1 Context
Kopane School caters for students in Years 1 to 8 and is located in a rural area north west of Palmerston North. At the time of this ERO review, there were 39 children enrolled and seven identify as Māori. The supportive community has ensured a wide range of learning resources and recreational facilities are available for students.
Students learn within two multi-level classes. A part-time teacher shares the teaching of the senior class with the principal. A positive, learning-centred culture is evident. Students successfully participate in a variety of sporting and cultural activities. Leadership of senior students is well supported. They mentor and work alongside younger children. Student success in many areas is regularly shared with parents. Students enjoy school, take pride in their work and achieve well.
The experienced principal and teaching staff know students well. The principal has recently indicated he is to retire and a new leader is to be appointed for the start of Term 2 2017. The board includes a number of new trustees and a new chairperson. They bring a good range of skills and knowledge to their roles. The process for appointing a new teaching-principal is well-considered.
The school has a positive ERO reporting history. Trustees and teachers continue to effectively support student progress and wellbeing.
2 Equity and excellence
The vision and valued outcomes defined by the school for all children are to create lifelong learners who value the importance of effort and achieving their personal best at whatever they do. The key values identified as supporting this are: respect, caring, responsibility, sustainability, thinking, aiming for excellence and family.
The school’s achievement information shows that since 2013 most students, including those identifying as Māori, achieve at or above in relation to National Standards. Greater number of students are at the above level in reading than in writing and mathematics. Few Māori learners achieve at the above level. Since 2013, all Year 8 students have left the school at or above National Standards.
Progress data for 2016 indicates the high achievement reported in recent years is likely to be maintained. Acceleration of learning progress is evident for the few students identified as at risk of not achieving at the end of 2015.
Guidelines for making assessment judgements about students' achievement in relation to the National Standards are well documented. A wide range of assessment information contributes to achievement decisions. Teachers share samples of children’s work as part of discussions to increase the dependability of judgements. Involvement in a Community of Learning is likely to extend current practices for moderation of assessment judgements.
Since the May 2014 ERO evaluation the school has increased its focus on children who may be at risk of not achieving. Including students identified as just at the respective National Standards as a priority group, has enabled closer monitoring of students likely to require accelerated progress. Processes have been developed to enable programmes to be more responsive to the needs of students.
To further improve learning outcomes, the curriculum includes a greater focus on science and technology in recognition of the skills and knowledge likely to better equip future learners.
3 Accelerating achievement
How effectively does this school respond to children whose learning and achievement need acceleration?
Kopane School effectively responds to children whose learning and achievement needs acceleration.
School data is well analysed to enable specific annual targets to be set that focus on students most at risk of not achieving. Individual students requiring acceleration are identified using a range of assessment tools and teachers ongoing judgement of learning. Students' learning behaviours and achievement levels are well known by teachers.
Focused plans are in place to support accelerating progress of those requiring targeted support. Well analysed assessment data informs teaching approaches. Learning goals and expectations for progress are identified, time-framed and regularly monitored. Reporting to the board about National Standards achievement and progress is thorough.
Teachers identify key strategies that support improvement and acceleration. Collaborative teacher discussions share strategies to assist to improve outcomes for students.
4 School conditions
How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?
The school’s curriculum and other organisational processes and practices are very effective in developing and enacting the school’s vision, values, goals and priorities for excellence.
The new board of trustees has a clear focus on serving the school well in its stewardship role. Charter strategic aims, the annual plan and analysis of variance clearly state priorities to improve student outcomes. There is regular monitoring and reporting in relation to statutory requirements associated with student safety and welfare.
Trustees are well informed by the principal and teachers. A range of useful National Standards achievement and progress information is shared. This enables trustees to know what is going well and why. School processes, practices and reporting align with board planning goals and annual achievement targets.
The appraisal process for the teaching-principal should be strengthened to include more frequent use of an external appraiser for both the principal's teaching and leadership roles. Reference to the Education Council expectations should assist the board in implementing its principal appraisal procedure.
