Kiwitea School

Education institution number:
2382
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
61
Telephone:
Address:

7 Perry Line, Kiwitea

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Kiwitea School - 12/07/2017

Summary

Kiwitea School is a Years 1 to 8 school, situated north of Feilding in the Oroua District. At the time of this ERO review there were 41 students and ten identify as Māori. The roll has significantly increased in 2017 and half of the current students have been enrolled for less than a year. The school is a focal point for community facilities and activities.

Two of the three teachers, including the principal, are new to the school in 2017.

The vision and valued outcomes for children have been redefined since the April 2013 ERO report. The agreed vision is to develop confident, enthusiastic, educated ‘Kiwis’. The school values are being revisited to support their integration into school practices. Whānau Groups have been established in 2017 to further promote these outcomes, including increased opportunity for student leadership.

The school has a very positive ERO reporting history.

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

School-provided assessment information indicates there continues to be a very effective response to the varying learning needs of children. At the time of this ERO review, the achievement data shows that high proportions of children achieve at or above in relation to the National Standard each year in reading, writing and mathematics.

Well-considered processes and classroom practices effectively promote students’ progress and achievement. The new principal is systematically enhancing existing processes to further strengthen school effectiveness and student outcomes.

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school successfully addresses in-school disparity in educational outcomes.

ERO is likely to carry out the next review in four-to-five years.

Equity and excellence

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

School-provided and nationally-standardised assessment information indicate very effective responses to Māori and other children whose learning and achievement need acceleration.

A range of assessment tools is used to identify the learning needs of individual students. Targeted teaching and interventions successfully promote their accelerated progress and successful outcomes.

The school’s data shows that most children achieve at or above in relation to the National Standards each year in reading, writing and mathematics. A significant proportion are at the above level. In the past three years, the school has reported that all students are at or above the National Standards by the end of Year 8.

Student achievement information is regularly reported to trustees. Targets are set to support acceleration of learning for children below the National Standards. The 2017 achievement targets are for writing and mathematics. Actions to support target learners have been identified and their progress is tracked and monitored in a structured way. Mid-year data indicates these children are making significant progress.

Teachers collaboratively consider National Standard judgements. These are informed by appropriate assessment information, teacher observations and conversations with students. Across school moderation strengthens the dependability of judgements.

School conditions supporting equity and excellence

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

Well-considered processes and classroom practices effectively promote children’s progress and achievement.

Children participate and learn in caring, collaborative, inclusive learning communities. They are confidently and enthusiastically involved in learning. There are regular challenges and high expectations to support achievement. Learning environments promote and celebrate learning.

The curriculum supports authentic opportunities for children to learn across a range of areas. It is relevant, engaging and successful in developing skills and dispositions likely to contribute to lifelong learning. There are expectations and opportunities for students to manage and lead their own learning. These abilities are well developed in the senior room.

An increase in the number of children identifying as Māori in 2017 has contributed to the development of more learning contexts that include Māori language and culture. Whānau contribute to up skilling adults and children to support the integration of te reo me ngā tikanga Māori in school practices. 

The well-informed board of trustees provides competent stewardship that is strongly focused on supporting and sustaining successful outcomes for all students. Regular involvement in training assists individual trustees to effectively carry out their roles and responsibilities. Regular feedback is sought from parents to support board decision making.

Effective communication practices support and strengthen reciprocal, learning-centred relationships. The school identifies and draws on community expertise to enhance children’s learning opportunities. Recently introduced student portfolios have the potential to further enhance home-school partnerships.

The principal leads the development of plans and activities to pursue the school’s vision, goals and targets for achieving high quality student outcomes. This collaborative approach promotes a supportive environment, conducive to children’s learning and wellbeing.

Systems are being strengthened to ensure effective planning, coordination and evaluation of the school’s curriculum and teaching. Inquiry and knowledge building are promoted to support decision making and improvement.

Sustainable development for equity and excellence

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

The new principal is systematically enhancing existing processes to further strengthen school effectiveness and outcomes for learners.

ERO’s evaluation affirms these as key next steps:

  • the documented curriculum is being updated to reflect the current and developing teaching and learning practices. A collaborative approach to its review has been implemented, involving a range of stakeholders, with a particular emphasis on including children’s ideas. Current priorities include the Year 7 and 8 programme and unpacking key school values
  • a significant recent increase in the number of learners identifying as Māori provides the opportunity to partner with whānau and iwi to influence the direction of how the school promotes Māori culture, language and identity. This should include developing a shared understanding of culturally responsive teaching to support Māori children’s success
  • written reports to parents are being reviewed in Term 3 as part of wider review of communication.

A strengthened, comprehensive appraisal process has the potential to support teacher capability and improve children’s outcomes. It is aligned to student needs, teacher professional learning goals and the board’s strategic targets. It is expected that teachers will improve their practice through engaging in collective and individual inquiry. 

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?

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school successfully addresses in-school disparity in educational outcomes.

