Click here to download: Elsthorpe School Enrolment Form
Click here to download: Elsthorpe School Parent Handbook
Children may be enrolled to start school from the age of 5 years.
We have a monthly four year old morning from 9.00 – 10.30 am, which gives the children an opportunity to become acquainted with our school. You will be asked to fill out enrolment forms for health records and personal particulars in case of emergency ie. phone number, address, doctor etc. You will also be required to present your child’s birth certificate for noting.
Pre-School visits: If your child is 4 we would love to see you at our Pre-School Mornings.
When: First Wednesday of every month.
Time: 9.00am – 11.00 (bring a packed play lunch)
The Elsthorpe Playgroup is situated right next to the school and have sessions every Wednesday. All welcome.
For more information please contact Fi Strong 06 8584184
Our school is divided into 4 learning sessions.
|08.55||The school day begins|
|09.00 – 10.00||First learning session|
|10.00 – 10.10||Whole school fitness|
|10.10 – 10.45||Second learning session|
|10.45 – 11.05||Morning tea|
|11.05 – 12.30||Third learning session|
|12.30 – 1.30||Lunch time|
|1.30 – 2.55||Fourth learning session|
Three buses service our school. The company Go Bus is the contractor for Atua and Kahuranaki buses and they can be contacted on 858 5194. Our buses cover the following areas:
- Beach Rd (Kairakau and Mangakuri beach) This bus service is not run by the Ministry of Education and is run on a term payment basis only.
- Atua (Atua and St Lawrence Roads and to the Patangata Tavern)
- Kahuranaki (Kahuranaki Rd to the Waimararma bridge)
Children can bring defrosted lunch (eg toasted sandwiches) in tin foil with their name clearly marked, which they place in the plastic basket in the School Reception area (by 9.00 a.m.) and will be heated in the school oven.
As per the school food and nutrition policy sweets are not permitted. In conjunction with the school dental service the drinking of water (as opposed to shop bought sugared drinks) is encouraged.
Lunch can be purchased every Friday. Our PAFS organisation runs a bought lunch order on even weeks and the Patangata Tavern runs a different lunch order on odd weeks. Orders are to be placed in the box on the office reception desk no later than Thursday midday.
The school colours are yellow and black and a number of sports tracksuits, rugby jerseys, teeshirts, hockey/netball skirts are owned by the school and Parents & Friends, which the children use when representing the school.
When your child is issued one of these uniforms and they are finished with it, please return it to the school promptly.
The school has a large brimmed sunhat (with school logo) and school shirts (black and yellow) which children can purchase. Please see the school office if you wish to purchase these.
A school shirt and polar fleece are also available to purchase. Please see the school office regarding this.
All children’s personal clothing and equipment should be clearly and permanently named. If something is lost please contact the school to look through the lost property area. Any lost property not claimed by the end of each term is donated to a local charity.
If your child has any condition eg. allergy to bee stings, asthma etc. please advise the school and recommend treatment and any emergency procedures. Teachers keep a record of the time and type of medication to be administered at school, and it is appreciated if the medication is kept in the teachers care, for the duration of the school day.
The Public Health Nurse regularly visits our school and is based in Waipukurau. If you have any concerns, please feel free to contact us regarding her next visit.
Access to a dental therapist throughout the year is through the Waipukurau Dental Clinic and the Havelock North Intermediate Dental Clinic. The children have an annual appointment made for them to attend the Waipukurau Clinic or the Havelock North Intermediate Dental Clinic. Should you require to contact the Dental Therapist at any time you may contact these clinics direct.
The Board has identified, in consultation with the community, the following strategic goals which provide the direction for the school’s focus over the next three years 2016-2019.
Goal 1: To challenge and provide broad learning experiences to all students.
Key outcome: Our teachers will identify specific needs and abilities for all students and plan subsequent learning experiences.
Key Strategic Goal: To provide all children quality, engaging and unique learning experiences tailored to their individual needs and abilities.
1.1 To identify students who are below or above the National Standards and put in place strategies to accelerate, engage or extend them using student voice as a factor
1.2 To support staff to enable the quality of understanding and delivery of the New Zealand Curriculum
1.3 To raise student achievement to and above the National Standards
1.4 To plan learning experiences specifically designed to target and motivate our male and Maori students
Goal 2: To provide authentic learning experiences through integration.
Key outcome: Our teachers will design high interest and engaging units where integration helps provide links to different learning areas.
Key Strategic Goal: To provide children the opportunity to learn through an integrated curriculum and varying teaching techniques.
2.1 To review the schools approach and to further enhance the teaching and learning of the New Zealand Curriculum, including the Key Competencies
2.2 To provide staff the opportunity to observe, share and talk about unique and innovative teaching techniques
2.3 To provide staff professional development in planning, reflecting and assessing integrated units
Goal 3: Self-Management
Key outcome: Our students will develop the skills to self-manage themselves, their education, their social behaviour and their property.
Key Strategic Goal: To teach children the skills to be successful, independent and organised learners.
3.1 There is clear and detailed communication between home and school
3.2 Students take responsibility for their own belongings
3.3 Students are able to see how their actions impact on others
3.4 Students can set personal goals and strive to achieve them
3.5 Students can deal with pressure situations
- Context – Elsthorpe School is a full primary school (Years 1 to 8) in rural Central Hawke’s Bay. The current roll is 54, of whom 12 identify as Maori. Since the May 2014 ERO report, the school has experienced significant roll growth. Staffing has increased as a result.
Recent board of trustee’s elections resulted in two new trustees. Remaining trustees provide useful continuity for the board. Community engagement in the school is high.
