Findings
Good progress has occurred since the previous review. Trustees, the principal and staff are committed to improving the learning outcomes for all students. Key next steps are: the strengthening of governance practice; continued development of a responsive curriculum; and increased use of evidence-informed internal evaluation, teacher inquiry and appraisal.
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?
Okoia School is a semi-rural school located in Whanganui East. It provides education for students from Years 1 to 8. At the time of this review there are 60 students enrolled, with 35 identifying as Māori.
The December 2016 ERO report identified areas for strengthening practice. It recommended: that the Ministry of Education (MoE) provide support for the school to bring about improvements in raising student achievement; the documentation of an agreed Okoia School curriculum; development of internal evaluation processes; and capacity building across the school. A senior adviser from the MoE has recently provided the principal with support and guidance.
Since the previous review, staffing and board membership has remained stable. Trustees have received training and support from the New Zealand School Trustees Association (NZSTA) in 2017.
The principal and teachers have participated in MoE funded professional learning and development (PLD) to strengthen literacy provision for learners.
Community partnerships are valued and extended through regular consultation to inform curriculum design, shared environmental initiatives and liaison with local iwi and marae.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The December 2016 ERO report identified key areas for ongoing development. These were to:
- prioritise the raising of achievement levels in reading, writing and mathematics
- develop an explicit school curriculum which includes valued competencies, outcomes for students and clear expectations for effective teaching practice
- strengthen the use of teacher inquiry and internal evaluation to inform ongoing improvement
- build the effectiveness of governance.
Progress
The school has made good progress in addressing the priorities identified for review and development, particularly in student achievement and curriculum development.
There is a more targeted response to learners at risk of underachievement. Trustees, the principal and teachers have an increased understanding of the importance of acceleration to address disparity and improve equity and excellence. School data shows evidence of groups of students whose achievement has been accelerated, so that many now achieve at school expectations.
Assessment practices have been strengthened through evidence-based discussions and internal and external moderation practices. Achievement data is used deliberately by the principal and teachers to identify, track and monitor students at risk of not achieving and to inform teaching programmes and interventions.
Rates of student achievement, from the beginning of 2017 to the end of 2018, show significant improvement, with reduced disparity for some groups, especially in reading and in mathematics. Māori students are achieving better than their peers in writing.
Students identified with specific learning needs are supported through tailored individual plans, inclusive of parents and whānau. Strong processes are in place to track and record their learning, social development and wellbeing. External support is accessed when appropriate.
The school is making good progress in developing a responsive, localised curriculum aligned with The New Zealand Curriculum. A guiding framework is being developed with support from kaumatua from both iwi that have shared interests in the school to acknowledge the unique place of tangata whenua, local stories and history. Ongoing development is needed to shape this document so that it provides clear guidelines and expectations for teacher practice.
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 soundly placed to sustain and continue to improve its performance.
There is a clear focus on building staff capability. Components of the appraisal process have been strengthened. PLD linked to annual improvement targets supports teachers to develop a shared understanding of effective practice. Teacher inquiry has become more responsive to students’ learning needs. Next steps are to align processes to the updated Teaching Council requirements and embed the appraisal process to build effective teaching strategies and promote consistency of good practice. This should be supported by providing focused feedback and next steps for leaders and teachers.
The principal works productively and collaboratively with external advisers to support her leadership.
Internal evaluation processes are at an early stage of development. Undertaking evidence-informed evaluation to measure the impact of the school’s actions on student outcomes is an area for further development.
The board represents and is committed to serving the school community. There is a clear focus on achievement and charter targets to promote equity and excellence for all students. Trustees are aware of the need to grow their governance capability. They have collectively developed a well-defined policy and procedural framework to guide operation.
Key next steps are to:
- strengthen trustees’ focus on achievement, governance practices and evidence-based decisions
- continue to embed and develop teacher inquiry, appraisal and use of internal evaluation to support ongoing improvement
- further develop the school’s curriculum.
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.
Actions for compliance
ERO identified non-compliance in relation to health consultation.
- In order to address this, the board of trustees must comply with the requirement to adopt a statement on the delivery of the health curriculum at least once in every two years, after consultation with the school community.
[Section 60B Education Act 1989]
Since the onsite stage of the review the board has consulted with the school community in relation to the content of its health curriculum.
Areas for improved compliance practice
To improve current practice, the board of trustees should:
- review and revise practices associated with documentation of in-committee business.
Conclusion
Good progress has occurred since the previous review. Trustees, the principal and staff are committed to improving the learning outcomes for all students. Key next steps are: the strengthening of governance practice; continued development of a responsive curriculum; and increased use of evidence-informed internal evaluation, teacher inquiry and appraisal.
ERO is likely to carry out the next review in three years.
Phil Cowie
Director Review and Improvement Services Central
Central Region
20 February 2019
About the School
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Location
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Whanganui
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Ministry of Education profile number
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2412
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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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60
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Gender composition
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Male 32, Female 28
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Ethnic composition
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Māori
Pākehā
Pacific
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35
24
1
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Review team on site
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December 2018
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Date of this report
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20 February 2019
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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December 2016
May 2014
October 2010
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