Education REVIEW REPORT:
ROSEBANK SCHOOL

MARCH 2009

1............=20 About the School

2............=20 The Education Review Office (ERO) = Evaluation

3............=20 The Focus of the Review

4............=20 Areas of National Interest

5............=20 Board Assurance on Compliance Areas

6............=20 Recommendations

7............=20 Future Action

&nb= sp; =20 Community=20 Page

Disclaimer

Individual ERO school and early childhood = centre=20 reports are public information and may be copied or sent=20 electronically. However, the Education Review Office can = guarantee=20 only the authenticity of original documents which have been = obtained in=20 hard copy directly from either the local ERO office or ERO = Corporate=20 Office in Wellington. Please consult your telephone book, or = see the=20 ERO web page, http://www.ero.govt.nz, for ERO office=20 addresses.

This report has been prepared in accordance with = standard=20 procedures approved by the Chief Review Officer.=20

1. =20 About the School

Location

Balclutha, South Otago

Ministry of Education profile = number

3812

School type

Full Primary (Years 1 to 8)

Decile rating[1]

Teaching=20 staff:
       Roll generated = entitlement=20
      =20 Other
       Number of = teachers

15.48
0.62
17

School roll

345

Gender composition

Boys = 51%
Girls=20 49%

Ethnic composition

New Zealand = European/Pākehā=20    84%
Māori=20 =             &= nbsp;           &n= bsp;           &nb= sp;    =20 11%
Other=20 =             &= nbsp;           &n= bsp;           &nb= sp;      =20 5%

Review team on site

November 2008

Date of this report

27 March 2009

Previous ERO reports

Supplementary = Review, March=20 2005
Education Review, November 2004
Accountability Review, = November=20 2000
Effectiveness Review, December 1995
Review Report, June = 1992

2. =20 The Education Review Office (ERO) Evaluation

Rosebank School = provides=20 education for students in Years 1 to 8 in the South Otago town of=20 Balclutha. The school grounds and facilities are being = systematically=20 upgraded. Senior students=92 classrooms and the library area have = been=20 extensively renovated. The school enjoys a good level of support = from=20 parents, the home-school committee and the local community. =

Since the last ERO review, the board has focused = on=20 improving teaching practices and reporting student achievement in = literacy and=20 numeracy. Trustees have addressed the recommendations in the last=20 report. The charter is being updated.

This review evaluates the quality of learning and = teaching=20 across the school and the effectiveness of the school=92s self = review. ERO=20 also evaluated the progress made in improving the achievement of = Māori students,=20 the school=92s readiness to implement the revised New Zealand Curriculum = in 2010=20 and aspects of health and safety.

The school aims is to give students a balanced=20 education. Students are friendly, polite and active. They = are highly=20 involved in sports and music. They enjoy the wide range of = sporting=20 equipment, adventure playgrounds and an expansive sports field. = The=20 principal acknowledges curriculum programmes need to give students = broader=20 opportunities to learn about their place in the bicultural society of=20 Aotearoa/New Zealand.

The majority of students achieve at or above the = expected=20 levels in reading, writing and numeracy. The information the board = receives about students=92 literacy and numeracy achievement is well = analysed and=20 useful. The board=92s targets for improving literacy learning = across the=20 school were generally met. Teachers are assessing students=92 = learning in=20 all subjects. The board now needs to use this information to show = how well=20 programmes are engaging students in their learning, to set specific = targets for=20 improving the achievement of Māori students, and to ensure that = students are=20 receiving a suitable balance of high quality education.

The school-wide focus on improving assessment, = reporting and=20 teaching practices has been successful. ERO observed that:

=B7 =20 teachers maintain a consistent focus on learning in = classrooms,=20 and make the intended learning clear to students;

=B7 =20 students know and are often involved in developing the = criteria=20 for successful learning, and are given contexts for learning that are = based on=20 their interests and experiences;

=B7 =20 students are provided with cooperative learning activities = that=20 build on their individual and collective strengths;

=B7 =20 teaching is aimed at students=92 level of learning; = and

=B7 =20 teachers are developing their use of reliable assessment = tools in=20 literacy. Teachers now need to make better use of assessment data = to=20 improve students=92 learning.

The school has experienced some significant change = within=20 the last year. The learning for some students was disrupted = through this=20 period. These students are now receiving sound programmes of = learning from=20 experienced teachers. The board needs to ensure their ongoing = needs are=20 being met.