- Equity and excellence – The vision and valued outcomes defined by the school for all children are ‘Growing the Future’, ‘we are Elsthorpe and we are the future’. The vision is underpinned by THRIVE the values of trust, honesty, respect, inquiry, valour and endeavour.The school’s achievement information shows that, at the end of 2015 most students achieved at or above the National Standards in reading, writing and mathematics. There has been a steady improvement in the number of students achieving at and above expectation since 2013, particularly for Maori students.
Appropriate student achievement targets have been developed to accelerate student achievement in reading, writing and mathematics, in particular for Maori learners and boys. Raising achievement in writing is a school priority.
End of year data for 2016 indicates that most students continue to achieve at or above National Standards in reading, writing and mathematics. Many have made accelerated progress, including Maori learners in reading and writing.
The school uses a range of assessment tools and evidence purposefully to assist teachers to make dependable judgements about student progress and achievement. Through the use of the Progress and Consistency Tool (PaCT), assessment practices are being further strengthened. This has increased the consistency of practice and teachers’ confidence in making these judgements.
Since the previous ERO evaluation, the school has:
- taken a planned approach to accelerating the achievement of boys in writing
- introduced a new spelling programme
- increased resourcing to support modern learning practices
- developed systems and processes to track student progress
- continued to stream students for reading, writing and mathematics in response to student need and roll growth.
- Accelerating achievement – How effectively does this school respond to children whose learning and achievement need acceleration?The school has a clear focus on all students whose learning and achievement needs acceleration. Leaders and teachers are well aware of the numbers, names and needs of these learners. In response they have:
- set appropriate achievement targets in reading, writing and mathematics
- implemented a range of programmes and interventions to meet individual needs
- inquired into practices that support Maori learners
- proactively engaged with parents and whanau to promote learning partnerships
- developed comprehensive systems to track and monitor the progress of individuals.
This has resulted in the school increasing its responsiveness to those students most at risk of poor educational outcomes.
Consultation with Maori whanau and an inquiry into raising the achievement of Maori learners have led to the implementation of a number of initiatives to promote Maori success as Maori and build teachers’ knowledge and understanding of te ao Maori. This continues to be a priority.
Students requiring additional learning support are clearly identified. The school works collaboratively with parents, whanau and external agencies to develop individual education plans. Appropriate goals are set, and progress monitored.
- School conditions – How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?Students experience a broad curriculum which is responsive to their strengths and interests, and the rural context. It effectively promotes the school’s priorities and supports targets for equity and excellence.
Students have opportunities to learn in authentic and relevant contexts. Purposeful learning experiences, choices and increasing student ownership of learning leads to high levels of engagement.
The school environment features a positive tone, respectful interactions and students working collaboratively.
ERO’s external evaluation identifies and the school agrees, that it is timely to review curriculum documents to ensure that they reflect current school practice. Consideration should be given to how the principles, values and key competencies of The New Zealand Curriculum are enacted at Elsthorpe School.
Parents receive reports about their child’s progress in relation to National Standards in reading, writing and mathematics. These include next learning steps and how parents can help at home. Through regular goal setting for students, parents and whanau are encouraged and supported to contribute to their child’s learning.
Parents, whanau and the wider community are welcomed into the school. They participate in a variety of activities and their views and aspirations are sought to inform decision making.
Teachers are highly reflective. They are committed to developing their professional practice to provide positive outcomes for students. Inquiring into the impact of teaching strategies has been a schoolwide focus in 2016. Planned professional development in 2017 should further strengthen teachers’ understanding and support the school to develop a framework to guide this process.
Teacher appraisal supports professional growth and development. Further development is needed, including:
- aligning the process with school priorities
- focusing on raising student achievement
- linking to the Practising Teacher Criteria and teaching as inquiry.
There is a deliberate focus by the principal on providing leadership opportunities for staff. A collective responsibility and strong focus on student learning and wellbeing are highly evident. Student leadership is well promoted.
Trustees bring a wide range of knowledge and skills to their role as stewards of the school. Sound systems and processes are in place to support the induction of new board members, succession planning and ongoing school improvement.
The board is well informed about student achievement and progress toward improvement targets through a wide range of well analysed information provided by the principal. This information is used to inform decision making and prioritise resourcing to improve teaching and learning.
Continuing to develop internal evaluation by evaluating how effective the school is in supporting success for all learners is a next step. This should enable trustees, leaders and teachers to know what is and what is not working, for whom, and why. This should increase the school’s effectiveness in promoting equity and excellence.
- Going forward – How well placed is the school to accelerate the achievement of all children who need it?
Leaders and teachers:
- know the children whose learning and achievement need to be accelerated
- respond effectively to the strengths, needs and interests of each child
- regularly evaluate how well teaching is working for these children
- act on what they know works well for each child
- build teacher capability effectively to achieve equitable outcomes for all children
- are well placed to achieve and sustain equitable and excellent outcomes for all children.
ERO is likely to carry out the next full review in three years.
- Board assurance on legal requirements – Before the review the board of trustees and principal of the school completed the ERO board assurance statement and Self Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
- board administration
- management of health, safety and welfare
- personnel management
- asset management.
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
- emotional safety of students (including prevention of bullying and sexual harassment)
- physical safety of students
- teacher registration
- processes for appointing staff
- stand down, suspensions, expulsions and exclusions
- compliance with the provisions of the Vulnerable Children Act 2014.
- Recommendation – The school has a clear focus on those students whose learning and achievement needs acceleration. Leaders and teachers have planned actions to respond to these learners. Further developing appraisal and internal evaluation are next steps.
Deputy Chief Review Officer Central
30 January 2017