Framework for School Reviews

Transcription

1 Framework for School Reviews 2014

2 Contents ERO s Framework for School Reviews... 3 What is in the framework?... 3 Why ERO reviews... 4 Purpose of the review... 4 Accountability and improvement... 4 What ERO reviews... 5 What the review considers... 5 ERO s major evaluative question... 5 The six dimensions of a successful school... 5 National evaluation topics... 5 Legal requirements... 6 ERO reviews a complementary process... 7 Fair and transparent process... 7 Preparing for the review... 8 Gathering information... 8 Scoping the review... 8 Relationships and conduct during reviews... 9 The ERO visit Areas for development and review Consultation with the board of trustees ERO s Report Likely nature and timing of your school s next review Recommendations to other agencies: Interventions ERO s review principles Equity of Educational Opportunities and Outcomes Enquiry-Focused Responsive Transparent Collaborative and Participatory Informed by Evidence Building Evaluation Capacity Page 1 Education Review Office - Framework for School Reviews

3 The School s Curriculum The New Zealand Curriculum School curriculum design and review Teaching as Inquiry Cycle Building evaluation capability Self review: a continuum of understanding and practice Different types and cycles of self review Self-review processes Highly effective self review In this section Six Dimensions of a Successful School Diagram 5: The Six Dimensions of a Successful School ERO s Key Evaluative Questions Criteria for Review Timing Decisions Next ERO review over the course of one-to-two years Next ERO review in three years Next ERO review in four-to-five years Table 2: Overall Evaluation Framework Page 2 Education Review Office - Framework for School Reviews

4 ERO s Framework for School Reviews The Framework for School Reviews is about the process the Education Review Office (ERO) uses for reviews of state schools and kura that do not operate in accordance with the principles of Te Aho Matua. The Framework is a resource that both ERO and schools and kura can use during reviews. It reflects ERO s current review methodology and is a complementary document to ERO s Evaluation Indicators for School Reviews. What is in the framework? There are two parts to this framework. The first part focuses on the essential information about the review and the school s involvement. Why ERO reviews What ERO reviews ERO reviews a complementary process Preparing for the review Report and return times The second part includes more detail about how ERO reviews and the thinking behind our processes. ERO s review principles The School s Curriculum Complementary evaluation and school self review/evaluation Conceptual framework the Six Dimensions of a Successful School Criteria for Review Timing Decisions Overall Evaluation Framework Note: ERO s reviews for private schools are different to reviews of state and state-integrated schools, and for kura. ERO also has separate review procedures for Te Aho Matua kura kaupapa Māori. Page 3 Education Review Office - Framework for School Reviews

5 Why ERO reviews Purpose of the review An ERO review supports a school to strengthen its capacity to promote students learning and achievement. The review process also aims to sustain ongoing development and improvement through effective self review. ERO is a government department providing independent external evaluation of schools and early childhood services Through its reviews ERO is able to provide assurance to the Government, parents and communities about the quality of schools and early childhood services and the effective use of public funds. Children and young people are central to ERO s approach. This is reflected in ERO s whakataukī and is the foundation for ERO s vision and mission statement. Accountability and improvement ERO s evaluation in schools has two purposes accountability and educational improvement. Evaluation for accountability purposes involves reporting on goals and standards (including checking on compliance matters), while an improvement focus involves assisting schools to develop and improve through their self review. ERO s approach is to work with schools to identify both their strengths and areas for development and review. Page 4 Education Review Office - Framework for School Reviews

6 What ERO reviews What the review considers ERO s review considers: the school curriculum school self review national evaluation topics the Board Assurance Statement student health and safety ERO s major evaluative question Reviews take the most useful aspects from external review and a school s self review, together with information about the school s context, to build an overall picture of the school. This helps ERO to answer the major evaluation question for reviews: How effectively does this school s curriculum promote student learning - engagement, progress and achievement? In relation to ERO s major evaluation question, ERO s review framework is designed to make it easier for schools to see: what they are doing well where they need to develop and review implications for future action. The six dimensions of a successful school The review focuses on the quality of education provided by the school. This involves evaluating the impact of governance and management, professional leadership and teaching on your students learning and achievement. This is set out in the diagram the Six Dimensions of a Successful School this is a useful tool for ERO and schools. National evaluation topics During reviews in individual schools, ERO collects information on national evaluation topics. This information is brought together and analysed so it can be published in a national report. The findings from these reviews influence national debate and support the Government in the development and implementation of education policy and practice. Page 5 Education Review Office - Framework for School Reviews

