Kohukohu School

Findings

The principal, board and staff have significantly improved key aspects of school performance. They have worked collaboratively to improve student engagement and learning. They continue to develop their vision of providing a learner-centred curriculum, focused on developing successful, high achieving children who “embrace learning for life, Mo ake tonu atu ra”.

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

1 Background and Context

What is the background and context for this school’s review?

Kohukohu School is a small rural school on the northern shores of the Hokianga Harbour. The school caters for children from Years 1 to 8. It provides a welcoming and inclusive environment for its predominantly Māori roll. Te Rarawatanga is central to the school’s kaupapa. The school has longstanding and intergenerational connections with whānau and the community.

In 2014 the ERO review identified that improvements were necessary in the areas of assessment, teaching and learning, and school governance. Over the past three years the school has worked with ERO, the New Zealand School Trustees Association (NZSTA) and the Ministry of Education (MoE) to make the necessary improvements. As a result, the quality of assessment, teaching and learning, and governance have all been significantly improved.

A new principal was appointed in July 2016. She has worked successfully with the board of trustees and teachers to lead change across the school. As a result of the principal’s and teachers’ strong focus on improving the quality of teaching and learning, the curriculum for children is more responsive and engaging. This is evident in classroom programmes and is reflected in improved learning outcomes for children.

A noteworthy recent development has been the establishment of an innovative learning environment (ILE) for children in Years 4 to 8. This environment and teaching and learning approaches provide increased opportunities for children to take ownership of and lead their own learning.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

ERO’s 2014 report identified that improvements were necessary to:

• strengthen assessment, and the analysis, use and reporting of student achievement information
• improve the quality of teaching and learning, and curriculum design and implementation
• build leadership and governance capability to sustain and embed improvements.

Progress

In collaboration with the board, community and staff, the principal has implemented strategic, well considered and effective responses to the recommendations identified in the 2014 ERO evaluation. Areas of non-compliance have been addressed.

Strengthening assessment including the analysis, use and reporting of student achievement information

The principal and teachers have successfully improved assessment processes. Professional development through the Accelerated Learning in Mathematics initiative (ALiM) has contributed to building teachers’ capability. Teachers have increased the reliability and accuracy of assessment information. At the junior level there are now good foundations for children to progress their learning as they move from one Year level to the next. Processes for moderating assessment information have also improved. The principal is now exploring the potential of the Progressive and Consistency Tool (PaCT) to increase the dependability of teachers’ assessment judgements.

The board, principal and teachers prioritise the analysis and use of achievement information. Teachers use assessment information to inform their teaching and learning programmes. As a result, they provide programmes that are increasingly personalised to children’s specific learning needs. The principal shares useful information with the board about overall progress and achievement in the school. This information helps the board to set strategic targets for achievement and make appropriate resourcing decisions. Teachers’ appraisal goals are now aligned with the school’s strategic targets. These developments support the school’s drive to achieve positive outcomes for all learners.

Improving the quality of teaching and learning, curriculum design and implementation

The principal and teachers have improved the quality of teaching and learning. With community consultation, they are developing a localised curriculum that promotes success for children in achievement and wellbeing. Increasingly teachers have a shared understanding about effective teaching strategies that promote children’s understanding of, and responsibility for learning. This development is generating greater teamwork that is focused on school improvement. The key components of the revised curriculum are responsive teaching and learning programmes, deliberate acts of teaching and students taking more ownership of their learning.

Children are confident, friendly and proud of their school. They learn in settled and attractive learning environments. The Year 4 to 8 children in Auahatanga, the innovative learning space, are showing a greater understanding and ownership of their own learning. They value the teacher-led workshops and the increased opportunities they have to choose how and where they learn. The younger children in the Parekareka learning space, are developing good foundational knowledge and skills that will assist them to transition into Auahatanga. Children are responding positively to teachers’ high expectations of them and the differentiated learning opportunities being provided to cater for their learning strengths and needs. This response is reflected in the school’s positive achievement results in which the large majority of children are meeting the expected standards.

Teachers plan to continue developing their understanding of new teaching and learning practices for children to be successful learners in an innovative and increasingly digital learning environment. 

