Clifton Terrace Model School 11/05/2011

From: http://www.ero.govt.nz/Early-Childhood-School-Reports/School-Reports/Clifton-Terrace-Model-School-11-05-2011
ERO 2010
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Clifton Terrace Model School Education Review
1 Context 2
2 Learning 3
3 Curriculum 4
4 Sustainable Performance 5

About the School
Location Wellington
Ministry of Education profile
number
2826
School type Full Primary (Years 1 to 8)
Decile [ ] 1 9
School roll 66
Gender composition Female 39
Male 27
Ethnic composition NZ European/Pkeh
Mori
Pacific
Other ethnic groups
42
5
7
12
Review team on site March 2011
Date of this report 11 May 2011
Most recent ERO report(s) Education Review
Education Review
Accountability Review
June 2007
June 2004
May 2001
Purpose of an ERO Report
The purpose of ERO's reports is to give parents and the wider school community assurance
Clifton Terrace Model School Education Review Report
11/05/2011
From: http://www.ero.govt.nz/Early-Childhood-School-Reports/School-Reports/Clifton-Terrace-Model-School-11-05-2011
ERO 2010
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about the quality of education that schools provide and their children receive. ERO's reports
are intended to be clear, concise, constructive and evaluative. An ERO school report answers
the question "How effectively is this school's curriculum promoting student learning -
engagement, progress and achievement? Under that overarching question ERO reports on
the quality of education and learning outcomes for children and for specific groups of children
including Mori students, Pacific students and students with special needs. ERO also reports
on 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 Chief
Review Officer.
[1]
School deciles range from 1 to 10. Decile 1 schools draw their students from low
socio-economic communities and at the other end of the range, decile 10 schools draw their
students from high socio-economic communities. Deciles are used to provide funding to state
and state integrate schools. The lower the school's decile the more funding it receives. A
school's decile is in no way linked to the quality of education it provides
Disclaimer
ndividual ERO school and early childhood centre reports are public information and may be
copied or sent electronically. However, the Education Review Office can guarantee only the
authenticity of original documents which have been obtained in hard copy directly from either
the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone
book, or see the ERO web page, , for ERO office addresses. http://www.ero.govt.nz
1 Context
Clifton Terrace Model School Education Review Report
11/05/2011
From: http://www.ero.govt.nz/Early-Childhood-School-Reports/School-Reports/Clifton-Terrace-Model-School-11-05-2011
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1 Context
What are the important features of this school's context that have an impact on student
learning?
Clifton Terrace Model School is a small, full primary situated in central Wellington. Teachers
know students well. Resourcing, including personnel, supports positive educational outcomes
for students. The environment is welcoming and inclusive of parents, students, staff and the
wider community.
As a model school, staff provide teaching practice opportunities for student teachers. The
coprincipal role fosters an environment of teamwork and cooperation among staff. This team
approach presents a positive role model for students. Trustees and school personnel have
worked collaboratively to effectively address the recommendations of the June 2007 ERO
report.
Since the previous ERO review, trustees have engaged in training to strengthen planning and
self review based on student achievement. Teachers participated in professional learning and
development in assessment, including the implementation of National Standards and the
continued development of the school's curriculum. A review of assessment tools occurred in
2009 and new tools were used in 2010 and 2011. School leaders and teachers continue to
review assessment practices to determine the most efficient ways to share achievement with
parents and involve students in monitoring their own progress.
Contributions from parents are encouraged and valued by trustees, staff and students. The
school shares with its community in celebrating the holistic achievement of students. An
inclusive environment is evident.
The Clifton Terrace Model School agreement outlines how students and adults will interact
and learn together. The agreement aligns with the key competencies from The New Zealand
. t provides a guiding framework for individuals to recognise, plan for and achieve Curriculum
the agreed characteristics for being a successful learner.
2 Learning
Clifton Terrace Model School Education Review Report
11/05/2011
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2 Learning
How well are students learning engaging, progressing and achieving?