7 ERO s national evaluation programme reflects current education issues. Some topics are ongoing, such as Success for Māori Students, while others are investigated for a short period of time. Current national evaluation topics are on ERO s website. Legal requirements Providing a safe and healthy learning and working environment and complying with statutory legislation and legal requirements are important responsibilities of schools. For this reason ERO evaluates the school's provision of a safe and healthy learning and working environment and the board's compliance with statutory legislation and legal requirements. ERO's Board Assurance Statement (BAS) and Self-Audit Checklist, completed before the review, provides an opportunity for the school systematically review these aspects of school performance and to provide assurance that all reasonable steps have been taken to meet legal and health and safety requirements. ERO checks the board's compliance as attested in the BAS. If this indicates any significant problems, ERO may decide to investigate further. ERO's main interest in compliance is to do with the quality of the school's self review. Any non-compliance not identified by the board and discovered by ERO may be included in the ERO report and, if significant, may result in a further review. ERO decides on a case-by-case basis whether or not to report noncompliance issues identified by the board. ERO also checks six key areas to do with student safety. These are: emotional safety of students (including prevention of bullying and sexual harassment) physical safety of students teacher registration processes for appointing staff stand-downs, suspensions, expulsions and exclusions attendance Page 6 Education Review Office - Framework for School Reviews

8 ERO reviews a complementary process ERO s review process is a differentiated and complementary evaluation approach. It provides external evaluation that responds to a school s context and uses and builds on each school s capacity for self review. Differentiated reviews build responsive, professional and productive relationships between ERO and schools. Differentiated reviews aim to build on school strengths and self review capacity and capability and ensure that ERO s review findings are useful and used. At the school level the differentiated review approach is: o centred on learners o responsive to school context and self review o development and improvement focused At the education system level the differentiated approach is: o responsive to government education priorities o focussed on learners, specifically Māori and Pacific learners, and students with special learning needs o promotes sustainability through building capacity in self review Fair and transparent process ERO education reviews are fair and transparent. ERO reviewers are professional evaluators with many years of experience in education, and specific training in evaluation. All reviews are underpinned by seven key principles and are carried out in accordance with: Standard of Integrity and Conduct (State Services Commission) Expectations of Review Officers (ERO Code of Conduct) It is important that ERO and schools have a common understanding of relationships and conduct during reviews. ERO s Information Exchange table has more information about these relationships and ERO s expectations of schools. Page 7 Education Review Office - Framework for School Reviews

9 Preparing for the review The starting point for ERO s evaluation will be what the school knows about its students learning and progress and how they have used that information to design and develop a curriculum that is responsive to students diverse educational strengths and needs. ERO will also evaluate how well positioned the school is to sustain developments and continue to improve outcomes for all students. The Information Exchange table is a useful guide as to what ERO will do and what ERO expects from schools before, during and after the process. Gathering information In preparation for a review, a school needs to consider its self-review information and how to present it to the ERO team. In addition to school self-review data, the School s Charter and targets for students and the completed Board Assurance Statement and Self Audit Checklist will be useful information for the ERO review team. ERO will also send a pre-review questionnaire for the school to complete before the review. ERO gathers information from other sources including interviews with school staff, students, parents and whānau, documentation and observation. Schools are expected to seek the views of students and parents as part of their ongoing community consultation and self review. Scoping the review The review coordinator and team will work with the school s board and leadership team to establish a shared commitment to the review process. This is vital for the school to gain the maximum benefit from the review. The school s board and leadership could consider who they would like to be involved in the review process. This may include someone from outside the school who has good knowledge of the school s self-review processes and context and can contribute to the school s self review both during and after the review. Page 8 Education Review Office - Framework for School Reviews