ERO is likely to carry out the next review in four-to-five years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

12 July 2017

About the school

Location

Feilding

Ministry of Education profile number

2382

School type

Full Primary (Years 1 - 8)

School roll

41

Gender composition

Female 26 Male 15

Ethnic composition

Pākehā 31
Māori 10

Review team on site

May 2017

Date of this report

12 July 2017

Most recent ERO report(s)

Education Review April 2013
Education Review April 2010
Education Review November 2006

 

Kiwitea School - 19/04/2013

1 Context

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

Kiwitea School is a rural, full primary school located north of Feilding. It has a roll of 36 students and all are New Zealand European. Students enrol from a small catchment area.

The curriculum is very well resourced. Teachers and students regularly interact with others who are part of their local school cluster group.

School culture is built around family-friendly relationships. Well-maintained grounds and facilities are shared with the community. Students and teachers enjoy considerable support from parents and the surrounding district.

The school has a positive ERO reporting history.

2 Learning

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

Teachers use carefully selected assessment strategies to provide information to determine students’ strengths and learning needs. The process for making overall teacher judgements in relation to the National Standards is thorough and reliable. Any gaps in newly enrolled students’ learning are quickly identified and addressed. It is evident that new entrants’ enthusiasm and prior experiences are captured and developed.

The school reports that most students achieve in relation to the National Standards in reading, writing and mathematics, with many achieving above expectation. Recently completed Essential Skills test results indicate that students in Years 6 to 8 achieve at advanced levels. This is attributable to students developing, in manageable steps from aged 5 years, the skills and attitudes for successful learning.

Annual targets for improvement focus on students whose achievement is close to the National Standard. Aspects of learning to be addressed are very specific to each student and curriculum area. Decisions about programmes, strategies and resourcing indicate that the curriculum supports these students to make good gains.

Students requiring special assistance are well catered for with individualised programmes. Teachers, teacher aide, specialists and parents contribute to setting and reviewing goals. Students’ progress is measurable and steady.

Written reports to parents provide accurate, easily understood summaries of children’s progress and achievement. Students’ next steps for learning are clearly stated and opportunities identified for families to assist at home. Parents are regularly in the school, engaging in informal discussion with teachers and sharing their children’s current work.

3 Curriculum

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

The breadth and level of challenge in the curriculum actively promotes and supports students’ education. Learning begins with the immediate locality and extends to a wide range of experiences beyond the classroom. An inquiry approach is taken to integrating aspects of the curriculum. Students develop independent learning skills from an early age and by Year 8, are capable of setting and locating answers to complex questions. Achieving in relation to the National Standards in reading, writing and mathematics and developing necessary skills and attitudes for the future are curriculum priorities.

Information and communication technologies are extensive and are confidently used as tools for learning. Each student has a laptop or notebook and the ability to transfer their work between home and school. Parents have good knowledge of inquiry learning and their child’s individual approach to investigations.

Teachers set and share high expectations for student progress and achievement. Sound routines and thoughtful organisation support students to self manage and enable teachers to cater for the different needs and strengths of individual learners. Students are highly engaged, motivated learners, able to work independently and cooperatively with confidence. Tasks are challenging. Students understand how to measure the quality of their work and their next steps to improve. Teachers share their own enthusiasm for learning and that it’s ‘okay to take risks’. Students are focused on learning and, from the early years, take responsibility for improvement.

Since the April 2010 ERO report some initiatives have been undertaken to acknowledge the principles of the Treaty of Waitangi and bicultural foundations of New Zealand, as expressed in The New Zealand Curriculum. Students have visited a marae, there is basic te reo Māori teaching and consideration is given to choosing texts that reflect New Zealand’s unique culture. Inquiry learning provides a useful structure for students and teachers to further build their capability. The next step is to develop a more deliberate strategy and pathway through the school’s curriculum.

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

There are no Māori students enrolled at the school.

4 Sustainable Performance

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

The school is very well-placed to sustain and improve its performance. Trustees contribute a range of skills to their role and have undertaken relevant training. Most are very experienced and longserving.

Self review is used effectively for planning and making decisions about resourcing. There is sufficient flexibility to respond to new circumstances and students’ changing needs. The board funds an additional teacher position when roll numbers are close to third-teacher status. Trustees are knowledgeable about the curriculum and assessment, including National Standards. They expect students to do well and they review rates of progress through monthly reports from the principal and teachers.

Trustees have practical ways to ensure that families and community have a voice in the school’s curriculum. Parents’ views are sought and considered on a regular basis, adding information to the review process. Board members actively welcome new families.

Teachers are experienced and know students and their families well. Parents’ expectations, sound relationships and agreed values are evident in the learning environment. There is a culture of ongoing improvement.

Suitable processes are established to appraise the performance of teachers and the principal. Professional learning and development includes an intensive focus with the cluster group in a common interest, attending relevant one-off courses and professional memberships. These are valuable opportunities for teachers to work with colleagues in neighbouring schools. The next step is to strengthen the appraisal process by making teachers’ individual professional goals more explicit, with links to professional learning and development and to the Registered Teacher Criteria accreditation.

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.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

19 April 2013

About the School

Location

Feilding

Ministry of Education profile number

2382

School type

Full Primary (Years 1 to 8)

School roll

36

Gender composition

Female 23, Male 13

Ethnic composition

NZ European/Pākehā

36

Review team on site

March 2013

Date of this report

19 April 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2010

November 2006

May 2000