Building leadership and governance capability to sustain and embed improvements.

The new principal provides sound educational leadership in collaboration with the board, teachers and the community. She has worked to develop effective systems for building teacher and curriculum capability and managing school improvement and operations.

Trustees have increased their understanding of their governance roles and responsibilities through targeted board training. They scrutinise achievement information to ensure best outcomes for children. They also systematically review board policies so they better reflect the school context. Further training about internal evaluation would help to strengthen trustees’ ability to better monitor progress towards the school’s strategic goals and contribute to embedding school improvements.

High levels of community engagement have contributed to a refresh of the school values and the development of the strategic plan. This engagement could help trustees and staff to more effectively evaluate the impact of new initiatives and practices and adjust plans to cater for emerging areas for development that are focused on improved outcomes for children.

3 Sustainable performance and self review

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

The school is now well placed to sustain and continue to review and improve its performance. Effective leadership, improved teaching and coherent systems support a school culture that is focused on improving outcomes for students. Decision-making is well considered and informed by different sources of evidence. This is resulting in good strategic decision-making and efficient resourcing at all levels of the school.

The principal models collaboration and promotes shared understandings and team decision-making among staff. She provides time and encouragement for teachers to share best practice and to focus on enhancing their teaching practice. This is contributing to a positive and cohesive staff culture.

The board continues to grow its governance capability. There are good processes in place for board operations, a sound framework for policy development and effective community consultation. Internal evaluation is being developed and used by the principal, board and teachers. Increased student achievement over the past three years is evidence of the school’s growing strengths.

Key next steps

The board, principal and teachers should continue to:

• further develop teaching practices that personalise learning for individual children
• embed and build on effective assessment systems and practices
• grow governance and stewardship capacity and capability
• strengthen the use of internal evaluation to continue building and enhancing 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.

Conclusion

The principal, board and staff have significantly improved key aspects of school performance. They have worked collaboratively to improve student engagement and learning. They continue to develop their vision of providing a learner-centred curriculum, focused on developing successful, high achieving children who “embrace learning for life, Mo ake tonu atu ra”.

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

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

1 March 2018

About the School 

Findings

Kohukohu School provides students with an inclusive, welcoming and culturally affirming environment. The staff, students and community are proud of their rich history and Te Rarawatanga is central to the school’s kaupapa. Support and development in the areas of curriculum design and implementation, governance and self review will now help to improve outcomes for children.

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

1 Context

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

Tēnā koutou te kura o Kohukohu, arā te poari, ngā mātua, te tumuaki, ngā kaiako me ngā tamariki. He mihi nei ki a koutou e pou kaha ana kia whai ai te mātauranga mō ō koutou tamariki.

Kohukohu School is a small rural school located on the northern shores of the Hokianga Harbour. The school caters predominantly for Māori students from Years 1 to 8 and provides a welcoming and inclusive environment for all its students. Te Rarawatanga is central to the school’s kaupapa. The school continues to be an important part of the community, which has longstanding and intergenerational connections with the school.

The school has experienced difficulties in the recent past. Since the 2011 ERO review, the composition of the Board of Trustees has changed and there have been significant leadership and staff changes. These changes have contributed to the need to build relationships between the school and a section of the parent community. The board has taken steps to respond to whānau concerns. It recognises that adopting a more open and critical self review process should assist trustees to identify issues, seek solutions and strengthen the board’s communication processes.

In response to the 2011 ERO report the school now meets Ministry of Education requirements for reporting to parents in relation to National Standards. Significant professional development has been accessed for teachers and targeted to improve outcomes for students. However, staff changes have reduced the impact of teachers’ professional development.

2 Learning

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

The school is increasing its capacity to use student achievement information to make positive changes to students’ engagement, progress and achievement.

Students are keen and capable learners and enjoy positive relationships with each other and their teachers. They are able to work independently and collaboratively in calm and settled classrooms. Students are ready to take a greater role in managing aspects of their own learning.

Teachers regularly gather student achievement information. The school data indicates that overall, students achieve at similar levels to other students locally and regionally in reading and writing. It shows that Māori and Pacific students achieve better than other Māori and Pacific students locally, regionally and nationally in reading, writing and mathematics in relation to National Standards.

