Waiotira School

School Context

Waiotira School in Northland caters for 35 students in Years 1 to 6. Māori students make up one third of the roll. The school roll has doubled in recent years.

The board’s vision aims ‘to create lifelong learners who care and have pride.’ Participation, respect, innovation, diligence and empathy are the school values and the basis of the learning culture. The school values children being self-aware and having the skills to thrive and contribute positively to the wider community.

Current achievement targets are supported by improving teaching and learning strategies to better meet the needs of all learners in reading, writing and mathematics. Teachers in the senior room provide learning programmes that incorporate digital technologies. Play-based approaches to learning have recently been introduced in the junior room.

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

• achievement in reading, writing and mathematics

• outcomes for students with additional learning needs

• progress and achievement in relation to school targets

• engagement and wellbeing for student success

• outcomes relating to identity, culture and language as a result of a schoolwide focus on strengthening the use of te reo and tikanga Māori.

Since the last ERO review there have been changes in staffing.

The school is part of the Whangarei Kahui Ako (Group 4).

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 is developing its capacity to better understand the progress and achievement of its students.

Due to the small number of students, the roll increase in recent years and the transient nature of some students, achievement data trends are difficult to identify. In 2017 the school reported that the majority of students achieved well in reading and writing. Most students achieved well in mathematics. School leaders have identified disparities in achievement between Māori and other students, and between boys and girls.

The valued outcomes for students are highly evident within the school culture. Parents report that the school’s inclusive environment is highly responsive to students’ social and learning needs.

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

The school is building its capability to accelerate the learning of those students who need to make accelerated progress.

The school has identified specific targets in reading, writing and mathematics for 2018. This could help the school to better track and monitor student achievement. Teachers are trialling new teaching approaches for mathematics to meet students’ identified learning needs.

The board has a deliberate focus on maintaining low numbers in the junior room so these students make a strong start to their early learning years. A teacher aide provides additional support for individuals and groups of students.

The school continues to build on existing assessment practices and processes. This work helps teachers to increase their knowledge and understanding of effective strategies that are likely to accelerate student progress and achievement.

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, staff and parents share a strong commitment to the school and are clearly focused on students’ wellbeing and success. Trustees and staff recognise students as capable and competent learners.

Students engage in a variety of innovative learning experiences. These learning opportunities help to develop the skills and attitudes that are likely to serve them well in their future education and in life. Tuakana/teina learning partnerships are a strength of the school.

Staff know students and their whānau well. They are proactive in identifying and responding to students’ learning needs. Students are increasingly encouraged to build on their personal interests and passions. Parents report that they have positive learning partnerships with the school.

Trustees and staff are improvement focused. Staff seek and trial approaches that are likely to support children to be successful. The school has responded positively to the 2015 ERO report. In particular, very good progress has been made in affirming the identity of Māori students and supporting their success as Māori. Bicultural practice has been significantly strengthened for all students and the community.

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

Staff regularly reflect on their teaching practices together. However, to strengthen the school’s internal evaluation, it would be helpful to formalise systems for determining the effectiveness of initiatives, interventions and processes.

The board must ensure that all policies, procedures and practices are kept up-to-date and meet the current statutory requirements. It could be useful to use ERO’s Board Assurance Statement guidelines to support these reviews.

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 Vulnerable Children Act 2014.

Appraisal audit

During the course of the review, ERO audited the process for the endorsement of teachers’ practising certificates undertaken within the last 12 months. The process in place at the time of the endorsement did not meet Education Council requirements. Recent improvements to the appraisal process indicate that it is now likely to meet requirements.

4 Going forward

Key strengths of the school

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

• the emphasis on students’ success and wellbeing

• strong community commitment that focuses on outcomes for children

• relationships supporting children’s learning and wellbeing

• responsive leadership and governance that promotes improvement.

Next steps

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

• building teachers’ capability to better analyse, interpret and use achievement data to accelerate students’ progress
• reviewing the curriculum to reflect the current direction and innovations in teaching and learning
• increasing student understanding of their learning to promote self-managing learners
• strengthening internal evaluation to determine the effectiveness of initiatives, interventions and processes for school improvement
• reviewing policies, procedures and practices to meet all current statutory requirements.

ERO’s next external evaluation process and timing

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

2 August 2018

About the school