10 Relationships and conduct during reviews It is important for ERO and schools to have a common understanding of relationships and conduct in reviews. The following table summarises how ERO manages relationships and processes in reviews, and sets out ERO s expectations of schools. Table 1: Information Exchange ERO will: make information about the review process and the review criteria available to each school and will provide the pre-review questionnaire, Board Assurance Statement and Self-Audit Checklists and Evaluation Indicators ask the school to complete a questionnaire. This gives ERO contextual background and information about student engagement, progress and achievement use the results of the school s self review and analysis of student achievement as the starting point for the design of the review give the school opportunities to ask questions about the review process invite school staff including the board to discuss the school s progress and curriculum in relation to ERO s major evaluation question and the Government s education priorities. This usually takes place shortly before or at the beginning of the onsite stage. Before going to a school ERO will: conduct the initial scoping for the review using the school s and publicly available information about student achievement and self review. ERO expects the school to: make all relevant information available to ERO including self-review results and the school s analysis of student achievement complete the Board Assurance Statement and Self-Audit Checklists complete and return the Pre-review questionnaire and other information about the school work constructively with the review team to give access to information on site facilitate discussions with members of the board, school management, staff and students. ERO expects the school to: notify the school community that a review is scheduled to take place Page 9 Education Review Office - Framework for School Reviews

11 Designing the Review ERO will: discuss the design of the review with the school and take into account its suggestions keep the school informed about the evolving design of the review. ERO expects the school to: discuss the aspects of its policies, practices and plans that are having a high impact on teaching and learning and student achievement, and the material they have gathered from self-review information share information about the school s process/approach to self review. The Review ERO will: carry out the on-site stage of the review with a focus on student achievement and curriculum discuss emerging findings reach judgements based on evidence outline its findings to the school outline the evidential basis for key findings in consultation with the school, decide on ways to effect improvement in student achievement. ERO expects the school to: participate in the review by presenting self-review material and explanations to help review officers understand the context of the school be involved in discussions about emerging findings work constructively with review teams to identify the implications for action, areas for development and review and to develop any recommendations or actions for compliance based on ERO s findings. Reporting Page 10 Education Review Office - Framework for School Reviews

12 ERO will: report areas of strength, areas for development and review, implications for action and any recommendation/s write an unconfirmed report that answers ERO s major evaluation question give schools an opportunity to consider the unconfirmed report confirm the report and send it to the board of trustees release its report publicly two weeks after confirmation and publish it on ERO s website. ERO expects the school to: have the board of trustees and principal consider the unconfirmed report and respond to any errors of fact make the confirmed report available to the school community address the areas for development and review, and recommendations in the report. Page 11 Education Review Office - Framework for School Reviews

13 The ERO visit The length of ERO s visit will vary. Review officers will want to gather all relevant information and discuss their findings with the school as these emerge during the review. Review officers will visit some classrooms as part of the review. Areas for development and review Where appropriate, ERO will identify and discuss with the school areas for development and review. These areas are identified to support improvement where it is likely to have a direct and positive impact on student achievement. In some cases a single, specific course of action might not be the most useful response to a particular problem. In these cases ERO and the board may consider a range of options or ideas and through discussion choose the most appropriate strategy or strategies. Consultation with the board of trustees Considering possible courses of action and /or developing recommendations is a key outcome of the review process. ERO and the board work together to consider options and ideas that are practical and achievable. The review team may still make recommendations even if the discussions with the board are not successful in reaching agreement about the areas for development and review. Page 12 Education Review Office - Framework for School Reviews

