Clifton Terrace Model School 11-05-2011

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Clifton Terrace Model School 11/05/2011

Clifton Terrace Model School Education Review 1 Context 2 Learning 3 Curriculum 4 Sustainable Performance

About the SchoolLocation WellingtonMinistry of Education profilenumber

2826

School type Full Primary (Years 1 to 8)Decile [ 1] 9School roll 66Gender composition Female 39

Male 27Ethnic composition NZ European/Pakeha 42

Maori 5Pacific 7Other ethnic groups 12

Review team on site March 2011Date of th is report 11 May 2011Most recent ERa report(s) Education Review

Education ReviewAccountability Review

June 2007June 2004May 2001

Purpose of an ERO ReportThe purpose of ERa's reports is to give parents and the wider school community assurance

From: http://www.ero.gov!.nz/Early-Childhood-School-Reporls/School-Reporls/Clifton- Terrace-Model-School-11-05-2011 ERO 2010Page 117
http://www.ero.gov%21.nz/Early-Childhood-School-Reporls/School-Reporls/Clifton-http://www.ero.gov%21.nz/Early-Childhood-School-Reporls/School-Reporls/Clifton-


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Clifton Terrace Model School Education Review Report 11/05/2011

about the quality of education that schools provide and their children receive. ERO's reportsare intended to be clear, concise, constructive and evaluative. An ERO school report answersthe question "How effectively is this school's curriculum promoting student learning -engagement, progress and achievement?" Under that overarching question ERO reports onthe quality of education and learning outcomes for children and for specific groups of childrenincluding Maori students, Pacific students and students with special needs. ERO also reportson the quality of the school's systems for sustaining and continuing improvements.This report has been prepared in accordance with standard procedures approved by the ChiefReview Officer.[1]School deciles range from 1 to 10. Decile 1 schools draw their students from lowsocio-economic communities and at the other end of the range, decile 10 schools draw theirstudents from high socio-economic communities. Deciles are used to provide funding to stateand state integrate schools. The lower the school's decile the more funding it receives. Aschool's decile is in no way linked to the quality of education it providesDisclaimerIndividual ERO school and early childhood centre reports are public information and may becopied or sent electronically. However, the Education Review Office can guarantee only theauthenticity of original documents which have been obtained in hard copy directly from eitherthe local ERO office or ERO Corporate Office in Wellington. Please consult your telephonebook, or see the ERO web page, http://www.ero.govt.nz. for ERO office addresses.

From: http://www.ero.gov!.nz/Early-Childhood-School-Reporls/School-Reporls/Clifton- Terrace-Model-School-11-05-2011 ERO 2010Page 2 /7
http://www.ero.govt.nz./http://www.ero.gov%21.nz/Early-Childhood-School-Reporls/School-Reporls/Clifton-http://www.ero.gov%21.nz/Early-Childhood-School-Reporls/School-Reporls/Clifton-http://www.ero.govt.nz./


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1 Con textWhat are the important features of this school's context that have an impact on studentlearning?Clifton Terrace Model School is a small, full primary situated in central Wellington. Teachersknow students well. Resourcing, including personnel, supports positive educational outcomesfor students. The environment is welcoming and inclusive of parents, students, staff and thewider community.As a model school, staff provide teaching practice opportunities for student teachers. Thecoprincipal role fosters an environment of teamwork and cooperation among staff. This teamapproach presents a positive role model for students. Trustees and school personnel haveworked collaboratively to effectively address the recommendations of the June 2007 EROreport.Since the previous ERO review, trustees have engaged in training to strengthen planning andself review based on student achievement. Teachers participated in professional learning anddevelopment in assessment, including the implementation of National Standards and thecontinued development of the school's curriculum. A review of assessment tools occurred in2009 and new tools were used in 2010 and 2011. School leaders and teachers continue toreview assessment practices to determine the most efficient ways to share achievement withparents and involve students in monitoring their own progress.Contributions from parents are encouraged and valued by trustees, staff and students. Theschool shares with its community in celebrating the holistic achievement of students. Aninclusive environment is evident.The Clifton Terrace Model School agreement outlines how students and adults will interactand learn together. The agreement aligns with the key competencies from The New ZealandCurriculum. It provides a guiding framework for individuals to recognise, plan for and achievethe agreed characteristics for being a successful learner.



