Kaipaki School

School Context

Kaipaki School is located near Cambridge and caters for children from Years 1 to 8. The school roll is currently 93 students of whom 13 identify as Māori. The school’s vision statement, ‘bringing learning to life’, is supporting students to ‘develop, live and learn for today and in the future’. The school has well-established values related to respect, integrity, self, and excellence.

An experienced board chairperson leads a newly formed board. Annual targets are focused on accelerating the progress and achievement of students below expected levels in reading, writing and mathematics.

Since the 2015 ERO report a new principal has been appointed, there have been some staff changes and new trustees have been elected.

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

• reading, writing and mathematics.

Kaipaki School is part of the Te Puna o Kemureti Community of Learning|Kāhui Ako.

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 excellent outcomes for many students and there are equitable outcomes for Māori students. However, some disparity remains for a small number of boys. The school’s 2017 data indicates high levels of achievement for students in reading, mathematics and writing. Overall levels of achievement in reading, writing and mathematics between 2015 and 2017 increased for all groups of learners. Boys are not achieving as well as girls in reading and writing. However boys’ achievement has improved since 2015. The small number of Māori students are achieving better than other students in mathematics and as well as other students in reading and writing.

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

The school responds effectively to Māori and other students whose learning and achievement need acceleration. Leaders and teachers have sharpened the focus on accelerating the learning of those students who need accelerated learning. In 2018 school targets focus on the small number of students whose learning is at risk. The 2018 leaders have closely monitored individual data to show rates of progress over two terms in reading, writing and mathematics. Data for these students indicates that almost all made accelerated progress since the beginning of 2018.

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?

The school’s curriculum is highly responsive with an appropriate focus on reading, writing and mathematics. Classroom teachers know their target students well and plan appropriate programmes to accelerate learning. They use assessment information well to support differentiated planning and teaching. There is a school-wide focus on bicultural awareness that includes employing a facilitator to work in classrooms. School leaders have identified the need to strengthen the integration of te reo Māori in classroom programmes. External facilitators are also employed by the board of trustees to extend students’ oral language, and sports abilities. Students with special needs are well catered for in inclusive learning environments. Students relate well to meaningful contexts and are well engaged in a variety of learning experiences and this is contributing to equitable and excellent outcomes.

Senior leaders provide strong professional leadership, clear school direction and a shared vision. They are aware of current practices and theories and are change focused. School-wide assessment information identifies student achievement patterns and trends. Student achievement data is used to identify target students and informs appropriate programme design to accelerate learning. The leadership team is committed to improvement of student wellbeing and achievement.

The board is providing well-informed governance. Trustees make resourcing decisions in response to student achievement information and consultation with parents and whānau. A high trust model between the board and principal promotes a collaborative and open relationship. Trustees are focused on providing equitable outcomes for student learning, wellbeing, achievement and progress.

There are well-established processes in place for the school and parents to engage in meaningful relationships. Parents, whānau and the community are fully involved in school activities and are valued partners in learning. The community and parents have been consulted about relevant aspects of the school curriculum. The school maximises community resources to enhance student learning opportunities and well-being. Student learning and achievement are enriched by the partnership in learning between the school and parents, particularly those student whose progress need acceleration.

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

There is a need to build student knowledge and ownership of their own learning and progress. This needs to include students’ use of learning progressions to allow them, with their teachers, to track their achievement and acceleration, and identify their specific next learning goals.

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.

4 Going forward

Key strengths of the school

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

• a school curriculum that strongly reflects the school’s vision, aims and aspirations for achievement and success

• school leadership that is providing professional expertise to build teacher capability for ongoing improvement

• clear direction set by the board of trustees, that establishes challenging goals for student achievement and closely monitors progress

• well-developed processes that engage the school in reciprocal relationships with parents and the wider community.

Next steps

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

• building students’ assessment and ‘learning to learn’ capabilities to strengthen their independent learning abilities.

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 August 2018

About the school