Reported mathematics, reading and writing data shows many students achieve at or above
National Standards, including Pacific students. Comprehensive analysis identifies patterns of
improvement for specific groups. School leaders, trustees and teachers use the well-analysed
information to support their decision making.
Students with special learning needs or strengths are well supported by a wide range of
programmes. Monitoring these students' achievement shows progress and allows teachers to
suitably adapt targeted programmes. Regular information presented to trustees enables them
to make resourcing decisions that reflect student needs.
mplementation of National Standards is well considered. Teachers have worked
collaboratively to develop their understanding of assessment moderation and explore each
standard. Parents have received relevant information on progress within the provision of
National Standards. School leaders intend to extend assessment moderation processes, with
other schools, in 2011.
How well are Mori students learning engaging, progressing and achieving?
Mori students achieve as well as their peers and participate positively in their learning. The
school consults and gathers information from whnau to determine the aspirations they have
for their children. Te ro me ng tikanga Mori are promoted in school events and in
classroom programmes. School leaders have established relevant strategic goals to promote
achievement and whnau partnership, and to continue to promote the integration of te ao
Mori. Development of the school's curriculum statement for te ro Mori is planned for 2011.
School personnel should use the information gathered from whnau to determine the
characteristics they believe demonstrate cultural competence. dentifying a clear progression
of skills and attributes that Mori students will achieve should improve planning and inform
outcomes for self review.
3 Curriculum
Clifton Terrace Model School Education Review Report
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3 Curriculum
How effectively does this school's curriculum promote and support student learning?
The school's curriculum suitably responds to the aspirations of the community, staff and
students. Consultation has resulted in an agreed vision and well-documented values clearly
observed in student interactions with their peers and teachers. Reciprocal respect and
support is evident among teachers, trustees and parents. The location of the school in central
Wellington provides students with access to a wide range of experiences for authentic
learning.
The school curriculum encompasses a wide variety of experiences. Students successfully
engage 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 effective
teaching and learning. A range of strategies is used to engage students. The learning purpose
is shared and assessment matches student needs. Students participate cooperatively and
sustain their engagement in teacher-led instructional groups and independent activities. Staff
pose questions to motivate students' investigation and determine each individual's
understanding of introduced concepts. Teachers continue to reflect on their agreed
expectations 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 development
of the school's curriculum, National Standards and assessment practice. Staff meet regularly
to review and reflect on student development. An inclusive and positive environment supports
teachers to share their practice and contribute to curriculum decisions. Students benefit from
the impact of PLD on teachers' practice in the classroom.
4 Sustainable Performance
Clifton Terrace Model School Education Review Report
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4 Sustainable Performance
How 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. The
coprincipal model of leadership is highly effective, promoting a shared strategic vision for
successful curriculum development. ndividual strengths are recognised in teachers and the
wider school community, contributing to successful student outcomes. An improvement
focused approach supports staff appraisal. Well-considered PLD, regular observation of
teaching practice and self reflection builds individual capability.
Trustees demonstrate highly effective governance practice informed by relevant and timely
information. Resourcing reflects curriculum priorities. Partnership responds to community
aspirations. Collaborative practice between trustees and the co-principals successfully
promotes the achievement of determined strategic and annual goals. The board is well placed
to continue to effectively govern and achieve its strategic objectives.
Self review is highly effective, planned and reflective. nformation from a range of sources
including achievement data, parents, whnau and the wider community is used to make
relevant decisions and align the school's strategic direction and annual targets. Staff review
formally and informally to ensure agreed expectations are achieved and then refined to meet
intended outcomes.
Provision for international students
There are no international students at Clifton Terrace Model School.
Provision for students in the school hostel
Clifton Terrace Model School does not have a school hostel.
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. n 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
Clifton Terrace Model School Education Review Report
11/05/2011
From: http://www.ero.govt.nz/Early-Childhood-School-Reports/School-Reports/Clifton-Terrace-Model-School-11-05-2011
ERO 2010
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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 four-to-five years.
Kathleen Atkins
National Manager Review Services
Central Region
11 May 2011