Kimi Ora School

School Context

Kimi Ora School provides an holistic education for students with a diverse range of additional learning needs aged 5 to 21 years. At the time of the review, there were 71 students on the growing roll, with 10% of students identifying as Māori and 8% as of Pacific heritage.

All students have high, or very high needs, and are funded through the Ongoing Resourcing Scheme. Students from the greater Wellington area attend the base school in Naenae, or one of three satellite hubs hosted by two local schools and a trust. In all, there are 11 classes: five at Naenae, three at Evans Bay Intermediate School, two at Pomare School and one at Manaaki Ability Trust in Lower Hutt. Manaaki caters for students aged from 16 to 21, and has a strong focus on transition into the community. The hubs at Pomare School and Manaaki Trust were opened in term one of 2018. A team of specialists and therapists provide support for students, whānau, aiga and staff.

The school’s vision is that ‘Kimi Ora will be a centre of excellence increasing students’ independence, communication and participation through innovation in implementing education and therapy programmes’.

The school’s strategic focus on growing support for schools and for the community is provided across the greater Wellington area through its Specialist Teacher Outreach and Moderate Needs Physical Services.

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

• progress and achievement in literacy and numeracy

• progress and achievement in relation to students’ individual goals.

Since the July 2015 ERO report, there have been some changes to the leadership team and board membership.

The school belongs to the Naenae 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 has high expectations of all students. Most students make appropriate progress in relation to their individual goals. Reported 2017 end-of-year school data shows that in relation to the expanded New Zealand Curriculum (NZC), nearly all students achieve well in literacy and a large majority, including Pacific students, achieve well in mathematics. Achievement for Māori students is above their peers in these curriculum areas. Over time, high levels of achievement in literacy have been maintained.

Students not achieving at expectation are well known by leaders and staff. Strategies are in place to support these students to achieve success.

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

Data from 2017 indicates that a number of students accelerated their progress in relation to their goals. A significant number of students, including Māori and Pacific, accelerated their progress in literacy. There is evidence of acceleration in mathematics, especially by Māori students.

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?

Trustees, leaders, specialists and staff have an unrelenting focus on supporting the progress and achievement of all students. Their highly collaborative approach guides teaching and learning through each child’s individual education plan (IEP). The IEP goals are responsive, realistic and build on each student’s current learning interests and needs. A wide range of planning holistically supports learner success. Useful systems and processes are in place to track and monitor student progress and achievement against their goals.

Strategic, well-considered professional learning and development (PLD) builds staff capability. This supports them to implement specialised learning programmes that effectively respond to each student’s learning interests and needs.

A range of appropriate, flexible and effective communication strategies strengthens reciprocal learning-centred partnerships with whānau. At IEP meetings, staff and families identify strengths, interests and next steps to review and formulate well-constructed goals.

Through its outreach services, the school actively promotes strategies to support students with additional needs in schools throughout the Wellington area. Expert support is provided to school leaders, special education needs coordinators, staff and whānau. These purposeful links to external expertise provide increased opportunities for students to learn alongside their peers in local schools.

There is a strategic focus on integrating te reo me ngā tikanga Māori through the curriculum across all levels of the school. This has been supported by PLD and whānau Māori. The concepts of whanaungatanga, manaakitanga, ako, kaitoutoko, tohunga mahi toi and tangata underpin the school’s culturally responsive practices.

The school’s curriculum successfully promotes students’ interests, engagement and learning through thoughtfully selected learning opportunities that stimulate curiosity and exploration. Relevant, meaningful and authentic contexts are used to prepare students for life outside and beyond school. Well-designed, inclusive learning environments support children’s independence. Leadership opportunities are offered to students in a range of contexts. Respectful, productive and nurturing interactions and relationships are highly evident.

Individualised plans guide effective transitions from home to school. Staff knowledge of students’ subtle cues support ongoing and daily transitions. A comprehensive approach, with well-considered levels of support, builds learners’ independence and ability to participate and contribute meaningfully in their local community.

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

To sustain improvement, the school’s key next step is to build on their regular practice of reflection and review. Implementing a strategic process of internal evaluation that strengthens and aligns these processes, should improve knowledge of learner outcomes and support the school to know what is working and what is needed to sustain ongoing improvement.

To promote professional growth, further development of the implementation of the appraisal process is needed to increase consistency.Developing clear expectations of goal setting based on student outcomes, building cultural competence and teaching as inquiry should strengthen this process.

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 collective, unrelenting focus on all students’ progress and achievement, that supports and enables learner success

• holistic learning partnerships with parents, whānau and the wider community, that actively support student learning and wellbeing

• a well-considered curriculum that promotes student engagement, learning and successful transitions through meaningful and authentic contexts.

Next steps

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

• strengthening internal evaluation practices, so that trustees, leadership and teachers analyse student achievement information and evaluate the impact of teaching programmes on student outcomes

• building teacher capacity through consistent inquiry and appraisal processes and practices.

