ERO Report

Greytown School 25/08/2011
Greytown School Education Review

1 Context
What are the important features of this school’s context that have an impact on student learning?
Established in 1857, Greytown School is situated in the Wairarapa. It is a rural school drawing on a diverse community involving farming and local businesses. The roll of over 300 students includes 77 Māori students. The school’s mission statement of ‘preparing children for life by promoting quality learning’ underpins major school endeavours. The school is well supported by the local community.
Students learn in a secure, supportive environment where expectations for behaviour and learning are high. Teachers know their students well and role model respectful interactions in classes. Inclusiveness and a welcoming atmosphere are strengths of the school.
Considerable resourcing has been put into enhancing information and communication technologies (ICT) provision. It is an important factor in the students' learning. The school provides computers in every classroom, along with access to a pod of 40 laptops. Students in the senior school have individual access to laptops at all times with access at home as well. This helps to engage students.

2 Learning
How well are students learning – engaging, progressing and achieving?
Quality of engagement A cooperative culture is promoted by affirming interactions between students and with teachers. Positive relationships are demonstrated with a focus on students taking a pride in their work and responsibility for their own learning and behaviour. Students are proud of their school and confidently talk about their learning and progress.
Progress and achievement Syndicate leaders conduct in-depth reviews each term to evaluate the efficacy of their syndicate and to show how effective teaching has been to make a difference to learning and achievement for students. These reports are presented to the board and trends and patterns are identified at syndicate level. While there are good models, there is variability in the quality of analysis of student achievement data, and clear judgements about specific next steps to guide and sustain improvement.
To improve the quality of schoolwide analysis and overall reporting of student achievement, the principal, in discussion with ERO, has recognised the need to collate and analyse information from the syndicates.
Schoolwide data at the end of 2010, in reading indicated that generally students in Years 4 to 8 are at and above national norms. Numeracy data was similar to national norms for Years 3 to 8.
In 2011, analysis of students’ writing results shows that achievement is generally below the nationally expected level for all age groups. This has led to a focus on improving writing skills. Additional support is being provided for Year 1 students through an assisted reading programme.
At syndicate level, teachers identify and closely monitor target students in their classes who are at risk of underachieving. Students with special needs are provided with a range of appropriately targeted learning experiences. The special education needs coordinator effectively organises a range of interventions to accelerate learning. She works cooperatively with teachers. Teacher aides are well supported to provide effective assistance in both classroom and withdrawal programmes.
A current focus is to review the quality and purpose of the special needs register and the provision for gifted and talented students. ERO’s evaluation supports this decision.

The school is working with National Standards.

How well are Māori students learning – engaging, progressing and achieving?
The principal has effectively analysed schoolwide data about Māori student achievement that shows generally results are below those of their peers at the school. School leaders have planned targeted professional development with external providers, including whānau from Papawai marae, to inform teaching practice and raise achievement.
Māori students are well engaged and confident learners. Each student is considered important and their potential is nurtured.

3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
Design and implementation Greytown School’s curriculum promotes and supports student learning. It effectively reflects the principles of The New Zealand Curriculum. Students’ independence and the development of self management skills are actively encouraged. There is an appropriate focus on the local context through the enviroschool emphasis. A wide range of extra curriculum activities is valued by students.
The school makes highly effective use of ICT. All students use laptops to enhance learning. Their thinking skills, knowledge and capabilities are extended. In Years 7 and 8 students have their own laptop which enhances a well developed, individualised and flexible learning programme.
Quality of teaching Teachers maintain high expectations for learning and behaviour. Planning for group instruction in reading, writing and mathematics is well documented. Teachers encourage students to take responsibility for their learning and progress through goal setting. They provide oral feedback to students in positive and affirming ways. However, the use of specific written feedback relating to the purpose of the lesson is an area for further development. While some teachers use te reo Māori authentically, they have identified and ERO’s evaluation affirms, this is an area to continue to develop.

4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
Community engagement Parents are well informed through a number of communication channels, including wikis and weblogs. Strong links are maintained with local early childhood providers and the local secondary school to ensure smooth transition into and out of the school.
Currently parent voice is being sought to inform the development of a new strategic plan.
Governance The board of trustees, appointed late 2010, has a strong commitment to promote the use of ICT as an integral tool for supporting teaching and learning. Trustees are highly supportive of teachers and students. They are developing their understanding of governance and are continuing to access training.
Leadership The principal, deputy principal and acting assistant principal work collaboratively and have regular discussions about student engagement, progress and achievement. Staff and syndicate meetings focus on sharing good practice and discussing effective teaching strategies and areas to further refine.
Self review At management level, there is a clear framework and cycle of self review capably led by the principal. Data is used to inform and guide strategic review and planning. A number of effective reviews have been undertaken which have resulted in identifying aspects of school operations to improve learning outcomes for students. A regular programme of curriculum review is undertaken, with major and minor focuses identified.
Trustees acknowledge that they are at the early stages of understanding the principles of effective self review. Teachers have identified that their understanding of self review, including critical reflection about their teaching strategies, requires strengthening. ERO’s evaluation supports these directions.
Safe and inclusive Strong support systems assist students to feel safe and supported at school. There is a strong family atmosphere throughout the school. Peer mediators have a high profile in the playground and support the well-being of their fellow students.

Board assurance on legal requirements
Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
board administration curriculum management of health, safety and welfare personnel management financial management asset management.
During the review, ERO checked the following items because they have a potentially high impact 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 three years.
Kathleen Atkins National Manager Review Services Central Region