Middleton Grange Primary School - ERO Report December 2005

ERO Report

Copied from the Letter to the Middleton Grange Parents and Community

16 December 2005

To the Parents and Community of Middleton Grange School

These are the findings of the Education Review Office’s latest report on Middleton Grange School.

Middleton Grange School is a large integrated urban area school located on an attractive site in suburban Christchurch. The school opened as an independent Christian school in 1964 and became integrated into the state system in 1996. It is run as four schools; a primary school (Years 1 to 6), a middle school (Years 7 to 10), a senior college (Years 11 to 13), and an international college. The school building programme is extensive and continuing. Students have access to modern classrooms and a new library.

This review focussed on the quality of teaching in literacy in the junior and middle schools and the relationship between these two schools. In the senior school, ERO looked at the way in which student achievement in the NCEA qualifications is being analysed so programmes suit students' needs. ERO did not observe classroom programmes in the senior school during this review. ERO also investigated the achievement of Māori and Pacific students, the implementation of the health and physical education curriculum, and the care of international students.

In response to the ERO review of 2002, the school has improved its self-review procedures, the provision it makes for gifted and talented students and the link between the middle and senior schools. In addition, all subject departments in the senior school now have their own achievement targets. The teachers in the junior and senior schools and the international college have set measurable and achievable targets and are starting to make effective use of assessment information to monitor the students’ progress towards these targets.

The school’s Christian ethos is strongly supported by the board and, under the clear leadership of the senior management team, by the teaching staff. These values and beliefs are reflected in all aspects of school life. The sense of community and respect for others that exists at the school is reflected in the positive relationships between the teachers and the students and among the students. Pastoral care systems are well developed, with a feature being the way the needs of international students are met.

The detailed assessment records kept in the primary school show high levels of achievement, especially in mathematics and reading. Students make very good progress as they move through the junior school.

In the senior school, students achieve well in national qualifications. In general, they do as well as or better than students from schools of a comparable type. There were some examples of very high achievement. The teachers in the senior school are working actively to increase merit and excellence grades and scholarship successes. They are reviewing and modifying their programmes where necessary.

During the review, the quality of teaching through the middle and junior schools ranged from variable to outstanding. Students learn in settled, well managed classrooms. Levels of on-task behaviour were high. Some work of high ability students in literacy in the middle school was impressive. Levels of student involvement and interest were highest in the junior school where teachers generally showed energy and enthusiasm and used a variety of teaching styles and activities.

The next challenge for the senior managers is to take advantage of the school’s status as an area school in providing more continuity in learning programmes from Years 1 to 10, in particular. At present, the primary and middle schools operate as separate entities. Students said that they had looked forward to moving from the junior to middle school and had not found the change difficult. The head of the middle school is working to develop transitional programmes to take students through from the junior to senior school. However, the quality of the middle school programmes would improve with stronger planning and assessment links with the primary school, interpreted within the middle school philosophy.

Others areas for further development identified in this report include the need for:

·         more emphasis on creative writing in Years 1 to 10;

·         improved analysis of achievement of Māori and Pacific students and better consultation with Māori parents; and

·         greater attention to be given to the use of information and communication technologies in promoting student learning.

The board and principal work closely together. They share a strong philosophical and educational vision for the school and its future. Board operations are efficiently undertaken. Self-review processes at the school are excellent and will be enhanced as teachers develop better methods of analysing the achievement of their students.

A few areas where requirements have yet to be met are identified in section 5 of this report.

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.

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.

Isabell Sinclair Irwin            signed
Area Manager

for Chief Review Officer

For report on ERO site please follow this link:
                                                                          http://www.ero.gov.nz/
                                                                          Full Middleton Grange Report