Education REVIEW REPORT:

PATRICIA AVENUE SCHOOL

 

JUNE 2004

 

1.           About the School

 

2.           The Education Review Office (ERO) Evaluation

 

3.           School Specific Priorities

 

4.           Areas of Specific Government Interest

 

5.           Board Assurance on Compliance Areas

 

6.           Future Action

 

              Community Page

 

Disclaimer

 

Individual 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, http://www.ero.govt.nz, for ERO office addresses.

 

School Statement

 

Prior to the review ERO offers schools the opportunity to provide some background in the form of the school’s location and context, significant achievements since the last review, and issues being considered by the Board of Trustees.

 

The principal and board of trustees have provided a statement to accompany this report.  This is attached to the signed copy of the confirmed report sent to the board of trustees.  If the school’s statement is not attached and you would like a copy, please contact the school.

 

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

 

1.                About the School

 

 

 

2.                The Education Review Office (ERO) Evaluation

 

This report focuses on the evaluation of the way the school adapts the curriculum to meet the special needs of students.  The board selected this focus area in consultation with the Education Review Office.  The report also includes evaluation of the quality of health and safety compliance, the achievement of Mäori students, comment on beginning teacher programmes Year 2 and e-learning.  It identifies good practices and possible next steps where appropriate.

 

Patricia Avenue School is specifically designed to cater for the special learning needs of students aged 5 to 21 years, from Hamilton and surrounding districts and towns.  The school comprises the base school and satellite classes at four host schools.  Since the previous review, the roll has continued to grow, necessitating the need for increased accommodation.  The board has been proactive in acquiring additional buildings and upgrading existing facilities.

 

The school is successfully adapting Te Whäriki, the early childhood curriculum, and the New Zealand curriculum to meet the unique needs of its students.  Skills for life programmes are an integral part of individualised learning.  Inclusion of functional numeracy and literacy, and involvement with Education Outside the Classroom activities enhance socialisation and facilitate a sense of self and self-confidence.  The school is meeting the intent of its mission statement Learning for Living.

 

Parents and staff work collaboratively to develop highly specific, individual education plans.  The goals outlined in plans are carefully monitored to ensure that student needs are met in an holistic way.  Classroom environments appropriately support student learning needs.  High quality resources that are available to staff and students, facilitate and enrich the multi-sensory approach to teaching and learning.

 

Adults involved with classroom programmes are dedicated, caring and committed and are effective in carrying out their professional responsibilities.  Successful teamwork is attained through a transdisciplinary approach to meeting needs.  The application of teachers’ knowledge and skills effectively contributes to high quality student learning.  The development of a robust appraisal programme for teacher aides should further enhance the knowledge and skills of these committed support personnel.

 

Students are generally contented and engaged in appropriate activities.  Students in satellite classes benefit from inclusion in host-school activities and are well integrated within those environments.

 

The principal provides strong professional leadership and is ably supported by her competent associate principals.  A culture of teamwork is evident at all levels across the school.

 

An effective working relationship between the board and principal has maintained the focus on continuing school improvement.  Trustees are knowledgeable, competent and committed to their governance responsibilities.

 

A feature of the school is the regular and purposeful communication between parents and teachers.  Parents trust the school to care for their children and have confidence in the provision of a warm, safe emotional and physical environment.

 

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.

 

Therefore ERO will review the school again as part of the regular review cycle. 

 

 

3.                School Specific Priorities

 

The Focus of the Review

 

Before the review, the board of Patricia Avenue School was invited to consider its priorities for review using guidelines and resources provided by ERO.  ERO also used documentation provided by the school to contribute to the scope of the review.

 

The detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees.  This discussion focused on existing information held by the school (including student achievement and

self-review information) and the extent to which potential issues for review contributed to the achievement of the students at Patricia Avenue School.

 

ERO and the board have agreed on the following focus areas for the review:

 

·         adaptation of the curriculum to meet the special needs of students.

 

ERO’s findings in these areas are set out below.

 

Adaptation of the Curriculum to Meet the Special Needs of Students

Background

 

Patricia Avenue School is a school where students’ needs are individually met.  Programmes are based on Te Whäriki and the New Zealand curriculum and adapted where necessary.  The basis of curriculum planning and delivery is the Individual Education Plan (IEP).  This review focuses on the adaptation of the curriculum to enhance student learning across a wide range of special learning needs.

Areas of good performance

 

·        Individual Education Plans (IEP’s):  High quality individualised plans form the basis for teaching and learning.  Goals are carefully written to focus on literacy, numeracy, life skills and physical needs.  Extensive involvement of teachers, parents, and specialist support personnel ensures the specific development and learning needs of each student are well considered and included in programme planning.

 

·        Monitoring of IEP goals:  Effective monitoring of individual development and learning goals is evident across the school.  Adults working with students contribute to a useful record that tracks how well individuals are meeting set objectives.  This monitoring enables teachers to continually adapt and modify the curriculum to respond to emerging needs.

