Arataki School

School Context

Arataki School is a contributing primary school located in Mount Maunganui, Tauranga. At the time of the review there were 417 students on the roll, 52% of whom identify as Māori.

The school aims to provide a culture where students can lead and succeed at anything they set their hearts and minds to. A graduate profile aims to create school leavers who are able to:

• communicate effectively
• set and achieve personal goals
• be curious and creative
• be confident, courageous and resilient
• be able to stand comfortably in Māori and Pākehā worlds
• know how to use various tools for learning
• care for Papatūānuku
• live the school values.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

• reading, writing and mathematics.

There has been significant change to the senior leadership team since the 2015 ERO report. A new board chairperson was recently appointed.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is achieving equitable and excellent outcomes for the majority of its students.

The school’s achievement data shows that the majority of students are achieving at or above national expectations in reading, writing and mathematics. There has been a significant increase in student achievement in writing and mathematics between 2016 and 2017. Achievement in reading has remained at consistent levels since 2015. There is significant and continuing disparity between Māori and Pākehā and boys and girls in reading, writing and mathematics. Pacific students are also underachieving in comparison with their Pākehā peers. Overall achievement is below national averages.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is accelerating the learning for some Māori and other students whose learning and achievement is at risk.

The school reports that of the students identified at risk of underachieving at the beginning of 2017 approximately 40% made accelerated progress. The proportion of Māori students whose progress was accelerated was equivalent to that of others. The school is in the process of collating acceleration data in a way that will enable them to consider how well the acceleration has been sustained.

Senior leaders have ensured that learning outcomes for students with additional needs are measurable as part of their individual education plans, (IEPs). Specialist teachers and external providers with appropriate expertise oversee the development of the IEPs, and together with senior leaders ensure that each child makes appropriate progress.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

School leaders have a strong focus on student wellbeing and opportunities to learn. Efficient governance systems and practices, and effective working relationship between the board and the principal support the work of leaders to build teaching practices to improve learning outcomes, particularly for students who are underachieving. Relationships between teachers and children are positive and respectful. Students participate and learn in a caring, collaborative and inclusive learning environment.

Leaders have high expectations for teacher practice. They promote a culture of shared ownership and responsibility for raising student achievement. Middle leaders support teachers to improve practice and have effective systems to promote consistency. Teacher inquiry into the effectiveness of teaching practice is assisting teachers and leaders to reflect on strategies likely to make the most difference for those students whose progress need to be accelerated. Well-considered leadership is contributing to improved learner outcomes.

Teachers are using assessment information well. In doing so, they have further developed their understanding of each student as a learner. Students’ specific learning needs are identified and teachers respond to these in their teaching programmes. Strategies which help to make learning visible and clear for students are evident in most classrooms. Students are being supported to experience success in their learning.

The school fosters its partnership with the parent community. Teachers, parents, whānau and community engage in joint activities and interventions to improve behaviour and learning. There are a number of opportunities for parents to contribute to the curriculum. Teachers are developing systems to include the parents and whānau of at-risk students as authentic partners in their children’s learning.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Further development is needed in the school curriculum to better support positive outcomes for those at risk of not achieving. Leaders and teachers now need to:

• develop and implement shared expectations for literacy and mathematics learning and teaching
• strengthen cultural responsiveness school-wide by:
  • deepening understanding and integration of local iwi history
  • increasing incidental use of Te Reo Māori in bilingual classes.

The board of trustees need to review school-wide targets so that they focus on all students whose learning and achievement needs to be accelerated.

3 Board assurance on legal requirements

Before the review, the board 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
• curriculum
• management of health, safety and welfare
• personnel management
• finance
• 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 and certification
• processes for appointing staff
• stand down, suspension, expulsion and exclusion of students
• attendance
• school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Actions for compliance

EROidentified non-compliance in relation to consulting with the school’s Māori community. In order to address these issues, the board of trustees must:

1. In consultation with the school Māori community, develop and make known to the school’s community, polices and/or procedures, plans and targets for improving the achievement of Māori students.
   [NAG 1]

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• well-informed leadership that focuses on building teacher capability to raise achievement and improve rates of progress for identified groups of learners
• supportive governance that is committed to the provision of a collaborative and inclusive culture for student learning and wellbeing
• teaching practice that is informed by appropriate assessment information.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• curriculum development to ensure a consistent focus on students’ identity culture and language, and the local context
• developing teacher understanding of agreed expectations for the teaching of literacy and mathematics
• targeted achievement to identify groups of at-risk students, and plan specifically to raise and accelerate their learning and achievement.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

14 June 2018

About the school