Ero ReportCategories: Downloads; Downloads;
Most Recent ERO Report November 2010
The school's most recent Education Review Office visit was in September 2010.
The following is an unedited copy of the heart of the written report received in November 2010 which includes all ‘Areas of Strength' and ‘Areas for Development and Review'
Hunterville School's Curriculum
How effectively does the curriculum of Hunterville School promote student learning - engagement, progress and achievement?
School context and self review
Hunterville School caters for students from the town and surrounding rural district. The roll has remained stable at around 190 students over the last ten years.
Since the June 2007 ERO review, teachers have participated in significant professional learning and development relating to assessment practices. They report that as a result, their teaching approaches have changed considerably.
An effective culture of critical reflection and ongoing self review supports improvement.
Trustees, school leaders and teachers are well placed to sustain improvements and promote progress and achievement.
Areas of strength
The curriculum effectively responds to community aspirations. Vision, values and priorities defined through community consultation are encapsulated by the school motto ‘Quality learning Quality environment'. A comprehensive curriculum document successfully guides teaching practice. Clearly stated expectations for teaching, learning and assessment contribute to consistent school-wide practice.
Classrooms illustrate the focus on high quality outcomes for students. Relationships and interactions between students and with teachers are positive and affirming. A strong focus on learning is evident and students' success is valued and celebrated through vibrant displays of student work. Resources and learning prompts aid understanding. Students are motivated, enthusiastic and willingly contribute during lessons.
Teachers assist students to actively engage in programmes that are relevant, purposeful and authentic. Learning time is maximised.
Student progress and achievement
Teachers collect a comprehensive range of student achievement information across all levels of the school. This demonstrates that most students achieve at or above expected levels in reading, writing and numeracy. Māori students show similar patterns of achievement to their non-Māori peers.
Reliable information is appropriately used by trustees and school leaders to:
monitor the effectiveness of learning and teaching in relation to the school's strategic priorities; identify patterns of achievement, and set targets and plans for improvement; resource and support interventions, including the use of teacher aides, to address the needs of specific students; report annually to the iwi, community and parents on the achievement of Māori students; and recognise and respond to the professional development needs of teachers.
Teachers effectively use assessment information to:
diagnose the specific learning needs of students, identify target groups, and closely monitor students' developing understanding and progress; set a clear purpose for learning and criteria for success and draw links between previous understanding and current concepts;
group students for high quality, small-group instruction, with opportunities for students to practice learning independently in focused activities; develop learning-focused partnerships with parents and whānau; and report accurately and clearly to parents about students' achievement in relation to expected levels.
Students are empowered to:
be strongly involved in the assessment of their progress and achievement; take responsibility for their learning, manage themselves and eagerly participate in lessons.
Capability and sustainability
Trustees, school leaders
and teachers successfully review and evaluate the effectiveness of teaching and learning using
student achievement information and the views of parents and students. Decisions are
soundly based on evidence.
Professional development for teachers has strongly and positively impacted on practices.
Collaborative learning, sharing of good practice, observation and focused feedback assists teachers to consistently apply new strategies to improve learning.
New Zealand Curriculum and teacher capability to report against the National Standards has benefited from such focused professional development.
School leaders prioritise improving student achievement through consistent high quality teaching practice. They are well informed and confidently provide clear direction within a supportive environment.
Areas for development and review
Trustees, school leaders and teachers should continue to use effective self-review processes to ensure that the curriculum and teaching practices maintain positive outcomes for students.
ERO is likely to carry out the next review within four to five years.
Copyright 2009. Hunterville School
33 Bruce Street, Hunterville
Phone 06 3228210 | Fax 06 3228294