Ngakuru School

Summary

Ngakuru School is a small rural school located in the district of Rotorua. It provides education for children in Years 1 to 8, who come from the local and surrounding area. The school roll of 51 includes 15 Māori, two Pacific and five children from other nationalities. The community is proud of the school’s rural culture and heritage. Many families have strong inter-generational connections with the school and are highly supportive and involved. The school is part of the Rotorua Central Community of Learning | Kāhui Ako (CoL).

Since the previous ERO review in 2013, there have been significant changes to staff with two new teachers employed. The board has also appointed a new principal at the beginning of 2017 and has established a relationship of trust and confidence. The board has had to manage a period of financial constraint and is now working towards a more sustainable position. Trustees aware of the need to consider the provision of digital technology resources, to support teaching and learning in the school.

Recent professional learning and development for teachers has focused on accelerating children’s learning. School strategic documents clearly identify children at-risk of not achieving and prioritise learning support. Data over the past three years shows most children including Māori have consistently achieved well in reading, writing and mathematics.

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

The school is responding well to Māori and other children whose learning and achievement need acceleration.

Many school processes are effective in enabling achievement of equity and excellence including:

• effective leadership focused on building school-wide systems, expectations and professional knowledge to improve outcomes for all learners

• teachers using many effective strategies to engage children in meaningful learning opportunities

• trustees are working well to preserve close links between the school and its rural heritage

• strong partnerships for learning with parents and whānau.

Further developments are needed to enable children to lead their own learning, improve internal evaluation processes and strengthen cultural responsiveness, to achieve equity and excellence.

At the time of this review, the 2016 achievement data shows that most children are achieving at high levels in reading, writing and mathematics.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• improve children’s understanding of how to progress to their next levels of learning

• use internal evaluation to focus and report on the effectiveness of interventions and programmes for priority children

• fully embed the principles of Ka Hikitia and Tātaiako in the school’s curriculum.

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?

The school is responding well to Māori and other children whose learning and achievement need acceleration. Data from 2014-2015 indicates a sustained pattern of high levels of achievement for all children, including Māori. The 2016 data indicates that the proportion of Māori students achieving at or above the National Standards slightly decreased.

Raising achievement is an important and valued outcome for Māori and other children. The 2017 targets are focused on accelerating the progress of children who are achieving below expected levels, and include all Māori students identified below the National Standards in the 2016 data. Children who require additional learning support are well identified and provided for, through individualised learning programmes. Leaders and teachers know the children very well and support them to be successful as part of an inclusive school whānau.

The school’s assessment schedule has clear expectations for the collection of data, using a range of appropriate assessment tools. There is a collaborative approach to making overall teacher judgements (OTJs) about children’s achievement in relation to National Standards in reading, writing and mathematics. Teachers work collegially to establish a shared understanding of the National Standards, use progressions and develop matrix indicators. Teachers share evidence of achievement in National Standards and this forms the basis for all professional discussions and informs collective OTJs.

School conditions supporting equity and excellence

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

Many school processes are effective in enabling achievement of equity and excellence.

Leadership is focused on building effective school-wide systems, expectations and professional knowledge to improve outcomes for all learners. The new principal is successfully developing a culture of professional collaboration and mutual respect with all staff. Frameworks to guide many aspects of professional practice including performance management, teaching as inquiry, collection and use of student voice, and a comprehensive professional learning and development schedule have been established. There is a clear focus on the needs of all children and a collaborative approach to school-wide identification and responsive planning for priority learners. Children’s learning needs are well considered and catered for resulting in improved outcomes.

Teachers are using many effective strategies to engage children in meaningful learning opportunities. There are strong relationships for learning and children are well engaged, settled and responding to the high expectations for learning and behaviour. Teachers know the children and their families very well and gather comprehensive achievement and assessment information to plan for needs and inform OTJs. They successfully collaborate and share information, which supports positive transitions across classes. There is an appropriate priority and focus on literacy and mathematics learning and additional support for priority learners. Teachers make good use of strategies to support children to be informed about their current learning. Children engage in a caring, inclusive environment and have equitable opportunities to accelerate their progress and achievement.

The board works effectively with the school and community. Trustees are working well to preserve close links between the school and its rural heritage. They have undertaken useful consultation with the community to review the charter and values, to strengthen the shared vision and purpose for the school. Trustees are well informed about learners’ achievement and guided by the school leader to set targets and to provide additional resources to support those whose learning progress requires acceleration.

There are strong partnerships for learning with parents and whānau. Parents have a strong sense of belonging, commitment and pride for Ngakuru School. They are actively involved in all aspects of school life and their contributions are welcomed and valued. Parents are well informed about their children’s learning and value the personalised approach from teachers to support productive partnerships. The recent establishment of three-way interviews is strengthening the understanding of learning and achievement for all students. Positive partnerships are contributing to a strong focus on accelerating children’s achievement, and the achievement of equity and excellence.

Sustainable development for equity and excellence

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

Further developments are needed to enable children to lead their own learning, improve internal evaluation processes and strengthen cultural responsiveness:

• children are not yet consistently able to explain how to progress to their next levels of learning

• internal evaluation needs to focus and report on the effectiveness of interventions and programmes for priority children

• the principles of Ka Hikitia and Tātaiako are not fully embedded in the school’s curriculum.

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.

Actions required

To improve current practice, the board of trustees should:

• implement the school’s strategic goal to consult with Maōri whānau and community on policies and/or procedures, plans and targets for improving the achievement of Māori students

• consider planning for ongoing maintenance and upgrade of building and grounds.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• improve children’s understanding of how to progress to their next levels of learning

• use internal evaluation to focus and report on the effectiveness of interventions and programmes for priority children

• fully embed the principles of Ka Hikitia and Tātaiako in the school’s curriculum.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

5 October 2017

About the school