Loburn School
04/06/2009

Loburn School is a full primary school in rural North Canterbury. At the time of this review in April 2009, it had a roll of 146 students, an increase from 108 in 2006. The board has managed the school's growth well, providing additional classrooms and planning to extend the hall and build a new information centre and staffroom. The school has a large swimming pool and attractively landscaped grounds. The parents and the local community are involved in activities at the school, creating a family- friendly atmosphere.

The board and staff have worked well together since the 2006 ERO review developing their charter, strategic planning and the school curriculum. They have agreed on five special qualities they want the students to have as 'Loburn Learners'. Students know about these qualities and can discuss how they are showing them in their work and actions. Relationships among the students are positive. Students show consideration for each other and include everyone in the classroom and playground, including students who may have special learning or health needs. Senior students look out for juniors. The school council provides a good way for students' views to be listened to and acted on. Students displaying the school's values are acknowledged in classrooms and in assembly.

Teachers know the students well and have good evidence of their progress in learning. They gather and use assessment information effectively in the classroom to group students, provide targeted instruction and to reflect on their teaching. At the classroom level, they set targets for individuals and groups of students who may be at risk of not achieving to expectations. They then provide focused teaching in class groups or use a specialist literacy teacher or teacher-aides to lift their achievement. Classroom assessments indicate the progress students make in reading and mathematics. Senior students achieve better than students in similar schools in national tests in English and mathematics. The students' skills were evident in the effective ways they presented the findings of their inquiries, using a range of media and technologies.

As said above descriptions about students' progress at class level are detailed. The next step is for the principal and senior managers to analyse this information to evaluate students' progress as they move through the school and to evaluate what is working well for those students making significant gains in six months and what is hindering those who don't. This analysis of trends and patterns in progress and in teaching approaches would assist the board in making decisions about resource allocations including professional support for teachers and students. The principal is aware of this and it is reflected in the recommendations in this report.

The quality of teaching is consistently good across the school. Students are focused on learning through the use of learning goals and targets, talking about the qualities of a learner and reflecting on their work. Strengths of the teaching programmes include the strong foundations students receive in literacy and numeracy and the consistent approaches teachers use to help students follow an inquiry process in their learning. The teachers reflect on their teaching and look for ways to improve students' learning. They have high expectations for student learning and behaviour.

The principal and teachers have worked well together in developing the new school curriculum, with the support of an outside facilitator. They acknowledge that they have more work to do in developing consistent assessment practices across the integrated inquiry units. The board and principal attested before the review that they had not met some requirements in the national education guidelines. These include consulting annually with the school's Maori community, discussing the health programme with parents every two years and developing procedures for meeting the needs of students with special abilities. They are planning to complete this work in 2009.

At the time of the 2006 ERO review, the board was dealing with a number of complaints from the school community. The board has responded to that experience and to ERO's recommendations by improving the complaints procedures. Trustees have also had board training, improved the governance framework and reviewed their performance as a board. The board's review process includes consulting with and surveying students, parents and staff about school operations, health and safety and employment responsibilities. The board agrees that maintaining effective self review and continuing to strengthen relationships between board, staff and the community are keys to the continued success of the school.

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 carry out the next review in three years.

Area Manager

for Chief Review Officer