Ponatahi Christian School

Ponatahi Christian School - 11/05/2020

School Context

Ponatahi Christian School in Carterton caters for students from Years 1 to 13. At the time of this review the roll was 124 students.

The overarching vision is for students to be confident, connected, actively involved lifelong learners. The school’s desired outcomes are based firmly in Christian beliefs and the key values of the New Zealand Curriculum (NZC).

Strategic goals focus on curriculum review and development, professional learning for teachers and community consultation. New trustees were elected to the board in 2019.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics in relation to the NZC for Years 1 to 9
  • National Certificate of Educational Achievement (NCEA) Levels 1 to 3 for Years 11 to 13.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school consistently achieves excellent and equitable results for most students. Since the December 2016 ERO report, most senior students have achieved NCEA at Levels 1, 2 and 3, and gained university entrance qualifications. Most primary school aged children achieved in reading, writing and mathematics against school expectations in relation to the NZC.

Students with additional learning needs show good progress in relation to goals in their Individual Education Plans.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school has had variable impact on accelerating the progress of those students who need it. Leaders have identified this is an area that needs to be improved.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Trustees and leaders have a clear vision for the development of teaching and learning that reflects the school’s special character. The Christian ethos is strongly evident and provides a foundation for building ongoing relationships and support within the school community. It underpins all aspects of school life.

Students experience positive learning environments and respectful relationships. This promotes their sense of identity and belonging.

The school curriculum effectively promotes students’ engagement in learning. Senior students experience flexible programmes responsive to their interests and needs and are well supported by external providers. There are opportunities for students to be extended academically, and clear school expectations for inclusion of te reo Māori throughout the school.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leaders and teachers use an appropriate range of nationally-referenced and school-developed tools to establish baseline data in literacy and numeracy. Developing more effective systems to monitor the rate of students’ progress should enhance the use of achievement information. Establishing a rigorous moderation process to ensure accuracy and dependability of teacher’s judgements against curriculum expectations and developing a shared understanding of acceleration are key next steps. This should enable the school to more clearly show the progress and achievement of all students and promote acceleration for those students who need it.

Leaders and teachers are appropriately supported to grow their practice through professional learning and development opportunities. The newly-refined appraisal processes are improvement focused. It has the potential to support growing teacher capability. A refocused teacher inquiry process is likely to contribute to improved outcomes for students.

Trustees and leaders have identified the need to strengthen School-wide strategic planning.targets need to include those students at risk of underachieving.

Developing a clear framework for internal evaluation with indicators of expected outcomes for achievement should enable trustees, leaders and teachers to better evaluate the impact of programmes and initiatives and improve outcomes for all students. 

3 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
  • finance
  • 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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Ponatahi Christian School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a school curriculum that fosters student engagement in learning
  • trustees and leaders clearly focused on promoting special character.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • enhancing achievement practices that promote equitable and excellent outcomes for all students, particularly those at risk of underachieving
  • strengthening school wide strategic planning and internal evaluation that better enables trustees, leaders and teachers to evaluate the impact of programmes and initiatives and improve outcomes for students. 

Actions for compliance

ERO identified non-compliance in relation to police vetting of all workers prior to having unsupervised access to children.

In order to address this, the board of trustees must:

  • adhere to the provisions of the Vulnerable Children Act 2014, and regulations 5-8 of the Vulnerable Children (Requirements for Safety Checks of Children’s Workers) Regulations 2015.

Areas for improved compliance practice

To improve current practice, the board of trustees should ensure practice follows their agreed polices particularly in relation to, appointments, Education outside the Classroom and administration of medication.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

11 May 2020

About the school

Location

Carterton

Ministry of Education profile number

528

School type

State Integrated (Years 1 to 13)

School roll

124

Gender composition

Boys 54%, Girls 46%

Ethnic composition

NZ European/Pākehā 82%
Other ethnicities 18%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

December 2019

Date of this report

11 May 2020

Most recent ERO report(s)

Education Review December 2016

Education Review December 2013

Education Review February 2010

Ponatahi Christian School - 06/12/2016

Findings

The school’s special character underpins curriculum and teaching across primary and secondary departments. Students learn in a caring and inclusive environment. Teachers continue to work collaboratively. Leaders, trustees and teachers should strengthen internal evaluation and ensure that all students have access to all NZC learning areas.

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?

Ponatahi Christian School is a state integrated school in Carterton. Its special character is underpinned by a biblical foundation. The current school roll is 103 students from Years 1 to 13, with 30 studying at secondary level. The teacher-student ratio supports small classes.

Students experience a stable family-type environment in which they know each other and their teachers well. The school has close links with the adjacent church and a playgroup is held on site once a week. The senior management team is made up of experienced teachers who have a long association with the school.

Trustees, leaders and teachers continue to focus on addressing areas for development identified in the 2013 ERO report.