 

·        Assessment records:  Assessment records are of consistently high quality across the school.  Cumulative files that consist of profiles and portfolios, include a range of annotated student work and a photographic record of involvement.  Parents and teachers are able to track student learning progress, and engagement in school activities.

 

·        Communication:  A feature of the school is the regular and purposeful communication between teachers and parents.  A home and school contact book is the vehicle for detailed information to support students and inform teachers and caregivers.  This sharing enhances the ability of the school and home to cater more effectively for the needs of students.

 

·        Leadership:  The school benefits from strong leadership.  The knowledgeable and passionate principal has a clear vision that is focused on providing the best possible facilities and learning environment for all students.  Two highly competent associate principals, who provide administrative and curriculum oversight, ably support her.  The senior management team, complemented by a middle management group, contributes to the school’s effective operation.

 

·        Partnership with the host schools:  Seven well-resourced satellite classes operate effectively within the four host schools.  Teachers and host principals actively promote high levels of inclusiveness for satellite class students.  Patricia Avenue School students benefit from interactions with other students and are able to utilise available host school resources.

 

·        Provision of information and communication technologies (ICT):  ICT is effectively used to support teaching and learning.  A wide range of specialised software is readily available to students to enhance their learning.  The digital camera is widely used for assessment and in the development of resources that assist staff in providing appropriate therapy.  

 

·        Focus on skills for life:  Skills for life programmes are an integral part of individualised learning.  Inclusion of functional numeracy and literacy, and involvement with Education Outside the Classroom activities enhance socialisation and facilitate a sense of self and self confidence.  The school is meeting the intent of its mission statement.

 

·        Quality of professional practice:  Adults involved with classroom programmes are dedicated, caring and committed and are effective in carrying out their professional responsibilities.  Successful teamwork is attained through a transdisciplinary approach to meeting the unique needs of each student.

 

·        Provision of quality resourcing:  Board and staff work closely to provide high quality resourcing for the school.  Facilities such as the spa pool and the multi-sensory room, together with therapists and music and art specialists are good examples of the school’s endeavour to provide the best specialist services for students.  Resources enable adults to make best use of a multi-sensory approach to teaching and learning.

 

 

4.                Areas of Specific Government Interest

 

Overview

 

ERO provides information about the education system as a whole to the Government.  This information will be used as the basis for long term and systemic educational improvement.

 

ERO collected information about Patricia Avenue School.  These findings are included in this report to ensure that information about the school is transparent and widely available.

 

Current Areas of Specific Government Interest

 

ERO is currently collecting information for reports to the Government on:

 

·         impact of e-learning on the quality of teaching;

 

·         improving Mäori student achievement; and

 

·         beginning teachers: Year 2.

 

Impact of E-learning on the Quality of Teaching

 

E-learning is using Information Communication Technologies, in flexible ways to promote student learning and achievement.  E-learning is referred to in all National Curriculum statements.  Boards of trustees are expected to ensure that all students have appropriate opportunities to engage in e-learning.

 

The school’s e-learning programmes effectively provide opportunities for all students to enhance their learning and achievement.  School leadership adequately promotes and supports e-learning in this school.  Teaching programmes adequately facilitate student engagement in e-learning.  Teachers demonstrate that they have the knowledge and skills to adequately integrate e-learning into their teaching programmes.

 

Improving Mäori Student Achievement

 

Twenty seven students identify as Mäori at Patricia Avenue School.  The school collects detailed achievement information on all students through the regular cyclical compilation of IEPs.  These IEPs are regularly reviewed and goals written into the documents provide a basis for ongoing assessment and monitoring.  Progress is measured against individual rates of achievement.  To date, the progress of Mäori students during Term 1 2004 is incrementally similar to the ratio of progress of all other students during this same time period.

 

The school is aware of the need to further differentiate achievement information for ethnic groups, including Mäori students.  It is currently trialing a system that will provide additional achievement information in this area.

 

There have been no official stand downs or suspensions recorded by staff at this school.  Attendance patterns are closely monitored.  The school is proactive in working with parents/whänau should any problems arise which may affect students.  Generally, attendance patterns for Mäori students reflect those of other ethnic groups.

 

Patricia Avenue school has implemented a number of initiatives to improve educational outcomes for Mäori students.  These include the:

 

·        development of a tikanga Mäori Implementation Plan;

 

·        employment of a family support worker who works alongside Mäori support workers in consultation with whänau to ensure that cultural respect is extended and embraced;

 

·        publishing of a survey of the school’s practices relating to tikanga and te reo Mäori;

 

·        liaison with Mäori parents in the development of individual IEPs for their children; and

 

·        emphasis on holistic education throughout the school which fits well into the bicultural environment;

 

The principles of the Treaty of Waitangi are upheld through student experiences and classroom environments.  Examples include karakia prior to shared meals, visits to a märae, the inclusion of a Mäori arts and crafts programme within the Arts curriculum and the employment of Mäori staff to guide and advise on appropriate cultural behaviour.