The board and principal are introducing a new = leadership=20 structure in 2009. Some teachers have assumed, or will be = assuming, new=20 responsibilities. Teachers=92 leadership capacity is being = developed. =20 The ongoing development of writing now needs to include more specific = feedback=20 to teaching teams and individual teachers. The board and principal = needs=20 to consult more effectively with staff, students, parents and = whānau to support=20 the school-wide developments.

Students show respect and care for each other and = with their=20 teachers. Their learning and social achievements are = celebrated. =20 Senior students have a range of opportunities to develop leadership=20 skills. Students told ERO that they feel safe at school.

Future Action

ERO is confident that the board of trustees = can=20 manage the school in the interests of the students and the Crown and = bring about=20 the improvements outlined in this report.

ERO is likely to review the school again as part = of the=20 regular review cycle.

3. =20 The Focus of the Review

Student Achievement Overall

ERO=92s education reviews focus on student=20 achievement. What follows is a statement about what the school = knows about=20 student achievement overall.

The board receives high quality reports about = student=20 achievement in aspects of literacy and mathematics. This = information shows=20 that in 2007:

In spelling, 80% of students in Years 4 to 6 = achieved at or=20 above their chronological age. Students in Year 7 and 8 = significantly=20 underachieved. A drop in achievement was evident for students from = Years 7=20 to 8 and boys did not achieve as well as girls.

In reading, 80% of students overall, in Years 2 to = 8,=20 achieved at or above their chronological age. For Years 4 to 8 = students=20 there was 86.6% overall achievement. The Year 6 cohort achieved = highly,=20 with 97% of students achieving at or above their chronological = age. The=20 Years 4 and 7 cohorts achieved slightly below the school=92s = expectations. =20 This was consistent with their levels of achievement in the previous = year. =20 The percentage of Year 2 students (47%) receiving reading recovery is a = concern=20 to the board.

In writing, students overall, in Years 4 to 8, = achieved=20 above levels expected for schools of similar size and type. Gains = in the=20 median level of asTTle achievement were made for all year levels = compared to the=20 previous year. The median level of achievement of students in = Years 5 to 8=20 exceeded the national median level.

In 2008, students overall, in Years 1 to 8, = achieved=20 favourably in numeracy when compared to the national norms for similar=20 schools.

School Specific Priorities

Before the review, the board of Rosebank = School was=20 invited to consider its priorities for review using guidelines and = resources=20 provided by ERO. ERO also used documentation provided by the = school to=20 contribute to the scope of the review.

The detailed priorities for review were then = determined=20 following a discussion between the ERO review team and the board of=20 trustees. This discussion focused on existing information held by = the=20 school (including student achievement and self‑review information) = and the=20 extent to which potential issues for review contributed to the = achievement of=20 the students at Rosebank School.

ERO and the board have agreed on the following = focus areas=20 for the review:

=B7 =20 learning and teaching, particularly in literacy; and

=B7 =20 self review.

ERO=92s findings in these areas are set out below. =

Learning and Teaching, = particularly=20 in Literacy

Background

Since 2005, the school has had a focus on = improving=20 students=92 writing achievement. Teachers have been using asTTle = assessments=20 to measure students=92 writing achievement since 2005. In 2006, = teachers=20 undertook school-wide professional development in the teaching of = writing and=20 this is ongoing. In 2007, teachers undertook school-wide = professional=20 development with a focus on implementing high quality teaching practices = in=20 their classrooms. The school has been involved in the Ministry of=20 Education (MOE) Extending High Standards Across Schools (EHSAS) = project. =20 As a result, teachers=92 recent focus has been on improving their = teaching and=20 assessment of reading.

Areas of good performance

=B7 =20 Relationships. ERO observed positive relationships = between=20 students and with their teachers across the school. Teachers = affirm=20 students=92 learning and behaviour and encourage them to achieve. = Student=20 work is well displayed. Students=92 social and learning behaviours = are=20 acknowledged at assemblies and in their classroom. Students = develop a=20 sense of belonging and feel safe to take risks in, and extend, their=20 learning. They showed concern and care for each other.

