Te Kura o Kimi Ora

Education institution number:
2746
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
130
Telephone:
Address:

1 Boston Crescent, Flaxmere, Hastings

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Te Kura o Kimi Ora

Iwi Pilot Update Report – Te Kura o Kimi Ora 

Kia maumahara ki te mana āhua ake o Ngāti Kahungunu

ERO has been in partnership with Ngāti Kahungunu Iwi Inc since 2021, collaborating on a pilot project to support the iwi in realizing their Mātauranga strategy - priorities and goals. The primary objective of this pilot is for Ngāti Kahungunu and ERO to work together to co-design a bespoke evaluation approach that aligns with the aspirations of the iwi for their tamariki and rangatahi. Schools and the early childhood centre involved in the pilot were selected by Ngāti Kahungunu due to their established relationship with the iwi.

During the collaboration, ERO, Ngāti Kahungunu, and the pilot schools and ECE leaders co-designed the Learner Outcomes for Success Indicators based on the priorities outlined in the Ngāti Kahungunu Mātauranga Strategy. The focus of ERO's evaluation in the pilot schools and ECE service will be on these iwi priorities, which include:

  • Te Tiriti o Waitangi

  • Te Reo Māori

  • Te Mātauranga

  • Te Whanaungatanga

  • Te Rangatiratanga

  • Tipuria te Aroha.

The schools and early childhood centre participating in the pilot have been utilising various ERO tools to strengthen their internal evaluation capabilities. These tools include:

  • Co-designed Ngāti Kahungunu Learner Outcomes for Success Indicators

  • Board Assurance Statement self-review tool for compliance

  • Poutama Reo – Te Reo Māori Quality Framework.

The pilot project has been given the name "Tiro Maroro," gifted by Ngāti Kahungunu. The name refers to the observation of the flying fish across two mediums – the air and water, symbolizing the kaupapa Māori evaluation approach in English medium schools and the early childhood centre. Through this partnership, ERO facilitates and supports the engagement of Ngāti Kahungunu in the education sector, which has further enabled the iwi to implement their education strategy in schools and an early childhood service. Tiro Maroro will continue into 2024, with an onsite review process in each of the institutions involved, including:

  • Hastings Girls High School

  • Te Aratika Academy

  • Irongate School

  • Te Kura o Kimi Ora 

  • Camberley School

  • Mayfair Kindergarten.

Kahungunu – ki te whaiao, ki te ao mārama

Kimi Ora Community School - 29/06/2017

Summary

Kimi Ora Community School in Flaxmere caters for students in Years 1 to 8. The roll of 131 includes 36% who identify as Māori, and 60% who identify as Pacific. There has been considerable roll growth in the past 18 months. The school is currently undergoing major property redevelopment.

There have been several staff changes since the February 2014 ERO report. A new principal was appointed in Term 3, 2015. In response to roll growth further staff appointments have been made and leadership roles established. A new Board of Trustees was appointed in May 2016.

The school is participating in Ministry of Education (the Ministry) Positive Behaviour for Learning (PB4L) and literacy professional development.

Meaningful progress has been made in addressing the areas identified for development in the previous ERO report.

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

In the past 18 months there has been significant progress in establishing systems and processes that support productive learning underpinned by holistic wellbeing. The school reports that a large number of students made expected, or greater than expected, progress in writing and reading in 2016. The school is well placed to strengthen their understanding of accelerated progress and to continue to look at strategies to achieve equity and excellence.

Leadership is proactive in creating a supportive learning environment. Progress is evident in establishing a curriculum framework that gives priority to literacy and numeracy. Focused, needs-based teaching has been established. High expectations for positive behaviour, structured learning environments and student self-management skills contribute to purposeful engagement.

The board of trustees has developed a governance framework focused on raising student achievement. The board, principal and teachers should continue to refine and embed ongoing developments and sustain their emphasis on accelerating achievement.

The school has capacity and capability to accelerate learning for all children. However, raising student achievement overall remains an urgent priority.

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?

Considerable progress has been made to establish dependable achievement information. A shared understanding about the importance of lifting student achievement and progress is evident.

The school reports that in 2016, a large number of students made greater than expected progress in writing and reading. This occurred to a lesser extent in mathematics. Half of Māori learners made 18 months or more progress in reading and writing, and a quarter in mathematics. Half of Pacific learners experienced this level of progress in writing and to a lesser extent in reading and mathematics. Girls made more progress than boys overall.

The school is well placed to strengthen their understanding of accelerated progress and to continue to look at strategies to raise achievement and reduce disparity, particularly in literacy. This should assist the school to work towards achieving equity and excellence for all students.

Schoolwide moderation in writing has occurred, well supported by external literacy facilitators. Good progress has been made to ensure dependable teacher judgements in reading and mathematics. Further work is planned to strengthen this practice.

