ERO Report

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

​​Tuia Burnside Primary​ School is situated in Christchurch and provides education for students in Years 1 to 6. The school values its diverse community and the cultural richness the students bring with them. The school values of excellence, respect, tolerance, and integrity reflect this diversity.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Most students achieve at curriculum expectations for reading, writing and mathematics.

• A large majority of students achieve at or above curriculum expectations in reading and mathematics and a small majority achieve at or above curriculum expectations in writing.
• Improving equity for groups of students, including Māori and Pacific students, remains a priority.
• The school is close to meeting the Ministry of Education targets for the number of students attending school regularly; leaders and teachers track, monitor and analyse student information and respond in a variety of ways to support improved attendance.

Conditions to support learner success

Collaborative leadership sets and actively pursues evidence-based improvement goals.

• Leaders critically analyse student progress and achievement data, to inform strategic priorities and plan for continued improvement in student outcomes.
• Improvement goals and targets are set with attention to accelerating the progress of those students at risk of not achieving.
• To ensure data about learner outcomes is valid and reliable, leaders are strengthening guidance and expectations for teacher assessment practices.

Students access a broad and increasingly responsive localised curriculum.

• Students participate and contribute confidently in a wide range of learning contexts – cultural, local, national and global.
• Teaching and learning programmes increasingly include te ao Māori, tikanga Māori and mātauranga Māori.
• Teachers gather, analyse and use evidence that is increasing in quality, to improve their individual and collective teaching practice.

The board and leaders have well established systems and processes that support continuous improvement for learners.

• Relationships between staff and students are founded on mutual trust and practices, that promote student wellbeing, inclusion, and engagement in learning.
• To inform strategic priorities for improved learner outcomes, the board and leaders consult the school community, using well established partnerships.
• Professional learning opportunities, and monitoring of anticipated changes in teacher practice and student outcomes, are clearly aligned to strategic priorities.

Part B: Where to next?

The agreed next steps for the school are to:

• raise student achievement in reading, particularly for Māori and Pacific students
• look at recently introduced assessment practices to ensure these fully align to the school curriculum and that student progress and achievement information is dependable
• fully embed formal evaluation processes across all strategic priorities to ensure initiatives are improving outcomes for learners.

The agreed actions for the next improvement cycle and timeframes are as follows:

Within six months

• teachers will undertake professional development to raise achievement in reading
• evaluation of assessment practices to be completed, with a focus on the reliability of data
• complete research into best assessment practices and use this to support the enhancement of current assessment practice

Every six months

• leaders, with staff, report to the board on student achievement in reading, writing and mathematics and take planned action in response to emerging trends
• teachers and leaders track, monitor and report the progress and achievement of those students requiring additional support, to further plan and meet their needs
• have in place an evaluation approach with measurable learner outcomes, to know how well key priorities and goals are met

Annually

• collate and report to school board, whānau and community on student progress and achievement data
• continue to track and monitor the progress and achievement of students with additional learning needs to inform changes in teaching practice
• gather and analyse student and whānau voice to inform next steps for strategic priorities
• use the school’s evaluation approach to know how well key priorities and goals have been met and forward plan.

Actions taken against these next steps are expected to result in:

• consistent approach to teaching and learning in reading across the school and improved outcomes for learners
• increased equity of outcomes for Māori and Pacific students
• high quality progress and achievement information over time, to inform school priorities
• a fully embedded evaluation process to inform strategic direction.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātou, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children.

Shelley Booysen
Director of Schools

​​7 June 2024​

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home