14 ERO s Report ERO s report sets out the findings of the review. The report is intended primarily for the parent and whānau audience and will be clear and succinct. The report will reflect ERO s focus on the learner. The report addresses ERO s major evaluative question and the Government s national education priorities to do with Māori and Pacific students. The report will discuss: how effectively the school s curriculum promotes and supports student learning engagement, progress and achievement how well placed the school is to sustain, improve and develop its performance through effective self review how well the school promotes Māori student success as Māori the important features of the school that have an impact on student learning. The report will include what is working well and any areas for development and review, ERO s decision regarding the timing of future reviews of the school and any recommendations to other agencies. Likely nature and timing of your school s next review The review team formulates judgements about the school s performance and capacity to maintain a sustainable cycle of self review and improvement. These judgements, in conjunction with ERO s criteria, form the basis of ERO s decisions regarding the likely nature and timing of your school s future reviews. The review team makes decisions about the timing of future reviews in consultation with a manager. Where a one-to-two year return time is being recommended, the review coordinator may discuss the timing of the next review with the board before the unconfirmed ERO report has been sent to the school. Recommendations to other agencies: Interventions Probably the most frequent recommendation by ERO to other agencies will be a recommendation to the Ministry of Education related to an intervention. The Education Act 1989 provides for a range of statutory interventions to help the Ministry of Education identify and respond to difficulties in schools, especially where student welfare or learning is at risk. The interventions allow the Ministry to step in at an early stage to support schools where needed. The Ministry can, on its own initiative, decide to intervene or the board of trustees can ask for Ministry help. Page 13 Education Review Office - Framework for School Reviews

15 Where the intervention is being recommended by ERO the expectation is that the Ministry will discuss the nature of the intervention with the board of trustees. The interventions are set out in Part 7A of the Education Act More than one intervention can be used at the same time, or one can follow another. ERO s review principles All of ERO s Education Reviews are underpinned by the following principles. Although the review principles are discussed separately below they interact and overlap in the course of a review. Equity of Educational Opportunities and Outcomes A first principle of Education Reviews is to promote equity of educational opportunities and outcomes for all students, with particular reference to Māori and Pacific students and students with special needs. This principle will be emphasised in each school review through discussion about how and to what extent the school has improved equity of educational opportunity and outcomes for particular groups of students. Enquiry-Focused Education Reviews embody the principle that enquiry, through action and reflection, should underpin the progressive development of a school s self-improving cycle. This supports the school s ongoing efforts to sustain its development initiatives and to raise student achievement. The starting point for all reviews will be an evaluation of the school s own enquiry focuses and processes. Responsive ERO takes account of each school s unique context, situation and circumstances and of the diverse perspectives of stakeholders. The review process is continuously responsive to emerging findings and developments. ERO s principle of responsiveness involves responding in the first instance to the school s own account of its context for learning and teaching, and its capability and capacity for self review. Transparent At all stages of its reviews ERO makes its evaluation processes, analyses, interpretations, decisions and conclusions transparent. This transparency supports fairness of process and builds trust and confidence in review processes and outcomes and contributes to building capacity in self review. Collaborative and Participatory Collaborative and constructive relationships are critical in establishing the trust necessary for effective formative evaluation to be undertaken. A collaborative, participatory approach encourages the participation of stakeholders and helps to ensure that the review generates new insights for the school and strengthens its capacity for ongoing development and improvement. In addition, stakeholders take greater ownership of the evaluation processes, and the outcomes of the review are more likely to be useful and used. Page 14 Education Review Office - Framework for School Reviews

16 Informed by Evidence ERO s judgements about school performance are always appropriately informed by evidence gathered through the review process. Evidence is defined as the material or information that is used to support a finding, fact or judgement. Evidence positions material or information within the context of a theory or hypothesis. Because the starting point for ERO reviews is the school s own information and evidence generated through self review, ERO s evaluation focuses on evaluating the breadth of the school s evidence and the extent to which the school s self-review processes are systematic, trustworthy and credible. Building Evaluation Capacity ERO is the external partner in a complementary process that combines the generative power of external review and school self review. The aim of all reviews is to build the school s capacity for self review. Through the Education Review process ERO and the school can determine the school s existing capacity and capability for self review. This is the basis for further development of the school s evaluation capacity and promotes ongoing development. Page 15 Education Review Office - Framework for School Reviews