=B7 =20 Involving students in their learning. Teachers = follow the=20 school=92s general expectations for teaching developed from school-wide=20 professional development. They are making students aware of the = intentions=20 for learning. These guidelines are generally displayed in all=20 classrooms. Students are involved in developing success criteria = with=20 teachers. Teachers make constructive comments to students about = the=20 quality of their work. Their next steps for learning are linked to = the=20 shared success criteria. As a result, students generally know what = is=20 expected of them. Students=92 overall progress in writing = achievement,=20 particularly in the senior school, is an indication that the school=92s = focus on=20 improved teaching practices is being well embedded in the literacy=20 programmes.

=B7 =20 Teaching of reading and writing. There is a clear = purpose=20 to students=92 learning in reading and writing. The teaching is = well=20 structured. Teachers focus on the surface features of writing, for = example, spelling and punctuation. They also help students develop = the=20 quality, content, knowledge and skills for reading and writing. = Students=20 are placed in groups or pairs for specific purposes. This provides = opportunities for them to learn at their level, from each other or with = the=20 teacher. Students have opportunities to consolidate and extend = their=20 literacy learning through other learning areas, such as, oral language = and=20 art. A next step for teachers is to clearly show how literacy = learning is=20 promoted through the inquiry-based programmes.

=B7 =20 Student engagement. Students are provided with a = range of=20 activities that engage in them in writing. Teachers base the = lessons for=20 writing around students=92 own interests and experiences. For = example,=20 students in a middle syndicate class were given photos of themselves = involved in=20 the school camp activities. This was used to stimulate thinking = about=20 their writing. In a senior class, students were encouraged to = write and=20 draw about the story. This formed the basis for the planning of = their=20 writing and other learning. In a junior class, the routines and = skills for=20 writing are well established. Students are provided cooperative = learning=20 activities so that they are more highly engaged in the learning = process. =20 These activities provide opportunities for students to develop social = skills and=20 to learn from each other. ERO observed students engaged in = learning across=20 the syndicates.

Areas for improvement

=B7 =20 Curriculum management. The school has been focused = on=20 improving teaching practice in writing. However, teachers told ERO = that=20 there is a need for ongoing development in writing. Teachers could = benefit=20 from sharing best practices with one another. The curriculum = assessment=20 overviews need to be more useful to teachers. The principal agreed = that=20 this is a useful area for development. [Recommendation 6.1]=20

=B7 =20 Shared expectations for learning and = achievement. =20 Teachers have some shared understanding of the expectations for writing=20 achievement. This is an area of ongoing development. Reports = to the=20 board identify a pattern of low literacy achievement for students at the = Year 4=20 level. This is attributed to students=92 unfamiliarity with the = assessment=20 tool used. A next step for senior managers and teachers is to = evaluate the=20 impact of teachers=92 understandings of the common expectations for = teaching,=20 learning and assessment of achievement for these students. =20 [Recommendation 6.2]

=B7 =20 Early identification. Teachers in the junior school = are=20 using the school entry assessment (SEA) to identify students=92 level of = learning=20 on entry to school. However, not all students are assessed by a = diagnostic=20 survey at 6 years of age. This means that some students=92 = learning needs=20 are not identified early enough. Reports to the board highlight = issues=20 with the literacy entry levels of some students, reading achievement for = Year 2=20 students, and literacy assessment practices at this level. The = principal=20 asked, and ERO agreed, that this finding be included in this = report. =20 [Recommendation 6.2]

=B7 =20 Resourcing. The board has recently upgraded the=20 junior-reading resources. There are a number of areas in which = resources=20 are needed to support students=92 learning. The middle school has = a limited=20 range of reader resources. The classroom furniture in some junior = rooms=20 should be improved. ERO observed limited use of information and=20 communication technologies (ICT) by students. Teachers said that = there was=20 limited up-to-date hard and software to support students=92 = learning. The=20 school does not have an effective electronic student management = system. =20 This means managers and teachers do not have ready access to critical=20 information. The school is at a decision making point on how to = manage ICT=20 to best meet the current and future needs of students. = [Recommendation=20 6.3]

=B7 =20 Monitoring learning. Students in one = Years 5/6=20 class have experienced a prolonged period of disruption to their = learning this=20 year. The new teacher has established sound routines and quality=20 interactions with her students. Students are following her high=20 expectations for literacy learning and classroom behaviour. A = number of=20 these students will be placed in classes where they will benefit from = ongoing=20 support for their learning in the coming year. The board stated = that their=20 progress and achievement is to be closely monitored.

