Education Review Office (ERO)
Chelsea Primary School received a highly favourable report from the ERO in its most recent review in December 2008. The ERO highlighted the school's ongoing commitment to high academic standards, its excellent teaching practices, and its success in inculcating core skills in English and Mathematics. The full ERO review report is available at http://www.ero.govt.nz/.
Overview
"Chelsea School is a medium-sized school situated in the suburb of Birkenhead, on the North Shore. The school caters for children in Years 1 to 6 from an increasingly diverse community. Parents maintain a strong tradition of involvement and support by volunteering their time as sports coordinators for children and providing support for school productions, camps and trips. There is a proactive Parent-Teacher Association, which raises funds towards the purchase of school resources. School facilities are well used by the community outside school hours. The 2008 ERO report noted that the board and staff were committed to the pursuit of excellence for children. This report makes similar findings. "
Children
"Children are friendly and on task during classroom programmes. They are communicative and proud to talk about their learning and their achievements. Children enjoy the school’s integrated theme studies, known as ‘communities of thinking’. They explore topics in depth, investigating overarching and supplementary questions that challenge their thinking and generate discussion. Children are very able, working independently within a small team or pairs during their investigations, and are respectful of each other’s roles and ideas."
Teachers
"Teachers monitor children’s academic progress closely, using a range of reliable testing tools. Standardised achievement data on reading and listening comprehension in 2008 indicate that children in Years 4 to 6 achieve well and make progress as they advance through the year levels. The large majority of children are achieving at or above national norms.
Teachers have positive relationships with children and are very respectful towards them. They set clear expectations for children’s learning and behaviour. Teachers know the children very well through these close relationships as well as through their strong connections with families. Teachers plan their programmes comprehensively, particularly in relation to the provision of programme resources and identifying the different learning needs of children. Staff make very good use of the variable space classroom layout so that they can work flexibly and collegially, making good use of their individual strengths. More experienced teachers are able to model teaching strategies for other teachers in a supportive environment. Children adapt well and are able to work with different teachers across teams."
The Principal
"The principal and senior management team promote and support professional relationships among teachers. The long-standing and experienced principal is a strong, practically involved leader. She has led the development of the school over a number of years and has introduced some innovative practices. The principal appropriately delegates aspects of leadership to the senior management team and other teaching staff. She values her staff and encourages and supports them to develop their teaching skills."
The Board
"The board works collaboratively as a team and is supportive of the principal and staff. A new chairperson leads the board and trustees have participated in a variety of board training opportunities. Communication between trustees and the principal is good, and the board is informed about student achievement. The board has overseen continual improvement in school facilities and maintains effective links with the wider community so that the school is supported in many ways."
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 review the school again as part of the regular review cycle."