17 The School s Curriculum ERO s evaluation places the school s curriculum and the student at the heart of ERO s reviews: How effectively does this school s curriculum promote student learning - engagement, progress and achievement? ERO defines the term curriculum broadly to encompass all the learning experiences that a student encounters in the school environment. The starting point for ERO s evaluation is what the school knows about students learning and how it has used that information to design and develop a curriculum that is responsive to students diverse educational strengths and needs. ERO also evaluates how well-positioned each school is to continue improving all students learning so that they can become confident, connected, actively involved, lifelong learners Page 16 Education Review Office - Framework for School Reviews

18 The New Zealand Curriculum The New Zealand Curriculum sets the direction for student learning. It provides guidance for each school to design its own curriculum based on The New Zealand Curriculum. Schools tailor their own curriculum to suit their particular context and to promote the learning and achievement of their students. The New Zealand Curriculum is underpinned by principles. These principles are the foundation of curriculum decision-making in New Zealand schools and put students at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them, is forward looking and inclusive and affirms New Zealand s unique identity (The New Zealand Curriculum p 9). The New Zealand Curriculum sets out the values, key competencies, learning areas and effective pedagogies that are the basis for teaching and learning in New Zealand s schools. Each school s curriculum is expected to encompass the vision, principles, and values, key competencies, learning areas, effective pedagogy and achievement objectives of The New Zealand Curriculum. Page 17 Education Review Office - Framework for School Reviews

19 School curriculum design and review ERO s evaluation considers how schools use the scope, flexibility and authority of The New Zealand Curriculum to design and shape a curriculum that is meaningful and that effectively promotes student learning - engagement, progress and achievement. ERO s Evaluation Indicators clarify the basis on which ERO evaluates student learning engagement, progress and achievement (Evaluation Indicators for School Reviews pp15-19). Diagram 1 outlines a process schools can use in developing and reviewing curriculum. It shows that the primary function of the curriculum is to improve student learning and that each phase of the cycle provides the information, resources and basis for the next stage. Diagram 1: Curriculum Development Cycle ERO s discussion about a school s curriculum can start at any point in the process and can work forwards or backwards. Most importantly, this cycle of development does not stop. When one cycle has been completed a school will already find it has reviewed and embarked on the next cycle. The changes made as a result of the first cycle will produce new information about the strengths and needs of students, and so the process begins again. The school s self-review information about the impact its curriculum is having on promoting and improving student learning is central to curriculum review and to ERO s review. Curriculum design and review is a major component of all schools self-review/evaluation processes. Teaching as Inquiry Cycle The curriculum development and review cycle is closely aligned to the Teaching as Inquiry cycle. The purpose of the Teaching as Inquiry cycle is to improve outcomes for students. It is a process that enables teachers to learn from their practice and build their knowledge. You can find more information about Teaching as Inquiry by clicking on the link above. Page 18 Education Review Office - Framework for School Reviews

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21 Self review Self review in schools plays an important role in promoting achievement, and in school improvement and development. A school s self-review information is a critical part of a review and informs ERO s overall judgement about the school. This section gives information about the different stages and types of self review, self-review processes and what highly effective self review looks like. Building evaluation capability Self review: a continuum of understanding and practice Self review in schools Different types and cycles of self review Self-review processes Highly effective self review Page 20 Education Review Office - Framework for School Reviews

22 Building evaluation capability ERO uses its external evaluation process to support school development and build the capacity and capability of schools to undertake ongoing internal evaluation (self review) for both improvement and accountability. ERO helps build schools evaluation capability through: making its own external review processes transparent modelling evaluation practice encouraging participation in ERO s evaluation process evaluating the school s self review processes the participation of school leaders in evaluation design, analysis and synthesis processes providing tools (e.g. examples of evaluation questions and indicators) and discussing resources that schools can use in their self review Page 21 Education Review Office - Framework for School Reviews

23 Self review: a continuum of understanding and practice The following diagram represents self-evaluation/ review as a developmental continuum moving from the early stages of development to a more effective and capacity building form. Diagram 2: Self review: a continuum of understanding and practice Page 22 Education Review Office - Framework for School Reviews

