Areas of good performance

Collation of student achievement information:  Teachers use a range of appropriate assessment tools to measure student achievement.  Assessment includes running reading records and standardised literacy and mathematics tests.  The use of these tools enables teachers to identify the learning needs of individuals and groups of students.  Some assessment results are shared with parents and students.  Students are able to set goals for aspects of their learning and their progress can be monitored.

Self-review practice:  The school has improved its self-review practices.  A regular and methodical cycle is now in place to ensure currency and application of policy and procedures related to most school operations.  The board’s systematic approach to self-review provides a useful framework for ongoing school improvement and continued focus on raising student achievement.

Resources to support teaching and learning:  The school is well provided with a range of resources to support teaching and learning.  Students and teachers have ready access to up-to-date ICT.  Students use these confidently and competently as an integral part of research and in presentation of information.  Books in classrooms, a well-stocked library and general classroom equipment support ongoing achievement in all areas of the curriculum.

Curriculum delivery:  There is a consistent approach to school-wide planning for curriculum delivery.  Term planning indicates thorough coverage of all essential learning areas and incorporates whole-school activities such as the ‘Friday programme’, technology and education outside the classroom.  Students of all ages and abilities are able to share common learning contexts, exchange ideas and learn from each other.

Learning environments:  Classrooms are well set out and enhanced with displays of good quality student work.  Resources are abundant and can be readily accessed by students.  The double classroom allows teachers to set up activity centres and interest corners.  There is ample space for individual and group engagement.  Students interact positively with their teachers and with one another.  Learning occurs in classrooms where relationships are respectful and supportive.

Home-school relationships:  The school continues to foster strong home-school relationships.  Parents and whānau participate frequently in school events and often take advantage the school’s active open-door policy.  Parents interviewed during the review spoke favourably about the accessibility of teachers and the school’s family-like qualities.  A sense of community underpins the life of the school.

 

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