Self Review

Background

In ERO=92s preliminary talks with the = board, trustees=20 identified their focus on obtaining quality information about = students=92=20 achievement. They were particularly interested in ERO=92s = evaluation of=20 transitions for students across syndicates, resourcing of management = units and=20 spelling programme. ERO evaluated the extent to which these = factors=20 impacted on students=92 literacy learning and achievement.

Areas of good performance

=B7 =20 Student achievement data. The school has focused on = improving the quality of student achievement information in literacy and = numeracy. Assessment data is well analysed and used to identify = students=20 at risk of not achieving, show trends and patterns of student = achievement by=20 year levels and to develop future plans and targets for improving = student=20 achievement. The school-wide targets for achievement are based on = reliable=20 achievement information. These include base-line data so that = progress is=20 readily discernable. The school=92s 2008 target for writing was = established=20 from the appropriate data collected. The board is pleased with the = increased information about student achievement it now receives.

=B7 =20 Assessment and reporting. Teachers are using a = range of=20 assessments to identify student progress and achievement in reading and=20 writing. Their next step is to improve the way in which they are = using the=20 data to improve literacy learning for individual students and to = evaluate the=20 effectiveness of programmes in engaging students in their = learning. The=20 next step for the principal is to report to the board on student = achievement on=20 essential learning areas beyond literacy and numeracy. The board=20 acknowledges that this will be developed alongside implementation of the = revised=20 curriculum.

=B7 =20 Distributed leadership. The board and principal are = proposing a new leadership team for the beginning of 2009. This is = in line=20 with the board=92s plans to increase leadership capacity in the = school. Some=20 teachers have assumed or will be assuming new responsibilities as part = of this=20 change. The school has a new literacy leader and syndicate = leaders. =20 Teachers involved in the EHSAS project are leading the school reading=20 development and have improved teachers=92 assessment of reading = achievement. =20

=B7 =20 Personnel management. The principal has = managed=20 identified areas in which teachers are not performing well for the = benefit of=20 students. A process is in place for giving teachers feedback = linked to the=20 school-wide expectations for teaching. This involves observations = of=20 teaching in the classroom and collecting evidence from students=92=20 workbooks.

Areas for improvement

=B7 =20 Managing change. The school identifies a history of = difference in the effectiveness of teacher syndicates. Anonymous = surveys=20 of staff opinion to support school development have not been = undertaken. =20 The school is embarking on a new structure and model of distributed=20 leadership. To help ensure the success of this new direction, = staff should=20 be well informed about and have input into the school development. = [Recommendation 6.4]

=B7 =20 Surveys. The board receives limited information = from the=20 school community to inform its decision-making. Parent surveys = have not=20 worked well in the past. While some consultation is occurring, = trustees=20 need to explore ways to more effectively gather the opinion of students, = staff=20 and parents. Information from users and consumers of services can = usefully=20 inform the board=92s decisions about the effectiveness of current = provisions,=20 areas for improvement and strategic direction. [Recommendation=20 6.4]

=B7 =20 Bi-cultural programme. The principal acknowledges = the need=20 to improve the bicultural content of programmes. The te reo = Māori=20 programme is being reviewed. Te reo Māori is taught as part = of the=20 language programme to students in Years 5 to 8 by one teacher. = This means=20 that teachers do not have maximum opportunities to extend their = knowledge and=20 competence in using te reo. ERO observed little use of te reo = Māori in=20 classrooms. The programme lacks sufficient regularity and = continuity to=20 support students=92 retention of learning. [Recommendation = 6.5]

4. =20 Areas of National Interest

Overview

ERO provides information about the = education system=20 as a whole to Government to be used as the basis for long-term and = systemic=20 educational improvement. ERO also provides information about the = education=20 sector for schools, parents and the community through its national = reports.

To do this ERO decides on topics and investigates = them for a=20 specific period in all applicable schools nationally.

During the review of Rosebank School ERO = investigated and=20 reported on the following areas of national interest. The findings = are=20 included in this report so that information about the school is = transparent and=20 widely available.

The Achievement of = Māori=20 Students: Progress

In this review, ERO evaluated the progress = the school=20 has made since the last review in improving the achievement of = Māori students=20 and in initiatives designed to promote improved achievement.

