Findings
The school’s values and practices promote students' confidence and wellbeing. Students enjoy sporting, academic and cultural success in an inclusive, improvement-focused environment. Relationships and learning are enhanced by support for the many Māori learners’ language, identity and culture. An increased focus on assisting students not at National Standards is enhancing teaching and learning.
ERO is likely to carry out the next review in three years.
1 Context
What are the important features of this school that have an impact on student learning?
Nuhaka School is a Years 1 to 8 school located 32 kilometres north of Wairoa, in a small rural community. At the time of the review, there were 109 students on the roll. Approximately 82% are Māori.
The school benefits from a high level of parent and community support. Students enjoy regular experiences outside the classroom and across the wider district. They have many opportunities to develop skills and build on their learning in a spacious and well-maintained school setting.
The school provides a welcoming, inclusive environment. Students are friendly, enthusiastic and confident. The school’s values and practices promote student wellbeing.
Positive areas outlined in the October 2011 ERO report have continued and the school has responded well to many areas for review and development.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school makes good use of achievement information for positive changes to learners’ engagement, progress and achievement.
Staff are very focused on constantly improving the reliability of overall teacher judgements about student achievement in relation to National Standards. The school reports that most students in the mainstream classes achieved at or above National Standards in reading, writing and mathematics in 2013. Significant improvements were seen between 2012 and 2013 for some groups of students, especially in the area of writing. Māori students are engaged and successful learners, whose overall achievement has improved since the previous ERO review.
In the immersion classroom, students’ achievement in relation to Ngā Whanaketanga is of significant concern, especially in the area of pāngarau. Progress since the October 2011 ERO review has been limited.
Students not yet meeting the standards are well identified. There is an expectation that teachers will accelerate the progress of these students. Data is collected termly to report to the board. Teachers present thorough and detailed reports that review actions taken, successful outcomes and next steps in supporting these learners. This is a new initiative in 2014 and ERO’s evaluation affirms the senior leaders’ intention to continue to strengthen and embed the approach.
An inclusive culture supports the presence, participation and engagement of students with special education needs. Positive working relationships are established with parents, whānau and external agencies. Students work alongside their peers and are included in schoolwide activities and events.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum successfully promotes and supports student learning in many ways.
It is firmly based on The New Zealand Curriculum. A graduate profile incorporates key competencies and the attitudes and skills important to the school community. The school’s vision, ‘for Nuhaka students to become respectful citizens who are confident thinkers, communicators and contributors’, strongly underpins student learning programmes.
Students participate in a broad range of learning experiences in their local community and further afield. Students are very physically active and their successes in sporting and cultural arenas provide a solid foundation for academic achievement and emotional wellbeing.
ERO observed that classes are settled and focused learning environments, where students are generally well engaged. Positive, reciprocal relationships with teachers and between students promote a climate of trust and respect. Students are responsible and independent learners. They positively respond to active encouragement, a high level of choice and leadership opportunities. Many students can confidently talk about their learning.
Curriculum guidelines provide a useful framework for teaching practice. Staff seek to advance their teaching practice to benefit students. They are engaged and reflective about their professional learning. New reporting requirements are prompting more deliberate reflection about priority learners and this is leading to stronger evaluation of teaching.
There are many opportunities for Māori students to use their language, identity and culture in their classroom learning and within the wider curriculum. Students participate in a te reo Māori programme with a specialist teacher. Some teachers are more confident than others to reflect te ao Māori within their classroom curriculum and provide culturally relevant contexts for learning. This is an area for development and review.
How effectively does the school promote educational success for Māori, as Māori?
The school shows sensitivity to local community and Māori kawa and kaupapa. For Māori students, manaakitanga, whanaungatanga, wairua and tuakana teina are a naturally expressed part of life at school. Māori students demonstrate a strong sense of belonging in the school.
The planned development of the school curriculum based on Te Marautanga o Aotearoa has not occurred. For the students in the immersion ruma whānau, this is necessary and now urgent work, to support their improved achievement.
The principal intends to review the curriculum schoolwide in the near future. This provides an opportunity to consult with the community and reflect Te Marautanga o Aotearoa in a wider school document.
It is important that a new graduate profile highlights more explicitly the spoken commitment that Māori students will leave strong in their language, identity and culture.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is well placed to sustain and improve its performance.
Trustees are well positioned to make strategic decisions. They receive regular and timely curriculum reports that include student achievement information. The board keeps good records and is well organised to conduct its business.
The principal is an energetic and dedicated curriculum leader who guides an improvement-focused staff team. He actively seeks external advice and support to enhance capability. Staff are reflective and show a willingness and commitment to change.
The principal is beginning to initiate a more developmental appraisal process for teachers. In 2014, mathematics and literacy support teachers have expanded their roles to include:
- supporting priority learners both within class and in small group withdrawal
- modelling effective teaching practice for classroom teachers
- observing others teaching and giving constructive feedback about their practice.
ERO’s evaluation affirms the intention to provide closer monitoring and support of individuals’ practice, in order to encourage consistency of high quality teaching for students. It is timely to consider how best to provide this level of support within the immersion te reo Māori classroom.
Self review is developing schoolwide. Data is well used to establish trends and patterns and set appropriate charter targets.
The school benefits from a high level of parent and community support. It is currently involved in an initiative to enhance these connections so that they are more educationally powerful for students and their parents and whānau.
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 school’s values and practices promote students' confidence and wellbeing. Students enjoy sporting, academic and cultural success in an inclusive, improvement-focused environment. Relationships and learning are enhanced by support for the many Māori learners’ language, identity and culture. An increased focus on assisting students not at National Standards is enhancing teaching and learning.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services Central Region
26 August 2014
About the School
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Location
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Nuhaka, Wairoa
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Ministry of Education profile number
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2624
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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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109
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Gender composition
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Male 56%,
Female 44%
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Ethnic composition
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Māori
NZ European/Pākehā
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82%
18%
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Special Features
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1 Māori Immersion/Rumaki class
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Review team on site
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June 2014
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Date of this report
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26 August 2014
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Most recent ERO report(s)
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Education Review
Education Review
Accountability Review
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October 2011
June 2006
October 2001
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