School conditions supporting equity and excellence

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

The school has made substantial progress in establishing systems and processes that support, productive learning underpinned by holistic wellbeing. Students’ culture, language and identity, and the uniqueness of each child is valued. Warm nurturing relationships are highly evident.

Building on students’ strengths and interests, through physical activity, the arts and cultural experiences is a deliberate focus. Accessing a broader range of local and community learning opportunities is highlighted.

Progress is evident in establishing a curriculum framework that gives priority to literacy and numeracy. There are consistent schoolwide expectations for teaching and learning in key areas. Teaching is informed by assessment data. There are regular opportunities for teachers to discuss and inquire into the data to inform teaching strategies.

Focused, needs-based teaching has been established. Students know what they are learning and are becoming clearer about its purpose. High expectations for positive behaviour, structured learning environments and student self-management skills contribute to purposeful engagement.

Staff professional learning and development is well considered and strategic. Literacy has been a priority and mathematics is the next key area for development. Skilled teacher aides are actively involved in school programmes and initiatives and are valued partners in learning. There is an understanding of the importance of how effective teaching practices support a positive learning culture.

Strategic, proactive leadership underpins a supportive school environment conducive to teaching and learning. Growing student and staff leadership is an ongoing priority. Solution-focused self review informs decision making and leads to positive changes for students.

The board of trustees has developed a governance framework focused on raising student achievement. The strategic plan appropriately recognises the importance of ongoing monitoring of progress to support improved achievement. A robust policy framework and review supports school operations and ongoing initiatives.

Flexible and responsive approaches to meet with parents, whānau and families led to full attendance at the most recent parent interviews. The board and staff recognise the importance of involving parents in their children’s learning.

An appropriate appraisal process has been established for the principal, teaching staff and support staff, aligned to strategic priorities. Further embedding of appraisal practices should support growth in teaching capability.

Sustainable development for equity and excellence

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

Trustees, leaders and teachers should continue to refine and embed ongoing developments in:

  • the school curriculum, including assessment practices, the role of the learner, and moderation
  • increasing community involvement in children’s learning and school governance
  • appraisal, inquiry and internal evaluation
  • sustaining the focus on accelerating student achievement
  • reporting to the board including the impact of special programmes and initiatives on student outcomes.

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 children. However, raising overall student achievement remains an urgent priority.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • need to continue to develop and implement approaches that effectively meet the needs of each child
  • need to continue to improve the school conditions that support the acceleration of children’s learning and achievement.

ERO will provide an internal evaluation workshop to support the school to further develop effective planning and monitoring processes to support equity and excellence for all children.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

29 June 2017

About the school

Location

Hastings

Ministry of Education profile number

2746

School type

Full Primary (Years 1 to 8)

School roll

131

Gender composition

Male 50%, Female 50%

Ethnic composition

Māori 36%

Pacific 60%

Pākehā 4%

Review team on site

May 2017

Date of this report

29 June 2017

Most recent ERO report(s)

Education Review February 2014

Education Review December 2010

Supplementary Review April 2008

 

Kimi Ora Community School - 19/02/2014

1 Context

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

Kimi Ora Community School in Flaxmere caters for students in Years 1 to 8. The roll of 96 students includes 35 who identify as Māori and 60 as Pacific. Students’ cultural heritages are valued. Engaging families and whānau in their children’s learning continues to be a school focus.

Student success, based on the school's ‘Mananui’ values, is regularly celebrated. There is a wide range of opportunities for students to learn and achieve, including through leadership, sporting, cultural and community activities.

Teachers are participating in literacy and numeracy professional learning and development (PLD) projects focused on raising student achievement. Classrooms are very well resourced, with a range of information and communication technologies (ICT) used by students in their learning.

Since the December 2010 ERO report there has been some staff turnover and nine new trustees have joined the board.

2 Learning

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

National Standards assessment data for 2012 indicates the need to significantly improve student achievement in reading, writing and mathematics. In response to this information teachers are involved in literacy and numeracy PLD to improve the effectiveness of their teaching.

In 2013, there has been an increase in teachers’ use of student assessment data to identify the needs of individuals. Students at significant risk of underachieving are closely monitored. Senior managers' and teachers' analysis of interim assessment information indicates progress for some students. A review by teachers and leaders should help to identify teaching practices that contribute to accelerating students' progress.

Most students are engaged in classroom learning. They have opportunities to share ideas and discuss their learning with each other.

Teacher aides support students in classes and in other learning programmes. Their cultural diversity helps them to assist Pacific students who have English as a second language.

Reports to parents provide them with useful assessment information about their children’s progress, next learning steps and ways to support learning at home. Up until November 2013 the reports did not show students' progress and achievement in relation to the National Standards in reading, writing and mathematics. Since that time managers have included references to National Standards in students' reports. However, this is still an area for further development. Face-to-face meetings give teachers, parents and whānau opportunities to discuss students’ progress.