The 37 students who identify as Māori at = Rosebank School=20 make up about 11% of the school roll. Some students arrive from = the local=20 Te Kōhanga Reo with high levels of te reo Māori = competency. The school=20 supports the expression of Māori cultural heritage, for example, = students=20 singing waiata at whole-school assemblies and their wearing of = taonga.

The school=92s reports show that in 2007, = Māori students in=20 Years 3 and 6 were achieving at similar levels to their non-Māori = peers. =20 Year 6 students were achieving at or above expected levels in reading = and=20 mathematics and at or below expectations in writing. The = school=92s=20 well-analysed reports show some areas of lower achievement for = Māori students in=20 literacy and numeracy.

Areas of progress

The board has consulted with a = representative of the=20 local rūnaka about the charter and strategic plan. A teacher = on the senior=20 management team has taken responsibility for reviewing the Māori=20 programme.

Areas for further improvement

The board acknowledges that, in light of = the improved=20 reports of student achievement it now receives, it is timely to = reconsider how=20 this information will be used to improve the achievement of Māori=20 students. This includes, closer monitoring of the achievement of = Māori=20 students at all year levels and setting targets for improving Māori = student=20 achievement. At the time of this review, there were no achievement = targets=20 for Māori students.

Māori students spoken to by ERO said that = they would like to=20 see their heritage and culture reflected more in the school. Their = opinions have not been sought about how the school can show a respect = for and=20 improve opportunities for them to learn their culture and = language.

The board=92s strategic and annual plans lack = specific detail=20 and initiatives for improving Māori student achievement. = Since 2004, there=20 has been no formal survey of the parents/whānau of Māori = students. =20 [Action 5.1, Recommendation 6.5]

Implementing the New Zealand Curriculum in = 2010

Progress to date

In preparing for teaching the New Zealand = Curriculum (NZC)=20 in 2010 the school has:

=B7 =20 conducted whole staff development using the MOE resource = =93From the=20 NZC to the School Curriculum=94;

=B7 =20 aligned the school=92s strategic plan with the revised NZC = in terms=20 of the key competencies, values, vision and principles;

=B7 =20 described the key competencies for the school in terms of = key=20 performance indicators;

=B7 =20 downloaded electronic copies of most learning areas;

=B7 =20 attended MOE professional learning and development for = school=20 leaders in the local school cluster;

=B7 =20 looked at aspects of the NZC as part of the ICT = development=20 contract;

=B7 =20 considered the revised NZC as part of the school = involvement in=20 the EHSAS school cluster group; and

=B7 =20 consulted some of the school committee on its vision.

Next steps

The school and ERO have decided that its = priorities for=20 preparation over the next three to six months are to:

=B7 =20 focus on developing learning areas;

=B7 =20 assign two teacher only days to staff development on the = school=20 curriculum;

=B7 =20 provide ongoing information to and involvement of the = board;

=B7 =20 consult with the community about aspects of the revised=20 curriculum;

=B7 =20 increase students=92 access to other languages through = increased=20 frequency of lessons and teacher development;

=B7 =20 develop a planned, timed action plan for key developments = to=20 support the school=92s readiness for full implementation by 2010; and =

=B7 =20 have teachers plan learning programmes based on the = revised=20 curriculum.

5. =20 Board Assurance on Compliance Areas

Overview

Before the review, the board of trustees = and=20 principal of Rosebank School completed an ERO Board Assurance = Statement=20 and Self-Audit Checklist. In these documents they = attested that=20 they had taken all reasonable steps to meet their legislative = obligations=20 related to:

=B7 =20 board administration;

=B7 =20 curriculum;

=B7 =20 management of health, safety and welfare;

=B7 =20 personnel management;

=B7 =20 financial management; and

=B7 =20 asset management.

During the review, ERO checked the following items = because=20 they have a potentially high impact on students=92 achievement:

=B7 =20 emotional safety of students (including prevention of = bullying and=20 sexual harassment);

=B7 =20 physical safety of students;

=B7 =20 teacher registration;

=B7 =20 stand-downs, suspensions, expulsions and exclusions; = and

=B7 =20 attendance.

Compliance

During the course of the review ERO = identified areas=20 of non-compliance.

Teacher registration. At the time of the = review,=20 three teachers=92 registrations had expired. Teachers were advised = of the=20 dates of expiry. The principal said he applications for extending = these=20 teachers=92 registration are in process with the Teacher Registration=20 Council. Alerting teachers of re-registration requirements needs = to be=20 done in a timely manner.

