Vogeltown School, New Plymouth

ERO (2011) says this about Vogeltown School:
Vogeltown School is situated on two sites in urban New Plymouth and caters for students in Years 1 to 6. The senior school accommodates Years 3 to 6 classes, the administration block, including the principal’s office, hall and library. The junior school is a short walk across Huatoki Street. Teaching staff are visible on both sites. Holistic student development is an important aspect and focus for teachers. Mixed age whānau grouping across the school supports student learning through encouraging them to take responsibility for themselves and others, and developing independence. Students participate in a wide variety of activities to support their growth. Involvement in academic, sporting and cultural activities caters for individual interests and abilities.

Parents are warmly welcomed. They value and appreciate the approaches that support their children’s transition into, within and out of the school. The “Vogeltown Way” (“VS Way”) promotes a positive environment supporting and celebrating student learning.

The principal provides capable and effective professional leadership. He focuses on developing successful relationships and strong partnerships. Teachers have opportunities to demonstrate their skills and developing strengths. Students' learning benefits from staff awareness of their individual cultural backgrounds and preferred ways of learning.

AND THIS:
A range of achievement information provides clear evidence of how well students are achieving in relation to nationally referenced expectations. School selected data indicates most students make the expected progress in reading, writing and mathematics each year. Sound quality teaching results in students engaging in their learning and responding positively.

Teachers analyse assessment information and make efficient use of these records to understand achievement and develop next steps for learning. Staff know their students well, challenge them and support their success.

The diverse needs of students are well catered for in a range of literacy and numeracy programmes. Those students known to be at risk of not achieving or requiring extension receive ongoing support within ability-based instructional groups. Resourcing is targeted to meet students' learning needs with additional support provided by teacher aides. Careful management, monitoring and tracking processes ensure targeted students receive well considered and timely early support.

AND THIS:
The principal is well supported by senior managers and leads in a collaborative manner. Staff are motivated and distributed leadership is encouraged. There is a shared focus on improvement that is ongoing, through well considered and planned self review. Reflective review is evident throughout school activities and supported by appropriate staff appraisal and professional development

The board, staff and parents are well placed to sustain and enhance current good practice. Trustees bring a range of experience and skills to their role. Review of expectations and recent training of board members over the past twelve months contributes to an increased awareness of their roles and responsibilities. Decision making is aligned to reaching best outcomes for students’ progress and achievement.

The school works in partnership with parents and the community. Parents have a range of formal and informal opportunities to contribute positively to their children’s education. They clearly appreciate the values that teachers promote and the holistic approach to working with students and their families.