The board and principal should strengthen plans related to the goals and student achievement targets in the school charter. This should involve better use of student assessment data to:

  • identify specific areas for improvement
  • monitor and report progress in relation to those areas
  • evaluate outcomes for learners
  • decide on ways to further improve outcomes for students and teachers.

3 Curriculum

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

The school curriculum document needs further development so that it incorporates in one place all the learning areas of The New Zealand Curriculum (NZC).

There is a clear emphasis on literacy and numeracy across all year levels and guidelines for teaching these learning areas. Teachers continue to review these guidelines to align them with their current PLD.

The school’s ‘Mananui’ values are linked to the key competencies of NZC. Integrated learning units include Māori and Pacific students' languages, cultures and identities.

Environmental education operates at all year levels. It introduces students to language, science, mathematics, art and technology concepts. It provides links with local marae and a community garden. Students learn about sustainability of food and nutrition. For some families and whānau the programme has started to connect home and school learning.

The principal and new entrant teacher have formalised procedures to support transition to school of students, their families and whānau. The location of an early childhood centre next to the school and others nearby in the community is an opportunity to liaise with parents to support this transition.

ERO’s observations found that through the literacy and numeracy PLD projects, teachers are working with teaching strategies that include a focus on:

  • increasing students’ voice in learning
  • students understanding what they are learning and how it links to other knowledge they have
  • supporting students as independent learners
  • using the language of mathematics and literacy.

Senior managers and teachers need to use current teaching and learning information to design and document school curriculum guidelines in all learning areas of NZC for Years 1 to 8. The guidelines should include:

  • coherent and planned progressions of learning over class and year levels
  • clear statements about what needs to be taught, and how, in order to accelerate student achievement
  • building further on Māori and Pacific students’ languages, cultures and identities in all learning programmes.

4 Sustainable Performance

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

The school is not well placed to sustain and improve its performance.

Significant strengthening of governance and professional leadership is required. Unresolved tensions in relationships are evident and not conducive to effective governance, leadership and management of the school.

Trustees new to the board are involved in training. An external facilitator has worked with the board to develop a governance handbook and policy guidelines. Trustees provide good resourcing of classrooms, PLD, personnel and ICT.

The principal’s appraisal has identified key goals related to developing a collaborative approach to meeting the aim of the school strategic plan that involves teachers and the community. An external appraiser provides good feedback to the principal.

The system for appraisal of teachers' performance has been reviewed. It focuses on needs and is based on the professional standards for teachers and the Registered Teacher Criteria. Staff are beginning to use student assessment data to reflect on how well their teaching approaches promote students' learning. Teacher appraisal has useful processes to support growth in teaching practices.

A support and guidance programme for provisionally registered teachers is in place. Continuing to refine this is important to ensure it consistently meets the needs of each teacher.

A good range of approaches is used to engage families and whānau in their children’s learning and school activities. Some of these have been successful, including fono, hui, and cultural evenings. Other initiatives continue to be pursued.

The board, principal and senior managers need to lead and manage change in the school more effectively. This should be supported by a documented and consistently used system of school self review. Trustees and senior managers should ensure that they, and all staff, understand and use review to improve outcomes for students and teachers.

The board needs to continue to develop a clear understanding of its role and responsibilities, particularly in relation to accelerating students' progress in learning for improved achievement, and for improving and sustaining school performance.

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.

During the review ERO identified areas where improved practice is needed in relation to legislative requirements for: reporting to parents; dealing with complaints; and keeping board records.

In order to improve practice the board should ensure that:

  • there is continued development of good practice for reporting to parents in plain language in writing about students' achievement in relation to the National Standards
  • all complaints are dealt with properly and in a timely manner, and are well managed towards resolution
  • requirements are well followed for keeping records of board meetings, and parts of meetings from which the public are excluded (in committee).

The recently developed governance manual should assist trustees with proper processes.

Recommendations to other agencies

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to bring about the following improvements:

  • accelerating student progress and improving achievement
  • continued development of the board’s understanding of effective governance, and implementation of good governance practice
  • professional leadership and management of the school
  • further development of the school's curriculum documentation and its implementation in all learning areas of The New Zealand Curriculum for Years 1 to 8
  • relationships in the school.

When is ERO likely to review the school again?

ERO intends to carry out another review over the course of one-to-two years.Image removed.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

19 February 2014

About the School

Location

Hastings

Ministry of Education profile number

2746

School type

Full Primary (Years 1 to 8)

School roll

96

Gender composition

Female 56%

Male 44%

Ethnic composition

Pacific

Māori

NZ European/Pākehā

60

35

1

Review team on site

November 2013

Date of this report

19 February 2014

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

December 2010

April 2008

June 2006