Policy review. The board has a process for = policy=20 review in place. However, ERO found a number of areas requiring = improved=20 policy and/or procedural performance. For example, records of = student=20 attendance are not adequately recorded in registers, there is no formal = system=20 for recording hazards in the school grounds=92 and there has been a slow = response=20 to rectify the hazards identified in the senior adventure = playground. The=20 school=92s information to parents about how to raise concerns does not = always=20 include information about how to make formal complaints. On = ERO=92s=20 direction, the board amended its child abuse and anti-sexual and racial=20 harassment policies before the completion of the review.

In order to address these = and others=20 reported in section 4, the board of trustees must:

5.1 in=20 consultation with its Māori community, develop and make known to = the school=92s=20 community policies, plans and targets for improving the achievement of=20 Māori student.

[National Administration Guideline = 1(v) =96=20 National Education Guidelines 1989]

5.2 = keep accurate=20 registers of daily attendance for all pupils.

[r3 Education (School Attendance) Regulations = 1951]

5.3 = maintain an=20 ongoing programme of self review in relation to the school=92s policies, = plans and=20 programmes.

[National Administration Guideline 2(ii) =96 National = Education=20 Guidelines 1989]

6. =20 Recommendations

ERO and the board recommend that in order = to improve=20 outcomes for students:

6.1 the = principal=20 implements further ways to support regular and ongoing improvements to = teachers=92=20 teaching of writing;

6.2 = teachers=20 evaluate how they are using assessment to support student learning, = progress and=20 achievement;

6.3 the = board=20 reviews the extent and effectiveness of ICT provisions and learning=20 resources;

6.4 the = board=20 explores a range of survey tools, including using anonymous surveys, to = seek the=20 opinion of staff, students, parents and whānau to inform its = decision=20 making; and

6.5 = students be=20 given wider opportunities to learn about and take part in New = Zealand=92s=20 bicultural society.

7. =20 Future Action

ERO is confident that the board of trustees = can=20 manage the school in the interests of the students and the Crown and = bring about=20 the improvements outlined in this report.

ERO is likely to review the school again as part = of the=20 regular review cycle.

Isabell Sinclair Irwin
Area=20 Manager

for Chief Review Officer

27 March 2009

These are the findings of the Education = Review=20 Office=92s latest report on Rosebank School.

The school-wide focus on improving assessment, = reporting and=20 teaching practices has been successful. ERO observed that:

=B7 =20 teachers maintain a consistent focus on learning in = classrooms,=20 and make the intended learning clear to students;

=B7 =20 students know and are often involved in developing the = criteria=20 for successful learning, and are given contexts for learning that are = based on=20 their interests and experiences;

=B7 =20 students are provided with cooperative learning activities = that=20 build on their individual and collective strengths;

=B7 =20 teachers are developing their use of reliable assessment = tools in=20 literacy. Teachers now need to make better use of assessment data = to=20 improve students=92 learning.

ERO is confident that the board of trustees = can=20 manage the school in the interests of the students and the Crown and = bring about=20 the improvements outlined in this report.

ERO is likely to review the school again as part = of the=20 regular review cycle.

ERO reviews do not cover every aspect of = school=20 performance and each ERO report may cover different issues. The = aim is to=20 provide information on aspects that are central to student achievement = and=20 useful to this school.

If you would like a copy of the full report, = please contact=20 the school or see the ERO website, http://www.ero.govt.nz.

ERO is an independent, external evaluation = agency=20 that undertakes reviews of schools and early childhood services = throughout New=20 Zealand.

ERO follows a set of standard procedures to = conduct=20 reviews. The purpose of each review is to:

Reviews are intended to focus on student = achievement and=20 build on each school=92s self review.

ERO=92s framework for reviewing and = reporting is based=20 on three review strands.

=B7 =20 School Specific Priorities =96 the quality of = education and=20 the impact of school policies and practices on student achievement.

=B7 =20 Areas of National Interest =96 information about = how=20 Government policies are working in schools.

=B7 =20 Compliance with Legal Requirements =96 assurance = that this=20 school has taken all reasonable steps to meet legal requirements.

Most ERO reports include recommendations = for=20 improvement. A recommendation on a particular issue does not = necessarily=20 mean that a school is performing poorly in relation to that issue. = There=20 is no direct link between the number of recommendations in this report = and the=20 overall performance of this school.