Waitakaruru School

Findings

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

1 Background and Context

What is the background and context for this school’s review?

Waitakaruru School is a rural school located in the Hauraki district. It provides education for students in Years 1 to 8. The school’s current roll of 73 includes 24 Māori students.

Since the previous ERO review in 2017 there have been significant changes to the teaching team, with three new appointments midway through 2018. The principal and deputy principal have remained in their roles. A new board of trustees chairperson was appointed in 2019. Leaders and teachers have undertaken professional learning and development in positive behaviour for learning (PB4L), writing, accelerating literacy learning (ALL) and appraisal.

The school is a member of Hauraki Community of Learning|Kāhui Ako.

The 2017 ERO report identified significant areas for development and this report summarises the progress made in addressing these areas.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

• regular reporting to the board of trustees about the progress of at-risk learners

• teachers’ use of assessment information

• strengthening moderation processes

• partnerships with whānau and iwi to strengthen culturally responsive practices

• te reo Māori, local Māori history and places of significance systematically incorporated into the school’s curriculum

• implementing the appraisal process

• expectations for teaching practice including the principles of Tātaiako

• professional development programme in response to achievement patterns and trends

• health curriculum consultation

• provision and maintenance of a safe outdoor environment and other compliance issues.

Progress

Leaders have developed clear processes to identify students at-risk of not achieving. Priority students’ progress and achievement is regularly tracked, monitored and reported on over time. Trustees are well informed about student achievement and use this information to make appropriate resourcing decisions to enable equitable opportunities to learn.

Leaders and teachers have strengthened all aspects of assessment practice. Strong frameworks for learning progressions in reading, writing and mathematics have been developed as part of the school’s involvement in the Hauraki Community of Learning|Kāhui Ako. Teachers use these progressions effectively to inform differentiated planning for students. Participation in regular moderation and collaborative discussions support the consistency of teacher judgements about student achievement. A range of assessment tools including standardised assessments supports reliability of whole school data.

A strong focus on culturally responsive practice has been effectively implemented across the school. Teachers know their students and whānau well and have respectful and affirming relationships with them. Stronger links to local iwi and marae have been built and regular whānau hui has contributed to positive partnerships for learning. A documented te āo Māori curriculum priorities a sequential approach to the teaching of te reo, tikanga and Haurakitanga. School values are well embedded and articulated by students and support positive behaviour and calm settled environments for learning.

Leadership has effectively built teacher capability through a range of planned strategies. Clear school guidelines and expectations are in place for planning, assessment and evaluation. Extensive internal and external professional learning has been undertaken to develop professional knowledge and a school-wide approach to improving outcomes for priority learners. A regular cycle of teacher appraisal has been implemented which includes documented observations of teaching, ongoing coaching and mentoring and teacher reflective practice. This is well aligned to the needs of students at-risk of not achieving.

Trustees have adopted a comprehensive policy framework to address all legislative requirements. All compliance matters have been satisfactorily addressed.

Key next steps

Leaders now need to:

• continue to build collective capacity to accelerate learning for all students at-risk of not achieving

• continue to strengthen aspects of internal evaluation and targeted action to raise overall achievement and reduce disparity for Māori students and boys in literacy.

3 Sustainable performance and self review

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

Waitakaruru School is developing very useful processes and practices to sustain and continue its performance. Factors contributing to sustainability are:

• leadership for learning that is highly focused on building capability and improving outcomes for all students

• the use of student achievement information that has been strengthened at all levels of the school

• teachers clearly identifying and responding to the learning and behavioural needs of their students through specific planning and programmes

• culturally responsive practices and values that are well embedded in the school’s curriculum

• trustees who are providing effective governance and are keeping well informed about student achievement.

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
• school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Waitakaruru 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.

Phil Cowie

Director Review and Improvement Services Central

Central Region

7 November 2019

About the School