Aka Aka School

Summary

Aka Aka School is located east of Waiuku and caters for children in Years 1 to 8. The current roll of 31 includes 17 Māori children. The roll has fluctuated over recent years and more Māori children have been enrolled.

Since the May 2014 ERO review, board membership has been stable. The current principal was appointed during 2016 and there has been a complete change of teaching staff. Priority is being given to professional learning and development to accelerate the progress of all learners.

The school is a member of the Waiuku Community of Learning|Kāhui Ako which is in the implementation phase. The school recognises that Māori girls are most at risk of not achieving equitable outcomes, particularly in writing and mathematics.

How well is the school achieving equitable outcomes for all children?

Aka Aka School is responding well to some Māori and other children whose learning and achievement need acceleration. The school has some processes that contribute to the achievement of equity and excellence. Further development is needed in targeted action to accelerate the progress of identified at-risk learners.

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

• know the learners whose progress and achievement need to be accelerated

• need to improve the school conditions that support the acceleration of learners’ progress and achievement.

The school agrees to:

• develop more targeted planning to accelerate progress for learners

• monitor targeted planning, improved teaching, and learners’ progress

• discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

Aka Aka School is responding well to some Māori and other children whose learning and achievement need acceleration.

At the end of 2016, data showed that of the 41 children enrolled at the school, 34 were achieving at or above National Standards in reading, 30 in mathematics and 26 in writing. Of the 21 Maori children at the school, 15 were at or above in reading, 14 in mathematics and 11 in writing.

Interim data mid 2017 indicates that half of the 17 Maori children have made accelerated progress in mathematics and writing, and most are on a trajectory to be at the National Standard in reading, writing and mathematics by the end of the year.

Nearly all of the small number of Pacific children were achieving at or above National Standards in reading, writing and mathematics.

The school has strengthened processes for determining overall teacher judgements (OTJs) in relation to National Standards. The principal recognises that there is now a need to review the school’s assessment schedule in conjunction with staff. Participation in the Waiuku Community of Learning | Kāhui Ako is likely to further strengthen moderation processes.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has some processes that are effective in enabling achievement of equity and excellence for children.

Mutually respectful relationships between teachers and whānau reflect the principles of participation, partnership and self-determination within the school. This acknowledgement of Tiriti o Waitangi through the school values of Whakaute, Atawhai, Mana, Pono, Manawaroa and Manawanui contributes to the wellbeing, self-esteem and academic success of all Māori children, and particularly those at risk of not achieving equitable outcomes.

Trustees use their considerable experience in governance and management to ensure children are able to achieve their potential. They acknowledge the increased number of Maori children at the school and provide further funding for extra staffing to maintain small class sizes so that teachers can focus on the achievement of all children, and accelerate the progress of those who are underachieving. A board funded teacher of te reo and tikanga Māori provides a sequential programme for all children. Trustees are seeking ways to more formally consult with Maori whānau to raise the achievement of Māori learners.

The principal has effectively managed the development of a collaborative staff and school culture where transparency and positive guidance are valued. Teachers have delegated responsibilities according to their strengths and interests. Further development and review is needed to ensure the effectiveness of programmes and strategies that particularly relate to the learning needs of Māori children.

Parents and whānau are well-informed about their children’s progress, achievement and next steps for learning. They appreciate opportunities for regular discussions with teachers about strategies for improving progress and achievement. They are regularly consulted about school programmes and participate in education evenings and other school activities that celebrate the success of their children. This increasing partnership in learning is contributing to the acceleration of most children who are at risk of not achieving in relation to National Standards.

Teachers are increasing their professional capability and collective capacity to ensure equitable learning outcomes for all children. They focus on children whose learning in reading, writing and mathematics needs to be accelerated. Small classes enable teachers to plan specific and effective learning programmes for individual children in order to accelerate progress and achievement. New innovations using technology as a vehicle for creative expression is also contributing to children’s engagement in their learning.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Further developments needed to achieve equity and excellence for children whose learning requires acceleration are to:

• refine annual achievement targets to focus more specifically on all at-risk learners
• develop a strategic approach to internal evaluation with a focus on improving achievement outcomes for children.
• align teaching as inquiry with annual targets for at-risk students within the appraisal process
• involve children in self and peer assessment to manage their own learning.