Recent staff changes have highlighted the need to establish more effective and reliable assessment and reporting systems to better promote students’ learning. School leaders agree that it would be useful to:

• support teachers to better analyse their student achievement information so they can tailor their programmes to meet the diverse learning strengths and needs of students
• set more relevant and meaningful targets for groups of students who are at risk of not achieving
• share achievement information with students so that they increasingly become self managing learners
• strengthen teachers’ reflections on the effectiveness of their own practice
• further develop moderation processes to help teachers to make overall judgements across the curriculum in relation to the National Standards.

Considerable work has been done to implement the National Standards. Reports to parents include a lot of information about their child’s learning. However, end of year reports to parents should clearly relate student progress and achievement to National Standards particularly for students not yet meeting the standard.

3 Curriculum

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

The school’s curriculum, Te Marautanga o Kohukohu promotes and supports student learning well. It effectively promotes all students' strengths in both English and Māori, culture and identity. This is an important and significant feature of the school.

Students participate in a range of curriculum, leadership, cultural and sporting activities. Senior leaders have identified that increasing opportunities for students to take a greater lead in their learning is a next step.

Enriching aspects of the curriculum include an emphasis on literacy, environmental education and a focus on school-wide fitness. Education outside the classroom supports students to learn about and understand the world they live in.

ERO affirms the school’s intent to further promote students’ thinking and inquiry skills. Clearly documented curriculum guidelines would give guidance to teachers new to the school. They would help teachers achieve the development and sustainability of agreed effective teaching practices and support greater coherence in programmes as students transition through the school.

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

The school’s curriculum, Te Marautanga o Kohukohu promotes and supports student learning well. It effectively promotes Māori students' strengths in their language, culture and identity. This is an important and significant feature of the school.

Students participate in a range of curriculum, leadership, cultural and sporting activities. Senior leaders have identified that increasing opportunities for students to take a greater lead in their learning is a next step.

Enriching aspects of the curriculum include an emphasis on literacy, environmental education and a focus on school-wide fitness. Education outside the classroom supports students to learn about and understand the world they live in.

ERO affirms the school’s intent to further promote students’ thinking and inquiry skills. Clearly documented curriculum guidelines would give guidance to teachers new to the school. They would help teachers achieve the development and sustainability of agreed effective teaching practices and support greater coherence in programmes as students transition through the school.

4 Sustainable Performance

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

The school has not sustained all of its good practices or improved its performance over recent years. The board and school leaders are aware that there is significant work to be done. Since the principal has returned from study leave she has identified priorities for action. Although the principal has experience in leadership and management she will require increased support from an effective and well functioning board of trustees to achieve the necessary improvements.

Critical reflection, self review and progress monitoring processes are underdeveloped, including those related to staff appraisal. Aligning self review more directly to strategic planning is an important next step. This alignment would help to ensure the board is up to date and better informed about the progress it is making towards meeting its charter, strategic and annual goals.

Trustees acknowledge they should access further training and develop improved processes for undertaking their school governance expectations. They should review how the board operates. More formalised evaluation against best practice indicators could help improve board practices.

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.

ERO and the board of trustees discussed the following areas of non-compliance at the time of the review. The board must:

• maintain an ongoing programme of self review relating to the board’s policies, plans and programmes

[National Administration Guideline (NAG) 2 (b)]

• implement policies and procedures for employment and appraisal of staff

[State Sector Act 1988; s77C]

• ensure the school has a strong health and safety policy base that includes appropriate monitoring of education outside the classroom practices

[National Administration Guideline 5]

Recommendations to other agencies

ERO recommends that the Ministry of Education supports the board of trustees to strengthen their governance capacity.

Conclusion

Kohukohu School provides students with an inclusive, welcoming and culturally affirming environment. The staff, students and community are proud of their rich history and Te Rarawatanga is central to the school’s kaupapa. Support and development in the areas of curriculum design and implementation, governance and self review will now help to improve outcomes for children.

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

Dale Bailey

Deputy Chief Review Officer-Northern Northern Region

12 February 2015

About the School