Parent And Community Update
2 August 2016
http://www.stuff.co.nz/national/education/82606561/seven-canterbury-schools-among-worstperforming-by-ero- standards
Above is a link to a very negative and inaccurate article which was in the Press yesterday, Monday 1 August. This Press article is in response to a report put out by the MOE which identifies schools which have been or were on a one or two year ERO review.
The Education Review (ERO) office visit schools, usually every three years, to evaluate and give feedback on school systems and processes for:
In our 2013 ERO report there were some key areas of need identified which meant we received a two year review. These key areas were:
Significantly students not performing is not an identified need, in fact ERO commented on the high quality of teaching and learning in the rooms that they visited. Our students are making good progress - we have over 80% of our students performing at or above the National Standards. Each year we publish an annual report which celebrates achievements from the previous year, reflects on professional development and school initiatives and shares student achievement data in relation to National Standards. Any parent can request a digital copy of this report – email [email protected]
The appointment of three new senior leaders (Toni, Tracey and Tricia) in 2014, with a varied skill set, has given the opportunity for the areas which ERO identified to be addressed.
The Board of Trustees strategically made these appointments as each senior leader brings different strengths and qualities to the role. This senior leadership team has skills and expertise with:
In 2015 ERO returned to speak to the new leadership team and see if progress had been made with the areas they had identified in their 2013 report. This is a link to their updated report. http://www.ero.govt.nz/review-reports/banks-avenue-school-20-05-2015/
Below are quotes from this most recent ERO report (2015).
Staff, BOT and leadership members at Banks Avenue School work incredibly hard to provide a quality learning environment, where all children’s needs are met. A variety of in class and out of class activities and learning experiences occur to keep children learning and engaged. Our student achievement data confirms our children continue to make progress.
As a staff we are committed to continual improvement: we are developing very strong systems of self review to monitor and evaluate our effectiveness, we have a very clear strategic vision which keeps our school values central, we keep the child at the centre of planning and decision making, we fully participate in professional development and we innovate, trying new ideas and systems. We work hard as a team to continually improve our practices.
We were gutted to read yesterday’s article as not only is it out of date it totally negates and undervalues the quality of education BAS students receive and the effort, empathy and skills BAS teachers bring to the classroom every day.
As a staff we are very excited about what we are doing at BAS and the journey we are on. Awesome things are happening in education and awesome things are happening at Banks Avenue School.
We thank our parents and community for your continued support in this journey.
Kia kaha
Toni Burnside
Principal
http://www.stuff.co.nz/national/education/82606561/seven-canterbury-schools-among-worstperforming-by-ero- standards
Above is a link to a very negative and inaccurate article which was in the Press yesterday, Monday 1 August. This Press article is in response to a report put out by the MOE which identifies schools which have been or were on a one or two year ERO review.
The Education Review (ERO) office visit schools, usually every three years, to evaluate and give feedback on school systems and processes for:
- gathering and reporting student achievement information
- teaching, learning and curriculum
- school governance and leadership
- staff development and appraisal
- compliance with school policies
- community engagement
- self-review practices
In our 2013 ERO report there were some key areas of need identified which meant we received a two year review. These key areas were:
- staff relationships and well-being
- assessment and reporting practices
- appraisal processes
- self review
Significantly students not performing is not an identified need, in fact ERO commented on the high quality of teaching and learning in the rooms that they visited. Our students are making good progress - we have over 80% of our students performing at or above the National Standards. Each year we publish an annual report which celebrates achievements from the previous year, reflects on professional development and school initiatives and shares student achievement data in relation to National Standards. Any parent can request a digital copy of this report – email [email protected]
The appointment of three new senior leaders (Toni, Tracey and Tricia) in 2014, with a varied skill set, has given the opportunity for the areas which ERO identified to be addressed.
The Board of Trustees strategically made these appointments as each senior leader brings different strengths and qualities to the role. This senior leadership team has skills and expertise with:
- strategic planning and thinking
- analysing and reporting on student achievement and targets
- identifying and providing intervention programmes for children with needs
- self-review of targets, curriculum and strategic goals
- innovation with programmes and projects
- knowledge of Positive Behaviour for Learning and embedding values
- creativity - thinking outside the square
- e-learning – tools and possibilities
- literacy and pedagogy
- future focused learning and collaborative teaching
In 2015 ERO returned to speak to the new leadership team and see if progress had been made with the areas they had identified in their 2013 report. This is a link to their updated report. http://www.ero.govt.nz/review-reports/banks-avenue-school-20-05-2015/
Below are quotes from this most recent ERO report (2015).
- The school is now in a strong position to sustain and improve its performance.
- Significant progress has been made in all of the areas for review and development identified in the 2013 ERO report. The newly appointed principal and senior leadership team bring high levels of expertise to the school. They are receiving support from team leaders and teaching staff. Together with the board, this collaborative approach is continuing to build a positive school culture that prioritises students’ learning and wellbeing.
- The 2013 ERO report identified a number of areas that needed to significantly improve. These included staff relationships, the use and reporting of student achievement information, the appraisal process for teachers and leaders and self-review processes. School leaders also identified that aspects of the school’s curriculum needed to be reviewed. The board, principal and teachers have made very good progress in addressing all the areas for improvement in the 2013 report.
- A new, experienced principal began in Term 3, 2014. In 2015, two new deputy principals were appointed. A new board chairperson was elected in 2013. There have also been changes to other trustees. There have been few changes to the teaching staff.
- Priorities identified for review and development: The new board, senior leadership team (SLT), established team leaders and staff have made significant and positive progress in addressing the areas identified for improvement. They have a strong focus on, and clear understanding of, ongoing and sustainable improvement. Students are now more clearly at the centre of all planning and decision making.
- There has been a significant improvement in the school culture since the time of the 2013 ERO review. The board and school leaders have worked actively on developing an environment of trust with increased communication and transparency in making decisions.
- Factors contributing to this include the board: funding the use of external expertise to survey staff early in 2014 and at the end of that year making strategic appointments at senior leadership levels including a wellbeing goal in the school’s annual plan.
- The principal and school leaders model high expectations for performance. Teaching teams have a useful process for reviewing their effectiveness. This is helping to strengthen consistency and build leadership capacity.
- The board and senior leaders have prioritised processes that need to occur so they can continue to be assured about staff and students’ wellbeing.
Staff, BOT and leadership members at Banks Avenue School work incredibly hard to provide a quality learning environment, where all children’s needs are met. A variety of in class and out of class activities and learning experiences occur to keep children learning and engaged. Our student achievement data confirms our children continue to make progress.
As a staff we are committed to continual improvement: we are developing very strong systems of self review to monitor and evaluate our effectiveness, we have a very clear strategic vision which keeps our school values central, we keep the child at the centre of planning and decision making, we fully participate in professional development and we innovate, trying new ideas and systems. We work hard as a team to continually improve our practices.
We were gutted to read yesterday’s article as not only is it out of date it totally negates and undervalues the quality of education BAS students receive and the effort, empathy and skills BAS teachers bring to the classroom every day.
As a staff we are very excited about what we are doing at BAS and the journey we are on. Awesome things are happening in education and awesome things are happening at Banks Avenue School.
We thank our parents and community for your continued support in this journey.
Kia kaha
Toni Burnside
Principal