24 Different types and cycles of self review Just as there are a number of different and overlapping purposes for school self review there are also a number of different types and cycles of self review that interact and overlap. Diagram 3 describes the connection between the different cycles of strategic, regular and spontaneous self review. Diagram 3: Types of self review Strategic self review is long term an overarching form of self review, which focuses on evaluating how well a school is achieving its mission, vision and strategic goals and can support decisions about school direction and priorities. Regular (or planned) self reviews are about business as usual reviews. They are smaller, focused and ongoing. This kind of self review feeds information into strategic self review. Emergent (or spontaneous) self reviews are in response to unplanned events or issues as they arise. They are one-off spontaneous reviews but should fit with the school s overall goals and feed into other reviews. Page 23 Education Review Office - Framework for School Reviews

25 It needs to be noted that the different types and cycles of self review/evaluation described here will be enacted in different ways depending on the school s unique situation and context. Self-review processes Self review involves deciding on a focus, gathering and collecting data/ information to find out what is happening, analysing and synthesising the data and deciding what was worthwhile, what has been learnt and where to next. At its simplest self review/evaluation can be simply described as the following set of linked questions and processes. Although depicted and discussed as a sequence these processes are not necessarily discrete and can and do overlap and interact. What is so? So what? Now what? Data Analysis Decisions Data: The school gathers raw or aggregated data - hard (quantitative/numerical) and soft (qualitative/narrative). This shows what is or what is happening. Analysis: Data are turned into information which is analysed to give meaning to the raw data allowing schools to make statements or comparisons. Decisions: The information is used to support judgements (how well/to what extent), to make decisions (if this is so, then we need to ) and to determine priorities (the most compelling need is ). A school s self review will involve all three processes to establish a continuous cycle of school and curriculum development and improvement. Page 24 Education Review Office - Framework for School Reviews

26 The school gatheris raw or aggregated data. Some of the data will be quantitative/numerical and some will be qualitative/narrative. The data describes what is or what is happening. The school turns the data into information. It explains what this means. The school uses this information as evidence to support judgements (how well/to what extent), and to draw implications for action and decide priorities. Diagram 4: From data to decisions Highly effective self review Between 2008 and 2010 ERO undertook consultation and evaluation focused on the understanding and implementation of self review in schools and early childhood services. ERO found that high quality self review: was strongly focused on improvement and with well-established procedures to guide practice served both improvement and accountability purposes was characterised by shared understandings about self review was embedded in practice and an integral and ongoing process had a clear focus was both planned and spontaneous included scheduled policy reviews and more in-depth reviews of specific areas of practice included spontaneous reviews which were responsive to emerging issues. The factors that support high quality self review are: strong leadership to promote self review professional development to support self review stable and collaborative staff sound, sustainable systems for self review use of relevant resources and support systems. Page 25 Education Review Office - Framework for School Reviews

27 For further information about effective school self review ERO s Evaluation Indicators for Schools. Page 26 Education Review Office - Framework for School Reviews

28 ERO s Conceptual Framework for School Reviews ERO s conceptual framework for school reviews is based on analysis of ERO s national evaluations, synthesis of New Zealand research (in particular the Best Evidence Syntheses) and international research and current evaluation theory and practice. The framework is based on six dimensions of good schooling practice. ERO s Evaluation Indicators for Schools provide further in depth information including the evaluative questions, prompts and indicators for each of the six dimensions. The conceptual framework together with ERO s Evaluation Indicators for Schools can: assist schools in self review assist ERO and schools to identify and discuss how the different dimensions of the school work together to promote student learning and achievement. In this section Six Dimensions of a Successful School ERO s Key Evaluative Questions Page 27 Education Review Office - Framework for School Reviews

29 Six Dimensions of a Successful School The Six Dimensions of a Successful School (Diagram 4) shows how student achievement connects to effective governance, professional leadership, high quality teaching, school culture and engagement with parents, whānau and communities. All of the six dimensions directly or indirectly contribute to creating the conditions that promote student learning and achievement. The diagram is not a logic model showing detailed causal relationships, but a tool to assist schools and ERO to determine how the different dimensions connect in a particular school. It should be possible to trace a relationship between each dimension and student achievement. A useful exercise for schools is to consider the key dimensions and the specific ways in which each can influence the others. The process of ERO and the school working together in tracing the links may be useful not only in deciding what to include and what to exclude, but also to clarify what is material to the ERO review. It may also help schools and ERO to identify sources of information and aspects of school life that ERO needs to view in order to make sound evaluation judgements. Diagram 5: The Six Dimensions of a Successful School Page 28 Education Review Office - Framework for School Reviews

