and improve their progress and achievement. 

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

Within six months:

• review and redevelop the school literacy curriculum to provide a clear direction for literacy teaching across the school
• gather student voice and implement a plan to improve target students’ attitudes towards and engagement in mathematics.

Every six months:

• teachers and leaders analyse and evaluate the student achievement targets in literacy and mathematics and respond to emerging needs.

Annually:

• monitor and evaluate the impact of literacy and mathematics teaching practices on target student progress and achievement
• analyse and report to the board and community on progress and achievement of target groups and of all students and the actions to improve learner outcomes. 

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

• accelerated progress for identified target students in literacy and mathematics
• increasing equity and excellence of outcomes for all learners
• increased numbers of students working above curriculum expectations.

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

27 August 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