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
• 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.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

• know the learners whose progress and achievement need to be accelerated

• need to improve the school conditions that support the acceleration of learners’ progress and achievement.

The school agrees to:

• develop more targeted planning to accelerate progress for learners

• monitor targeted planning, improved teaching, and learners’ progress

• discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

3 November 2017

About the school

Location	Waiuku
Ministry of Education profile number	1201
School type	Full Primary
School roll	31
Gender composition	Boys 19 Girls 12
Ethnic composition	Māori 17 Pākehā 10 Other 1
Provision of Māori medium education	No
Review team on site	August 2017
Date of this report	3 November 2017
Most recent ERO report(s)	Education Review May 2014 Education Review May 2011 Education Review May 2008

1 Context

What are the important features of this school that have an impact on student learning?

Aka Aka School is a small rural school that caters for students from Years 1 to 8. Situated south of Waiuku, the school has a predominantly Pākehā student roll and maintains well established links with the community. The high expectations expressed in the school’s mission, vision and values support students, including the small number of Māori students, to succeed.

Students appreciate their small school. They value the family atmosphere and close relationship they have with peers and teachers. Students express a strong sense of wellbeing and show caring attitudes towards each other. They demonstrate commitment to school kawa and values at the daily flag-raising ceremony and show respect for tikanga Māori with karakia and waiata.

Staffing changes have helped improve school and curriculum management. A new principal, appointed in June 2013, is well supported by a mentor and an experienced board of trustees. The principal, in collaboration with the board and staff, has undertaken an extensive review of resources, developed a self-review framework and streamlined administrative systems. The board’s strategic appointment of a Māori teacher has further enhanced students' learning opportunities in te reo and tikanga Māori.

The principal and board are interested in the long-term viability of the school. As part of their initiatives they have established a playgroup in an empty classroom. The playgroup encourages new enrolments and is also helpful in easing children’s transition into school.

The board responded positively to the 2011 ERO report. Improvements in teaching and learning are evident. Teachers' skills in, and knowledge of, inquiry-based learning are reflected in student learning programmes. Good links are evident between teachers’ professional development programmes, their appraisal goals, and the school’s targets for student progress and achievement.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Aka Aka School leaders and teachers use achievement information effectively to promote learners' engagement, progress and achievement. Recent national data indicates that Aka Aka students achieve at rates above those of the national cohort in reading and writing, and at similar levels in mathematics. These findings will become increasingly reliable as teachers further develop their moderation of National Standards assessment processes.

Trustees use achievement information effectively to resource targeted support for students. Action plans are in place to accelerate the learning of students performing below the National Standards. A good range of such learning support programmes helps accelerate students' learning.

Student progress and achievement are shared regularly with parents through clear reports. Parents’ involvement in class programmes, three-way interviews, and frequent informal conversations mean that parents have many opportunities to know about their children's progress. Parents engage with their children in setting and modifying goals. These actions provide a sound foundation for parents to become more active partners in promoting their children's learning.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Teachers are intent on developing a shared curriculum that further promotes and supports students' learning.

The school curriculum is under review and development. The principal, board and teachers have reviewed the school's mission and vision statements and have established school values. These commitments are well understood by students.

Curriculum plans are being updated and a curriculum that reflects Aka Aka School and its students is increasingly evident in learning programmes. A next step is to consider ways to include some of the area’s Māori history in the curriculum.

Students benefit from small class numbers. Although each class comprises four Year levels, teachers use their knowledge of students to personalise learning and respond to individual needs. Tuakana/ teina relationships are fostered through buddy reading, peer tutoring and playground mediators. Class progress data are the focus for teachers’ individual self review and ongoing reflection.