30 ERO s Key Evaluative Questions ERO s major evaluation question focuses on the central dimension of the framework: How effectively does this school s curriculum promote student learning - engagement, progress and achievement? Schools and ERO will want to look at the key evaluative questions and criteria that apply to the dimensions and decide how they link together to contribute to student learning - engagement, progress and achievement in each school context. To decide if a school has the capacity to sustain and continue improving learning for students ERO considers information from across the six dimensions using the school s self review and findings from ERO s inquiries. Diagram 6: Key Evaluative Questions Page 29 Education Review Office - Framework for School Reviews

31 Criteria for Review Timing Decisions ERO decides the timing of the next review based on the outcome of its Education Review of a school/kura. Subsequent changes in circumstances may lead to a review taking place earlier than indicated. There are three options for the timing of the next ERO Education Review: over the course of one-to-two years Education Review: Arotake Paetawhiti in three years Education Review: Arotake Paerewa in four-to-five years Education Review: Arotake Paehiranga. Page 30 Education Review Office - Framework for School Reviews

32 ERO's decisions about the timing of reviews are based on the criteria below. The criteria are designed to facilitate national consistency. The criteria do not apply to private schools. ERO expects to review most schools again in three years. The decision about the timing of the next review is made in consultation between each review team and an ERO Review Services Manager and/or National Manager Review Services. The return timing is stated in the unconfirmed report. Where an Arotake Paetawhiti is being recommended, the review coordinator may discuss the timing of the next review with the board chairperson, board of trustees and principal before the unconfirmed report is sent to the school. Next ERO review over the course of one-to-two years Education Review: Arotake Paetawhiti ERO will decide to carry out another review over the course of one-to-two years where there is evidence that gives ERO cause for concern about the education and safety of students with regard to one or more of the following: Student engagement, progress and achievement Māori student engagement, progress and achievement Provision of effective teaching Leadership and management Governance The provision of a safe and inclusive school culture Engagement of parents, whānau and communities. In addition, ERO will return over the course of one-to-two years where, in ERO s view, the board needs external intervention at either a statutory or lower level to bring about the desired improvement. If a Limited Statutory Manager (LSM) or commissioner or other Ministry of Education intervention was in place at the time of the review or is being recommended, the timing of the review is decided case-by-case in consultation with a National Manager Review Services. Factors that may influence the duration of an Arotake Paetawhiti will include the extent to which the school has: useful or appropriate documented plans for improvement a likelihood of stable governance and management over the next two years a board focus on improvement evidence of self-review practices that are helping to lift student achievement and are likely to support school improvement. Page 31 Education Review Office - Framework for School Reviews

33 Next ERO review in three years Education Review : Arotake Paerewa The majority of schools will come into this category. With reference to ERO s Framework for School Reviews - The Six Dimensions of a Successful School and Evaluation Indicators for School Reviews, ERO will next review the school in three years where it finds that the school s curriculum is effective in promoting student learning, engagement, progress and achievement. Good performance, with aspects of high quality performance, will be evident and ERO will have no material concerns about the education and safety of students. Overall, the school will demonstrate that: learners experience a well-designed curriculum that provides them with choices and pathways and supports their successful transition through schooling and on to further education and training learners, including priority groups of learners, are actively engaged in their learning and are progressing and achieving well Māori learners are actively engaged in their learning, progressing and achieving well and succeeding as Māori there is a culture of high expectations for students and staff critical reflection and established processes for conducting and using self review support improvement leadership is effective in promoting student learning and achievement teaching demonstrates good quality practices, makes good use of student achievement information and is consistently effective in promoting outcomes for students the school has taken all reasonable steps to provide a safe and inclusive environment governance uses good processes for self review, direction setting and decision-making, and to ensure school accountabilities are met the school effectively engages the community in the life of the school. Next ERO review in four-to-five years Education Review: Arotake Paehiranga With reference to ERO s Framework for School Reviews - The Six Dimensions of a Successful School and Evaluation Indicators for School Reviews, ERO will next review the school in four-to-five years where it finds that the school s curriculum is consistently effective in promoting student learning engagement, progress and achievement. Page 32 Education Review Office - Framework for School Reviews