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2 LearningHow well are students learning - engaging, progressing and achieving?Reported mathematics, reading and writing data shows many students achieve at or aboveNational Standards, including Pacific students. Comprehensive analysis identifies patterns ofimprovement for specific groups. School leaders, trustees and teachers use the well-analysedinformation to support their decision making.Students with special learning needs or strengths are well supported by a wide range ofprogrammes. Monitoring these students' achievement shows progress and allows teachers tosuitably adapt targeted programmes. Regular information presented to trustees enables themto make resourcing decisions that reflect student needs.Implementation of National Standards is well considered. Teachers have workedcollaboratively to develop their understanding of assessment moderation and explore eachstandard. Parents have received relevant information on progress within the provision ofNational Standards. School leaders intend to extend assessment moderation processes, withother schools, in 2011.How well are Maori students learning - engaging, progressing and achieving?Maori students achieve as well as their peers and participate positively in their learning. Theschool consults and gathers information from whanau to determine the aspirations they havefor their children. Te reo me nga tikanga Maori are promoted in school events and inclassroom programmes. School leaders have established relevant strategic goals to promoteachievement and whanau partnership, and to continue to promote the integration of te aoMaori. Development of the school's curriculum statement for te reo Maori is planned for 2011.School personnel should use the information gathered from whanau to determine thecharacteristics they believe demonstrate cultural competence. Identifying a clear progressionof skills and attributes that Maori students will achieve should improve planning and informoutcomes for self review.



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3 CurriculumHow effectively does this school's curriculum promote and support student learning?The school's curriculum suitably responds to the aspirations of the community, staff andstudents. Consultation has resulted in an agreed vision and well-documented values clearlyobserved in student interactions with their peers and teachers. Reciprocal respect andsupport is evident among teachers, trustees and parents. The location of the school in centralWellington provides students with access to a wide range of experiences for authenticlearning.The school curriculum encompasses a wide variety of experiences. Students successfullyengage in numeracy, literacy, inquiry learning, eco-sustainability and language experiences.Teachers continue to develop their curriculum and review curriculum principles.A high level of collaboration among teachers has produced clear guidelines for effectiveteaching and learning. A range of strategies is used to engage students. The learning purposeis shared and assessment matches student needs. Students participate cooperatively andsustain their engagement in teacher-led instructional groups and independent activities. Staffpose questions to motivate students' investigation and determine each individual'sunderstanding of introduced concepts. Teachers continue to reflect on their agreedexpectations and share practice to develop consistency.Professional learning and development (PLD) reflects the school's curriculum priorities.Relevant external support and internal leadership comprehensively aligns to the developmentof the school's curriculum, National Standards and assessment practice. Staff meet regularlyto review and reflect on student development. An inclusive and positive environment supportsteachers to share their practice and contribute to curriculum decisions. Students benefit fromthe impact of PLD on teachers' practice in the classroom.



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4 Sus ta in ab le Perfo rmanceHow well placed is the school to sustain and improve its performance?The school is well placed to sustain its performance and improve outcomes for students. Thecoprincipal model of leadership is highly effective, promoting a shared strategic vision forsuccessful curriculum development. Individual strengths are recognised in teachers and thewider school community, contributing to successful student outcomes. An improvementfocused approach supports staff appraisal. Well-considered PLD, regular observation ofteaching practice and self reflection builds individual capability.Trustees demonstrate highly effective governance practice informed by relevant and timelyinformation. Resourcing reflects curriculum priorities. Partnership responds to communityaspirations. Collaborative practice between trustees and the co-principals successfullypromotes the achievement of determined strategic and annual goals. The board is well placedto continue to effectively govern and achieve its strategic objectives.Self review is highly effective, planned and reflective. Information from a range of sourcesincluding achievement data, parents, whanau and the wider community is used to makerelevant decisions and align the school's strategic direction and annual targets. Staff reviewformally and informally to ensure agreed expectations are achieved and then refined to meetintended outcomes.Provision for international studentsThere are no international students at Clifton Terrace Model School.

Provision for students in the school hostelClifton Terrace Model School does not have a school hostel.

Board assurance on legal requirementsBefore the review, the board of trustees and principal of the school completed an ERO BoardAssurance Statement and Self-Audit Checklist. In these documents they attested that theyhad taken all reasonable steps to meet their legislative obligations related to: board administration curriculum management of health, safety and welfare personnel management



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financial management asset management.

During the review, ERO checked the following items because they have a potentially highimpact on students' achievement: emotional safety of students (including prevention of bullying and sexual harassment) physical safety of students teacher registration stand-downs, suspensions, expulsions and exclusions attendance.

When is ERO likely to review the school again?ERO is likely to carry out the next review in four-to-five years.Kathleen AtkinsNational Manager Review ServicesCentral Region11 May 2011


Documents

Clifton Terrace Model School 11-05-2011