2 Learning

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

The school gathers and collates a range of assessment data to monitor student progress and achievement. The school reports that most Year 1 to 8 students achieve at or above National Standards expectations in reading, writing and mathematics. This has been consistent over the past three years and mid 2016 data indicates that this trend continues.

Teachers make judgements about Years 9 and 10 achievement against school developed benchmarks linked to the New Zealand Curriculum (NZC) levels. The school reports that the majority of students are achieving at and above expectation across all learning areas.

All students who have left the school over the past two years have achieved National Certificate of Educational Achievement (NCEA) Level 2. Many students have achieved NCEA Level 3 in that time. Retention of students is similar to national levels.

School leaders have set 2016 achievement targets based on end of 2015 data. Trustees receive regular reports about student achievement for Years 1 to 8 and Years 9 and 10, including progress at mid-year in relation to the annual achievement targets.

Parents receive useful information about their children’s progress and achievement. They respond positively in their involvement in a wide range of school activities and events.

To improve the response to students’ learning needs, school leaders, teachers and trustees should:

  • revise annual achievement targets to focus more deliberately on supporting specific needs of identified students
  • develop plans that outline relevant actions and strategies to promote improved outcomes for these learners
  • strengthen capability to analyse and interpret data for the purpose of evaluation, teaching and learning.

3 Curriculum

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

The school’s curriculum needs further development to more effectively promote positive outcomes for students.

The special character is clearly articulated and interwoven in the vision, values and mission statement. Clear expectations have been developed that guide curriculum content, including biblical foundation, key competencies, planning and assessment.

School leaders and teachers know their students well. This helps them to promote and support student wellbeing and learning. Teachers work collaboratively to improve conditions for learning.

School leaders have identified that full coverage of the NZC continues to be an ongoing challenge. They recognise that how well the principles of the NZC are being reflected needs strengthening.

ERO identifies and school leaders agree that review and development of the school’s curriculum is a priority. This should include:

  • strengthening the ‘Learning to Learn’ principle to support students taking more responsibility and ownership of their learning
  • developing the ‘Cultural Diversity’ principle and how well the curriculum reflects New Zealand’s bicultural heritage
  • ensuring there is full coverage of NZC learning areas including Technology, The Arts and Health and Physical Education
  • investigating how well the Year 9 and 10 curriculum prepares students for further pathways.

Students have an increased range of senior school options through the addition of tertiary courses. Secondary school timetabling and staffing is flexible to better support student pathways.

In the primary school an appropriate priority is given to literacy and mathematics. Teachers use a range of strategies that promote participation and engagement in learning. Relationships across the school are respectful and considerate. The school provides an inclusive environment.

4 Sustainable Performance

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

The school is developing capability to sustain and improve its performance.

Continuing close relationships within the school community strongly underpin its special character and associated values. Leadership establishes clear and consistent expectations that support teaching and learning. Leaders support an environment that promotes care and wellbeing for all.

Trustees are well-informed about student achievement and school operation. They use this to set the school’s strategic direction. Relationships between trustees and school leaders are based on:

  • trust, integrity and openness
  • clarity of roles and responsibilities.

School leaders and teachers access a range of suitable professional learning opportunities, linked to identified needs and interests. An improvement focused appraisal and performance management process supports teachers’ ongoing development and building of capability. To further strengthen the appraisal process leaders and teachers should:

  • develop a shared understanding of appropriate and sufficient evidence in demonstrating the Practising Teacher Criteria (PTCs)
  • extend teachers’ inquiries to include reflection on the effectiveness of their practice in promoting positive outcomes of students.

A useful framework is in place that guides self review. It is used by leaders to reflect on aspects of the curriculum, school practice and operation. Strengthening internal evaluation of the effectiveness of the curriculum, programmes and teaching on learning outcomes should further support sustainability and improvement.

School leaders, teachers and trustees should use sufficiently comprehensive data to systematically evaluate the effectiveness of strategies in place to promote learning and positive outcomes for students.

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.

During the review an area of non-compliance was identified. Trustees must:

  • review and develop current curriculum provision to ensure full coverage of the NZC.
    [National Administration Guidelines 2]

Conclusion

The school’s special character underpins curriculum and teaching across primary and secondary departments. Students learn in a caring and inclusive environment. Teachers continue to work collaboratively. Leaders, trustees and teachers should strengthen internal evaluation and ensure that all students have access to all NZC learning areas.

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

Joyce Gebbie

Deputy Chief Review Officer Central

6 December 2016

About the School

Location

Carterton

Ministry of Education profile number

528

School type

State Integrated (Years 1 to 13)

School roll

103

Gender composition

Female 51%, Male 49%

Ethnic composition

Pākehā

Asian

Other ethnic groups

91%

8%

1%

Review team on site

September 2016

Date of this report

6 December 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2013

February 2010

November 2006