6th October 2011

1 Context

What are the important features of this school’s context that have an impact on student learning?

Lepperton School is set in rural Taranaki and is the hub of its highly supportive and involved community. It provides education for students from Years 1 to 6. Its culture is characterised by innovation, democratic leadership, creativity and developing capability. Trustees, parents, teachers and students have high expectations for achievement. The philosophy of every student becoming a confident and successful lifelong learner underpins all aspects of school life.

The school is well resourced for learning. The restructuring of Room 56, for Years 4, 5 and 6 students, provides multiple and varied learning spaces. Students, particularly in this room, are independent, imaginative and aware about how they learn.

Strong understanding of governance practices, high quality professional leadership and parental support collectively enable students to meet the agreed, challenging targets for achievement in literacy and mathematics. Throughout the school environment, students' achievements are celebrated.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students are highly motivated and interested in learning. School annual achievement targets are set against National Standards and aligned to Lepperton School standards.

The majority of students are achieving at or above National Standards expectation in literacy and numeracy. A group of students identified in 2010 as under achieving receive targeted intervention programmes. There is evidence that these students are making accelerated progress in reading.

Clear guidelines and procedures for the collection and use of achievement information are documented. Teachers use data to group for levels, identify learning objectives and cater for students with specific needs and strengths in reading, writing and mathematics. Teaching is holistic, interweaving the key competencies, academic areas, the arts, information and communication technologies, sport and student well-being.

Comprehensive information is provided to inform parents about their child’s achievement in relation to National Standards and school targets. Information about how parents can help their children at home is offered. Feedback about the readability, format and content of reports has been sought and is part of the ongoing review process.

Trustees, senior leaders and teachers continue to review their use of National Standards and associated moderation practices.

How well are Māori students learning – engaging, progressing and achieving?

Māori student achievement is comparable with all students in the school. Schoolwide practices value the culture of Māori students. In classrooms they are engaged and focused on learning.

Partnership with the local marae is developing. School leaders, teachers and the board have embraced Ka Hikitia (the Ministry of Education strategy to advance Māori achievement). Information about how parents can help their children at home is offered in individual student reports. Feedback is being sought as part of the ongoing review process. A programme in te reo Māori resulted from earlier consultation. The board and school leaders acknowledge their next challenge is to heighten community awareness and understanding of Ka Hikitia and the developing review process.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The Lepperton School’s curriculum provides an effective framework for students’ learning. It is evident in teachers’ planning and based on well researched expectations for teaching and learning practices.

Classroom programmes appropriately focus on the national priority areas of literacy and numeracy. Expectations are clearly stated for student achievement in each year group, and for Year 6 students as lifelong learners.

Generally, teachers are creative and reflective practitioners. They embrace the concept of learning together, teacher and students, students with their peers. This proactive attitude to teaching is evident in students’ enthusiasm for learning, their high level of participation in classroom programmes and belief in their ability to improve.

Most teachers confidently use their knowledge of good practice and The New Zealand Curriculum. They know their students well and use assessment as the basis for planning learning steps.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school and its community are well placed to sustain ongoing improvement.

The principal is an effective professional leader. He actively promotes the concept of students leading their learning. He frequently visits classrooms to observe practice and give feedback. He is a visible presence around the school.

Trustees understand the purpose and value of review for improvement. Student achievement data informs their decision-making. The board is committed to support efficient and responsive forward planning. Robust self review and thorough evaluation result in positive change.

Extensive community consultation contributed to the current strategic plan, the school’s curriculum and the implementation of National Standards and reporting. Consideration of parents’ views is ongoing. Agreed values and philosophy are evident in practice throughout the school. Adults model respectful relationships, positive attitudes and the benefits of co-operation.

Teacher performance management and appraisal is multi-faceted. Embedding this robust appraisal process should ensure the school’s philosophy and vision are evident within all class programmes.

Area for development and review

School leaders identified that further supporting teachers and students to give and receive feedback should be a next step for development. They also noted that communication and ownership of student learning, progress and achievement should include investigating a three-way conference process (including teachers, parent and students) and the development of student portfolios. ERO’s external evaluation agrees with these plans for ongoing improvement.

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

6 October 2011

5th November 2008

To the Parents and Community of Lepperton School

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

Lepperton School is a six-classroom rural school near New Plymouth.  Students learn and interact in stimulating, well-resourced classrooms with innovative and caring teachers.  Spacious, well‑maintained grounds and extensive outdoor facilities enable students to participate in a wide range of sporting opportunities.  Students learn and play in an atmosphere where they support and care for their peers. 

This report includes an evaluation of the impact of students managing their own learning.  In addition, the report evaluates progress with Māori student achievement and the schools’ readiness to implement the New Zealand Curriculum in 2010.  The evaluation of these areas shows that the board and senior managers have a clear direction for fostering ongoing improvement for students.

Students are mostly capable learners who achieve success and are motivated to do well.  School assessment data indicates that most students achieve at, or above, nationally expected levels in numeracy and mathematics.  Most students achieve well over national expectation in reading.  The very small numbers of students identified at risk of underachieving participate in interventions where their progress is carefully monitored. 

Teachers provide environments that support purposeful learning across the school.  Classrooms are attractive and text rich.  Relationships between students and with teachers enable successful interactions where learning is celebrated.  Effective teaching strategies encourage students to develop independence so senior students can manage their own learning and assessment.  Small groups of senior students participate in challenging extension opportunities where they engage in problem solving and critical thinking.

Teachers accommodate students’ choice of learning environment by introducing a variety of settings, groupings and working conditions.  For part of the week senior students decide the order and duration of their involvement with each curriculum area.  They select when and how to assess their progress and how they will present their learning.  Junior teachers also promote independent learning.  Students report that they effectively use their new personal management skills in other aspects of their lives.

The principal, board and teachers developed and implement an innovative vision for students involvement in self-managing their learning.  Professional development and collegial discussions result in teachers of the senior school trialling, adapting and sharing effective teaching techniques and strategies.  This report recommends that the principal and teachers continue to identify and observe existing successful practices to promote to use of new strategies schoolwide.

Effective practices for Māori students continue.  Most achieve at or above expected levels of achievement in both literacy and numeracy.  High achieving Māori students participate in extension programmes providing opportunities for challenging and cooperative thinking activities.  The expertise of Māori staff is used across the school to support weekly classroom te reo Māori and waiata programmes. 

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.

Graham Randell

Area Manager

for Chief Review Officer