ERO’s next external evaluation process and timing

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

Alan Wynyard 
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

1 August 2018

About the school

1 Context

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

Kimi Ora School, Lower Hutt provides individualised learning programmes for students with physical disabilities and associated learning difficulties aged between five and 21 years.

All students enrolled have very high or high needs and are funded through the Ongoing Resourcing Scheme. Students travel from the greater Wellington area including the Kapiti Coast. Of the current roll of 50, 8 identify as Māori and 13 as Pacific.

The base school in Naenae operates five classrooms, with a further three classrooms at Evans Bay Intermediate School. A team of specialists and therapists provide support for students in consultation with families, whānau, aiga and staff.

The school also provides specialist teachers through the Outreach Service and a Moderate Needs Physical Service to schools across the greater Wellington area.

Since the July 2012 ERO report, there have been significant changes to leadership.  A new principal was appointed at the beginning of 2013. Two new deputy principals have been appointed. Roles and responsibilities within the leadership team have been reviewed. A collaborative approach supports change.

Areas identified for review and development in the July 2012 ERO report have been addressed.

2 Learning

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

Students learn in a caring, collaborative and inclusive community. They participate in meaningful, individualised programmes.  Learning and therapy needs are integrated.

Senior leaders collate a range of achievement data and report overall achievement of, or progress towards, students’ individual goals. E-portfolios capture and celebrate their learning over time.

Assessment practices continue to evolve to better reflect students’ progress and achievement and to support reporting. Senior leaders acknowledge the need to continue to strengthen moderation practices.

Staff know the students and their families and whānau well. A sustained focus on student care and wellbeing through respectful, caring and responsive relationships supports their meaningful engagement in learning.

Staff work in collaboration with parents and whānau to develop learning goals that are responsive to each student's learning needs and care. Parents are well informed about their children’s progress and achievement through a wide range of communication strategies. Senior leaders acknowledge that it is timely to review their reporting of literacy and mathematics in relation to the Central Regions Special Schools Curriculum (CRSSC).

Transitions into and within the school are well considered and planned to meet individual needs. Staff recognise the importance of collaboration between, families and whānau, external agencies and the community for successful transitions for students beyond school. In 2014, a framework was developed to support this process.

3 Curriculum

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

The Kimi Ora curriculum is aligned to The New Zealand Curriculum. Key competency pathways and expanded level 1 English and Mathematics frameworks are used to plan for individual needs. Professional development has strengthened teachers’ and therapists’ curriculum knowledge and understanding of teaching and learning.

A wide range of information and communication technologies and teaching strategies are used to support students’ communication. This effectively enhances their access to and engagement in learning.

Students are offered a broad curriculum with opportunities to extend their learning into the community through regular excursions, links with neighbouring schools and work experience.

The learning environment is attractive, stimulating and celebrates the language, culture and identity of students. Routines and care moments are treated as learning opportunities. Students’ independence is encouraged and fostered.

There continues to be a focus on developing culturally responsive practice for Pacific students at Kimi Ora School. Parents, families, whānau and aiga are welcomed and involved in school activities as respected and valued partners in learning. E-portfolios continue to strengthen home-school partnerships.

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

A strategic focus on developing culturally responsive practice for Māori at Kimi Ora School is evident. This has included professional development about aspects of tikanga Māori and a review of the individual education plan process to ensure it is culturally responsive.

Staff are continuing to develop their confidence in the use of te reo Māori. Developing an action plan should support this initiative.

4 Sustainable Performance

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

The school is well placed to sustain and continue to improve its performance. Self review effectively informs decision making across the school to improve outcomes for students.

There is a well-considered approach to managing change and to growing leadership across the school. Senior leaders model good practice and encourage innovation. The new leadership structure encourages and supports staff to work collaboratively. Strengths and skills of individuals are recognised, valued and used to support the implementation of planned changes.

Trustees have a clear understanding of their roles and responsibilities. They regularly access training. A trustees’ handbook provides clear guidance and expectations, and supports the induction of new board members.

The board receives regular and useful information to monitor progress towards strategic goals and student achievement. This informs ongoing decision making.

A newly developed appraisal process incorporates the Registered Teacher Criteria and provides a useful framework for staff to inquire into the effectiveness of their practice to improve outcomes for students.  This is in the early stages of implementation.

Next steps are to:

• continue to strengthen moderation practices and culturally responsive practice for Māori and Pacific
• review reporting to parents.

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.

Conclusion

Students participate in individualised programmes developed in collaboration with families, whānau and aiga. Learning and therapy needs are integrated. Students experience a broad curriculum. A range of communication devices and strategies enhances their engagement in learning. The principal provides clear, strategic direction. A schoolwide, collaborative approach supports innovation and change.

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

Joyce Gebbie
Deputy Chief Review Officer Central

About the School