34 High quality performance will be evident and ERO will have no material concerns about the education and safety of students. Overall, the school will convincingly demonstrate that: learners experience a coherent and rich curriculum that provides them with relevant choices and pathways and supports their successful transition through schooling and on to further education and training learners are actively engaged in their learning, and are progressing and achieving well; and the progress of priority groups of learners is being accelerated Māori learners are actively engaged in their learning, progressing and achieving well and succeeding as Māori there is a well-sustained culture of high expectations for students and staff a school-wide culture of rigorous critical reflection and self review contributes effectively to sustaining the school s positive performance and continuous improvement leadership is highly effective and strategic, and is consistently improving student learning and achievement teaching consistently demonstrates high quality practices, makes very good use of student achievement information, and is highly effective in promoting outcomes for learners the school has taken all reasonable steps to provide a safe and inclusive environment governance is highly effective in self review, direction setting, decision-making and ensuring school accountabilities are met the school is highly effective in engaging the community in partnerships for learning and in the life of the school. Page 33 Education Review Office - Framework for School Reviews

35 Table 2: Overall Evaluation Framework ERO s overarching evaluation question can be teased out into three broad investigative strands (See Table 2). These strands focus on evaluating the school s capability to build and sustain improvement and design, enact and review a curriculum that effectively promotes student learning, progress and achievement. The questions under each of the investigative strands are useful for your school to consider. The questions under each of the strands in Table 2 are indicative only. Reviewers and schools may devise different questions to suit the context of the review. ERO s Evaluation Indicators provide a resource for generating evaluative questions. How effectively does this school s curriculum promote student learning - engagement, progress and achievement? Curriculum design, enactment and review Student progress and achievement Capability and sustainability How effectively is the school s curriculum designed, enacted and reviewed to respond to the strengths and needs of all students and promote their progress and achievement? How well are students engaged in learning? How well are students achieving? How well are students progressing? To what extent is the school using its teaching, leadership and governance capability to sustain ongoing improvement and promote progress and achievement for all students? How robust is the information the school gathers and uses for making judgements about student achievement? How well do students, teachers, school leaders, trustees and parents use achievement information? What are the school s processes, findings and outcomes of self review? Areas for investigation include: Areas for investigation include: Areas for investigation include: How have the school s curriculum priorities (including content and context) been determined? How well is the school giving effect to its curriculum? What are the links between The New Zealand Curriculum and the school curriculum? What learning opportunities, activities and experiences does the school provide to promote the learning of all What do students know about their achievement and what they need to do to improve? How well do teachers use achievement information to provide focused teaching and make judgements about student achievement and rates of progress? How well is information used to report to parents in plain language about their child s progress and achievement? What information do parents receive about How does the school determine its strategic priorities? How well are resources used to support the curriculum and teaching and learning? What do teachers, school leaders and trustees know about: their school community and context; their roles and responsibilities; the areas the board and school need to improve; and assessment practices and Page 34 Education Review Office - Framework for School Reviews

36 students? How well is assessment information being used as a basis for ongoing curriculum development and review? how to support their child s learning? What are the specific outcomes in terms of students engagement progress and achievement? What information do trustees receive about student achievement? How well do trustees and school leaders use student achievement information to identify priorities, establish strategic direction, build capability and sustain improvement? student achievement? How well does the school use this information to sustain and promote ongoing improvement? Success for Māori students Success for Pacific students International students Using assessment information to promote student progress and achievement and any other national evaluation topics Page 35 Education Review Office - Framework for School Reviews

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