 

The school regularly consults with its Mäori community through a number of initiatives, including the development and ongoing monitoring of IEPs and social and special events.

 

Beginning Teachers: Year 2

 

It is the responsibility of school trustees and managers to provide appropriate support and supervision for beginning teachers so that they can achieve full registration.  During the review, the beginning teachers, tutor teachers and senior manager with responsibility for beginning teachers were interviewed about the programme.  The school’s support and guidance programme documentation was also evaluated.

 

ERO found that the school guidance programme effectively meets the individual development needs of the beginning teacher.  School policies and practices have clear links to effective professional development opportunities for the beginning teacher.  The school effectively promotes the beginning teacher’s development of constructive professional relationships within the school community.

 

 

5.                Board Assurance on Compliance Areas

 

Overview

 

Before the review, the board of trustees and principal of Patricia Avenue 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; and

 

·         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; and

 

·         attendance.

 

During the course of this review ERO’s investigations did not identify any areas of concern.

 

 

6.                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.

 

Therefore ERO will review the school again as part of the regular review cycle.

 

 

Ian Hill

 

Area Manager

 

for Chief Review Officer

 

4 June 2004

 

 

 

To the Parents and Community of Patricia Avenue School

 

These are the findings of the Education Review Office’s latest report on Patricia Avenue School.

 

This report focuses on the evaluation of the way the school adapts the curriculum to meet the special needs of students.  The board selected this focus area in consultation with the Education Review Office.  The report also includes evaluation of the quality of health and safety compliance, the achievement of Mäori students, comment on beginning teacher programmes Year 2 and e-learning.  It identifies good practices and possible next steps where appropriate.

 

Patricia Avenue School is specifically designed to cater for the special learning needs of students aged 5 to 21 years, from Hamilton and surrounding districts and towns.  The school comprises the base school and satellite classes at four host schools.  Since the previous review, the roll has continued to grow, necessitating the need for increased accommodation.  The board has been proactive in acquiring additional buildings and upgrading existing facilities.

 

The school is successfully adapting Te Whäriki, the early childhood curriculum, and the New Zealand curriculum to meet the unique needs of its students.  Skills for life programmes are an integral part of individualised learning.  Inclusion of functional numeracy and literacy, and involvement with Education Outside the Classroom activities enhance socialisation and facilitate a sense of self and self-confidence.  The school is meeting the intent of its mission statement Learning for Living.

 

Parents and staff work collaboratively to develop highly specific, individual education plans.  The goals outlined in plans are carefully monitored to ensure that student needs are met in an holistic way.  Classroom environments appropriately support student learning needs.  High quality resources that are available to staff and students, facilitate and enrich the multi-sensory approach to teaching and learning.

 

Adults involved with classroom programmes are dedicated, caring and committed and are effective in carrying out their professional responsibilities.  Successful teamwork is attained through a transdisciplinary approach to meeting needs.  The application of teachers’ knowledge and skills effectively contributes to high quality student learning.  The development of a robust appraisal programme for teacher aides should further enhance the knowledge and skills of these committed support personnel.

 

Students are generally contented and engaged in appropriate activities.  Students in satellite classes benefit from inclusion in host-school activities and are well integrated within those environments.

 

The principal provides strong professional leadership and is ably supported by her competent associate principals.  A culture of teamwork is evident at all levels across the school.

 

An effective working relationship between the board and principal has maintained the focus on continuing school improvement.  Trustees are knowledgeable, competent and committed to their governance responsibilities.

 

A feature of the school is the regular and purposeful communication between parents and teachers.  Parents trust the school to care for their children and have confidence in the provision of a warm, safe emotional and physical environment.

 

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.

 

Therefore ERO will 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.

 

Ian Hill

 

Area Manager

 

for Chief Review Officer

 

 

 

GENERAL INFORMATION ABOUT REVIEWS

 

About ERO

 

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

 

About ERO Reviews

 

ERO follows a set of standard procedures to conduct reviews.  The purpose of each review is to:

 

·          improve educational achievement in schools; and

 

·          provide information to parents, communities and the Government.

 

Reviews are intended to focus on student achievement and build on each school’s self review.

 

Review Focus

 

ERO’s framework for reviewing and reporting is based on three review strands.

 

·          School Specific Priorities – the quality of education and the impact of school policies and practices on student achievement.

 

·          Areas of Specific Government Interest – information about how Government policies are working in schools.

 

·          Compliance with Legal Requirements – assurance that this school has taken all reasonable steps to meet legal requirements.

 

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.

 

Review Recommendations

 

Most ERO reports include recommendations for improvement.  A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue.  There is no direct link between the number of recommendations in this report and the overall performance of this school.