These are the findings of the Education Review Office’s latest report on Stanley Avenue School.
Stanley Avenue School is located in Te Aroha and caters for students from Years 1 to 8. Students and teachers learn and work in a pleasant environment. Buildings are well maintained and classrooms attractively presented. The wider community is encouraged to use the school’s facilities. At the beginning of Term four, 2008 a new principal started at the school. He is well supported by the deputy principal, who was acting principal for eight months.
The school culture is strongly underpinned by its agreed and shared values of ‘Each person feels supported and valued; learning is the focus and we work as a team’. The school’s values are strongly reflected in its charter. These values have guided the development of the goals in the strategic plan, which are focused on improving student achievement. Students, teachers and parents demonstrate these values as they interact in the school-learning environment.
Relationships in the school are positive and respectful. Students, parents, the board of trustees and teachers have many opportunities to be informed about school operations. Parents are also able to express their points of view and believe their opinions are valued.
Achievement information shows that students in Years 4 to 8 are achieving well above the performance for all New Zealand schools in writing, and a significant majority in the school are reading at or above their chronological age. Senior management and teachers acknowledge that they have work to do to raise achievement in numeracy to meet the recently revised numeracy expectations. Targeted interventions are in place for students who have been identified as being at risk of not achieving in numeracy and for those who are not reading at their chronological age. Maori student achievement shows a similar pattern to non-Maori.
The school has a focus on growing teacher capacity through ongoing school-wide professional learning and development. Senior managers and leaders of learning provide appropriate direction and support for teachers, and encourage them to reflect on their practice and work as a team to improve student achievement. These practices are improving teachers’ confidence, developing consistent practice and contributing to programme sustainability.
Teachers use a range of effective teaching strategies to create a climate where students are able to try new ideas, explain their thinking, and understand how they are learning and what they need to do to improve. Students are highly engaged, feel their contributions are valued and are developing skills to become life-long learners.
Assessment information is used well to inform classroom planning and identify students at risk of underachieving. The school has a wealth of information about student achievement, which provides direction for continued school improvement. Refining school-wide trends and patterns, reporting and formalising procedures to evaluate the effectiveness of intervention initiatives would further strengthen positive practices and outcomes.
Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
ERO is likely to review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Gavin J Baumberg
Acting Area Manager
for Chief Review Officer