Despite the advantages of small classes, catering for the broad range of multi-level programmes is challenging. Teachers endeavour to provide extended learning experiences for capable students, but recognise they could further develop opportunities for students’ self-led learning and ownership of learning processes.

The senior class timetable is structured to teach all mathematics in the first half of the week and reading and writing in the last two days. This schedule accommodates the curriculum strengths of the principal and his release teacher and is intended to minimise lesson disruptions. Although there are some advantages to this timetable, and students endorse it, the principal and board should continue to monitor the impact of these arrangements on students’ learning.

The school curriculum is supplemented by several external learning opportunities. These include technology programmes and careers events for senior students and exchange visits with other schools for sports challenges. Parents and community members also actively contribute to the school curriculum.

Students engage well with the curriculum. They develop individual goals to guide their progress in reading, writing and mathematics and are developing an understanding of their next learning steps. Older students are familiar with inquiry learning models and work in peer groups to explore ideas. ICT is actively used as a learning tool and to supplement the school’s library resources. Home access to digital learning resources increases parents’ opportunities to be involved in their child’s learning.

How effectively does the school promote educational success for Māori, as Māori?

Five of the forty-one students attending the school identify as Māori. Although there is some variability in their achievement levels, their success and progress overall is similar to that of other students.

Māori students are well supported to achieve as Māori. All students benefit from a weekly te reo programme focused on meaningful and relevant language. Senior students are learning about tikanga and take leadership roles in school pōwhiri and assemblies. Māori students are proud of their heritage and share their knowledge to enhance the learning of others. Many students can confidently use phrases in te reo Māori to greet others.

The new teacher of Māori is keen to build on current practices and strengthen the Māori curriculum. The board could support this initiative with a specific long-term plan to enhance the success of Māori as Māori.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance. It has a committed and experienced board of trustees that reflects community values. Trustees have a good understanding of student achievement and are committed to ongoing improvement for priority learners and success for Māori students. The board conscientiously consults parents and teachers as part of its decision-making processes. As a result, there is a shared ownership of the school’s mission, vision and goals.

The principal provides strong leadership for the school. He has established very good working relationships with the board, staff, students, and families. The principal provides comprehensive reporting against the strategic plan and has supported trustees to develop procedures to support sustainability. The alignment of curriculum plans with school policies and procedures is an area the school has appropriately identified for development.

A challenge for the board is to monitor the principal’s workload to ensure there is an appropriate balance between his leadership and management role and his responsibilities as a classroom teacher.

While leaders appreciate the benefits that result from a small student roll, they grapple with the financial constraints, staffing allocation and classroom organisation that low numbers also impose. In response, they are developing marketing strategies, and are working with an active PTA, to support fundraising events and initiatives that promote the school in the community.

Documented self review is becoming established. Although the principal, board and teachers constantly reflect on practices and outcomes, a formal structure for documenting reviews is relatively new. Teachers now use the process confidently to review their practices and to monitor outcomes for priority students. Trustees have used the self-review framework to update and streamline policies and procedures.

As they become more familiar with the self-review process, trustees should begin initiating reviews relating to their governance roles.

The board and principal are improvement focused and aware of the importance of succession planning to sustain historical and context knowledge on the board.

Board assurance on legal requirements

Before the review, the board of trustees 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:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

• 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.

In order to improve practice the board should formalise strategies for prevention of bullying, cyber-safety, and responding to trauma.

ERO found one area of non-compliance. In order to meet its obligations the board must:

• ensure the swimming pool water is tested three times each day

[NZS 5826:2010].

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

23 May 2014

About the School

Location	Aka Aka, Waiuku
Ministry of Education profile number	1201
School type	Full Primary (Years 1 to 8)
School roll	41
Gender composition	Boys 26 Girls 15
Ethnic composition	NZ European/Pākehā Māori Asian	34 5 2
Review team on site	March 2014
Date of this report	23 May 2014
Most recent ERO report(s)	Education Review Education Review Education Review	May 2011 May 2008 June 2005