ERO Report

SUPPLEMENTARY REVIEW REPORT:
FAITH ACADEMY

26 February 2007

To the Parents and Community of Faith Academy
This supplementary review evaluates the quality of education received by students and the performance of the Board of Trustees in relation to specific terms of reference.
The Education Review Office [ERO] evaluation of Faith Academy follows.

Faith Academy is an integrated, non-denominational Christian primary school in Wanganui, catering for students from Years 1 to 8. Friendly, caring relationships among students and with their teachers demonstrate the school community's values. Students understand and follow clear learning and behavioural expectations. Buddy systems encourage responsibility among older students and a supportive environment for juniors. Student achievement is encouraged and celebrated.

This supplementary review focuses on issues identified in the February 2006 ERO report, relating to the quality of governance and management, including performance management. In addition, the quality of teaching, learning and using achievement information to meet students' needs is evaluated. This report identifies the progress made and outlines areas for further development.

Most students are well-engaged learners, able to work independently, with peers or as a whole group. In most classes, teachers purposefully use achievement information to plan and teach effectively. In classes where teachers share the intent of the lesson and set group and individual goals, students are focused learners. Greater use of written comments in students' workbooks should increase opportunities for them to develop self-assessment skills and further independence in learning.

Comprehensive assessment information included in portfolios allows students, parents and teachers to track and celebrate success over time. Students at risk of underachieving are promptly and reliably identified. Teachers regularly discuss students’ learning needs. Records indicate targeted support leads to positive outcomes for students. Teachers have consulted parents of all students about goals and aspirations for 2006, and have reported on progress.

Improved practices assist the board to govern more systematically. Trustees know their roles and responsibilities. Some have undertaken further training since the previous review. The principal is developing new reporting processes and the deputy principal has begun to provide schoolwide achievement data to the board. A recent report on reading highlighted pleasing levels of achievement schoolwide. Trustees should continue to require well-analysed assessment and recommendations for future action from managers. This information should enable the board to set and monitor measurable targets to improve outcomes for students.

Trustees have appointed an external appraiser to carry out the principal's appraisal. Recommendations to improve leadership practices are in place. However, the lack of rigorous teacher appraisal, identified by ERO in two previous reports as an area of non-compliance, has not been addressed and must be rectified.

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. Therefore ERO will review the school again as part of the regular review cycle.

When ERO has reviewed a school we encourage boards to inform their community of any follow-up action they plan to do. You should talk to the board or principal if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
signed
Graham Randell
Area Manager
for Chief Review Officer
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ERO report 2006

27 February 2006

To the Parents and Community of Faith Academy

These are the findings of the Education Review Office's latest report on Faith Academy.

Faith Academy is an integrated, non-denominational Christian primary school catering for students from Years 1 to 8. The school's special character, as expressed in the charter, is visible in the environment, and in practice. Parents are well informed about agreed values and curriculum activities.

This education review report provides an evaluation of the way in which students individual learning needs are met, with particular emphasis on reading. The report also evaluates and reports on the quality of health and safety compliance, the achievement of Maori students, the quality of teaching for Year 8 students in social studies, and career guidance for students in Years 7 and 8.

Most classroom environments are well managed and attractive, with plentiful resources for students. In these classes, high levels of student engagement in learning are evident. Student-teacher relationships in most classes are mutually respectful and positive. Social skills that build self-confidence and respect for others are integrated within lessons. Students learn and play co-operatively. Many students achieve at, or above expectations in reading, with some students excelling.

Teachers closely monitor the progress of individual students, and most provide appropriately matched, stimulating programmes of learning.

The board funds additional staffing to provide support for students with identified needs in reading and for other identified special needs. Increased formal review and analysis of class and schoolwide student achievement should provide specific information to assist in the design of class, remedial and extension programmes to better target students' individual learning needs.

Teachers develop new knowledge and teaching skills through participating in professional development and curriculum review. The further strengthening of curriculum development and monitoring processes should contribute to the improvement of schoolwide consistency in the quality of programmes. Students participate in a wide range of activities that complement the core curriculum. These activities include sporting, cultural and Christian opportunities. High levels of parent involvement in these activities are evident.

The principal is well supported by capable, knowledgeable senior managers. Strengthening strategic leadership and management and clarification of roles and responsibilities should further improve school operations and outcomes for students.

Board members contribute a range of skills and experience to their governance roles. They are committed to increasing their knowledge of the achievement of diverse groups of students to improve the effectiveness of strategic planning and reporting.

The board consults with, and regularly reports to parents on matters affecting their children's education. Some matters arising from the April 2003 ERO report have not been addressed. The board must consult with its Maori community and establish plans and targets for improving Maori student achievement. The appraisal of the principal and staff must be conducted in accordance with board policy and Ministry of Education requirements. Trustees should increase their knowledge of governance responsibilities to further promote school development and improve student achievement.

Future Action

The board has accepted post review assistance, in the form of a workshop, to develop a plan to address the issues raised in this report. ERO intends to urn to the school within 12 months to evaluate the progress the school has made in bringing about the improvements outlined in this report. 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.

signed

Diana Anderson

Area Manager for Chief Review Officer

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APRIL 2003 16 April 2003
To the Parents and Community of Faith Academy

These are the findings of the Education Review Office's latest report on Faith Academy.

Faith Academy is an integrated Christian-based, full primary school. It is situated in the grounds of Faith Community Church in urban Wanganui.

Since the previous Education Review Office report a significant upgrade of buildings has been undertaken with the addition of a three-classroom block. Students have access to extensive grounds that are well maintained and continually being improved. Roll growth and a commitment by the board to support smaller class numbers has resulted in the provision of an additional class in 2003.

Students experience an holistic education. Christian values are fully integrated in the curriculum and climate of the school. Teachers' comprehensive planning demonstrates full coverage of the essential learning areas and skills providing a programme that gives both depth and breadth to learning. Teachers are dedicated, making a commitment to ensuring that many opportunities and experiences are provided to enhance student learning.

Classrooms are secure, supportive environments providing a range of suitable learning and teaching resources. Students learn in an environment where relationships are warm and comfortable and well-established routines provide security. Teachers provide positive affirmation encouraging students to do their best.

Throughout the school students confidently and competently use information technology to support learning.

Students are involved in a wide range of activities including sports, musical production, choir, and enterprise studies to extend and enrich learning. Parental support in all aspects of the education programme is a strength of the school.

Curriculum teaching guidelines have been extensively reviewed to provide an up-to-date management document. Staff need to maintain regular review through a planned review cycle.

Currently the board is developing the charter and strategic plan to provide the framework for ongoing sound governance of the school.

Christian values and collegial relationships between trustees, senior managers and staff underpin the secure school culture. The principal's collaborative and inclusive management style empowers staff to make a significant contribution to schoolwide decision making. The board is supportive of staff and aware that the performance management system needs a more rigorous application.

The Education Review Office is confident that the board has the capacity to address the recommendations contained in this report. The board is asked to provide ERO with an action plan indicating how it will address these recommendations. The timing and nature of the next review will be determined following ERO's receipt of the action plan.

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 web page, http://www.ero.govt.nz.

Signed
Diana Anderson
Area Manager
for Chief Review Officer