These are the findings of the Education Review office’s latest report on Churton Park School.
Churton Park School is situated in the northern suburbs of Wellington. It is a contributing school catering for students in years 1 to 6. As a result of its continuing roll growth, the Ministry of Education is proposing to relocate the school on a new site. Since the 2005 ERO review additional classroom space has been provided. All learning areas are well resourced, colourful and stimulating with displays of student work.
The Board of Trustees, principal and teachers are committed to fostering high quality education for students. The effect of generous provision for teacher professional learning and development is evident in classrooms and a collegial and supportive culture focused on ongoing improvement is apparent amongst staff.
Since the time of the 2005 ERO review, a consultant was engaged to enhance professional conversations and performance management. In 2006 a school-wide focus on formative assessment practices began which involved external expertise and current professional research. All teachers participated in training to introduce a range of skills and strategies to develop a thinking culture, working alongside other schools in the northern zone in a cluster development.
The school requested, and ERO agreed, that this review would evaluate the quality of strategies for teaching and learning, with particular reference to formative assessment and thinking tools. This report also considers readiness to implement The New Zealand Curriculum in 2010 and aspects of compliance, with emphasis on students’ emotional and physical well-being.
Effective teaching was observed by ERO. Positive relationships are a feature of the school culture and classrooms are supportive environments. Students’ knowledge of routines and the respect shown to their teachers and peers enable a clear focus on learning. The school philosophy for formative assessment is clearly observable in practice. Teachers effectively use a range of strategies, which include high quality, imaginative displays which help students to understand and be involved in formative assessment. There is a strong focus on the teaching and application of thinking skills.
Useful communication strategies are being built within the school community. These include teacher professional development to strengthen communication capability and the introduction of three-way conferencing between students, teachers and parents.
The school community is working collaboratively to maintain a sound foundation for student learning.
This report identifies that the effective use of student achievement data is not fully developed. This includes the construction of specific student achievement targets, the better relationship between formative assessment and school-wide data and their use to support self-review processes.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Alan Wynyard
Acting Area Manager
For Chief Review Officer