Community collaborations enrich opportunities for students to become confident, connected, actively involved, lifelong learners. There is commitment to ensuring an effective partnership is established and grown between the school and its community.
Communication supports and strengthens reciprocal, learning-centred relationships. Parents participate in learning opportunities that enable them to support their child's learning. Student learning at home is actively promoted through the provision of relevant opportunities, resources and support. Student Chronicles record learning over time and are shared with parents and whānau. Written reports clearly indicate students' achievement, progress, learning strengths and what is necessary for students to improve.
The Kopane School curriculum is clearly linked to The New Zealand Curriculum vision, principles, key competencies and essential learning areas. Literacy and numeracy are prioritised. Regular physical activity and environmental sustainability are areas of emphasis. Comprehensive documentation clearly states expectations for curriculum delivery, programme planning, assessment and review. The curriculum reflects the interests and needs of students.
Classroom teaching effectively supports engagement and progress. Students learn in a caring, inclusive environment. They are respectful, confident and interact positively. There are high expectations for learning. Students are supported to take greater responsibility for their learning through goal setting, focused feedback and self and peer assessment.
Te reo me ngā tikanga Māori are integral parts of teaching and learning programmes. Trustees have begun to use Hautū (Māori Cultural Responsiveness Self Review Tool for Boards of Trustees) to review how effectively Māori success as Māori is promoted. The school has identified and ERO agrees that:
- teachers should more consistently build on the prior te ao Māori knowledge of Māori students and their whānau
- the board of trustees should use their Hautū review findings to strengthen the extent to which the school promotes Māori learners' language, culture and identity.
In addition, integrating cultural competency indicators into their appraisal process should assist teachers to more effectively respond to Māori learners.
The teaching-principal's leadership is highly effective. It collaboratively develops and pursues the school’s vision, goals and targets for promoting students' holistic development and excellence. An orderly and supportive environment is conducive to student learning and wellbeing. The school's curriculum and teaching enables all students to gain successful outcomes.
The teacher appraisal process includes the components that give it the potential to contribute to ongoing teacher improvement. Teachers collect evidence from a range of sources to enable them to reflect, in association with their appraiser, on the Practising Teacher Criteria (PTCs). Classroom observations affirm good teaching practice and identify possible areas to strengthen. Personal development goals are set and some include better supporting students who are at risk of not achieving.
Appraisal should more effectively contribute to teacher improvement by ensuring that annual reflection on the PTCs includes greater use of student outcomes to show the impact of teaching. Using the evidence collected to indicate how well each of the criteria is being met should also strengthen the extent the process contributes to teacher improvement.
5 Going forward
How well placed is the school to accelerate the achievement of all children who need it?
Leaders and teachers:
- know the children whose learning and achievement need to be accelerated
- respond effectively to the strengths, needs and interests of each child
- regularly evaluate how well teaching is working for these children
- act on what they know works well for each child
- build teacher capability effectively to achieve equitable outcomes for all children
- are well placed to achieve and sustain equitable and excellent outcomes for all children.
ERO is likely to carry out the next review in three years.
6 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 the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration
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processes for appointing staff
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stand down, suspensions, expulsions and exclusions
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attendance
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compliance with the provisions of the Vulnerable Children Act 2014.
7 Recommendation
The school should ensure evaluative practices continue to effectively support sustainability and improvement.
Joyce Gebbie
Deputy Chief Review Officer Central
10 February 2017
About the school
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Location
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Manawatu
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Ministry of Education profile number
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2385
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School type
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Full Primary (Years 1 to 8)
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School roll
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39
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Gender composition
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Male 23, Female 16
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Ethnic composition
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Māori
Pākehā
Pacific
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7
30
2
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Review team on site
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November 2016
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Date of this report
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10 February 2017
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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May 2014
January 2011
March 2008
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