Waitaria Bay School

Waitaria Bay School - 10/07/2019

School Context

Waitaria Bay School is a rural school located in the Kenepuru Sounds in Marlborough. It is a full primary school with a roll of 8 students.

The school’s mission statement is ‘A quality education today, so that our children are prepared for tomorrow’. The mission is supported by a vision of ‘successful learners who strive for personal excellence with an active partnership between home, school and the community’. The school values include assertiveness, tolerance, respect and inclusiveness.

The board’s strategic direction is to accelerate students’ learning and engagement. This is reflected in the school’s annual achievement targets for students to accelerate progress in writing and mathematics.

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

  • reading, writing, mathematics
  • student engagement and achievement related to te reo Māori, social science and digital technologies.

Since the 2015 ERO review there has been some staff turnover and a new trustee has joined the board. Building upgrades have been completed to better support provision of a modern learning environment.

Waitaria Bay School is a member of the Te Wheke Akoranga Kāhui Ako|Community of Learning.

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 making good progress meeting the learning needs of its 8 students. Achievement information for 2017 and 2018 indicates all students achieved at or above curriculum expectations for reading, writing and mathematics.

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

The principal and school staff are developing ways of continuing to accelerate the learning of all students in reading, writing and mathematics. This particularly includes accelerating the learning of those students at the expected curriculum level to above the level in these learning areas.

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?

The school’s localised curriculum is a strength in enabling students to engage in learning and achieve success. Activities and programmes draw effectively on the local rural environment to provide broad learning experiences. Students are encouraged to take responsibility, make decisions and take the lead in their learning. The school’s values of culture, respect, inclusiveness and initiative are highly evident within the learning environment.

Teachers have a strong focus on meeting individual wellbeing and learning needs. They are reflective about what makes a positive difference for students and adjust their practice accordingly. Teachers engage in respectful interactions with students in an inclusive multi-level learning environment. They provide meaningful feedback to students on their work and use a range of teaching strategies to support students’ ongoing progress.

Students have purposeful opportunities to experience tikanga in authentic and meaningful contexts. Bicultural practices are well integrated across the curriculum, with a growing emphasis on te reo Māori. Students play an active role as Kaitiaki (guardians and protectors) of the local area. They fully participate in ‘Kereru’s Kitchen’, a programme to eradicate pests and increase the native bird population in the local area. There is a strong emphasis on sustaining the natural environment.

There is a high level of relational trust within the school. The board actively represents and serves the school. The principal models effective partnerships for learning. The board and principal value the different strengths that whānau bring to the school community. It is well informed by the principal on student progress and achievement. Trustees work well together and are knowledgeable about their governing responsibilities.

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

ERO, the board and leadership agree that developing a deeper understanding of internal evaluation is a key next step. This will enable the school to base decision making on the knowledge of what is working effectively and what needs to change to ensure ongoing positive outcomes for all students.

The school is in the early stages of implementing a new teacher appraisal system. Ensuring the appraisal system is fully embedded, including the use of teacher inquiry, will assist in building teacher knowledge and capability and further support positive learner outcomes.

Students’ learning would benefit from increased support to further develop their ability to understand and manage their own learning, and increase their knowledge and skills related to student agency.

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.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Waitaria Bay School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance 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:

  • responsive teaching and learning environments that contribute to high levels of engagement and achievement
  • reflective teachers who are committed to learner success
  • strong collaborative governance and leadership
  • an integrated bicultural programme.

Next steps

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

  • building a deeper knowledge and use of internal evaluation
  • embedding the new teacher appraisal system
  • further extending work and approaches to student agency.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

10 July 2019

About the school

Location

Picton

Ministry of Education profile number

3064

School type

Full Primary

School roll

8

Gender composition

Boys 4, Girls 4

Ethnic composition

NZ European/Pākehā: 8

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

May 2019

Date of this report

10 July 2019

Most recent ERO report(s)

Education Review June 2015

Education Review April 2012

Waitaria Bay School - 09/06/2015

Findings

Waitaria Bay School has a family-like atmosphere. There is a positive school culture. Trustees and staff are committed to positive learning outcomes for students. The school is well supported by parents, the community and local businesses. The local environment and conservation are key features of the curriculum. Student wellbeing and achievement are valued.

Next steps include promoting Māori success as Māori, aspects of governance, curriculum and assessment practices.

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?

Waitaria Bay School has a welcoming family-like atmosphere. It is located in a remote, rural area within the Kenepuru Sounds. Many students travel a considerable distance to attend school. The roll fluctuates as families move in and out of the area.

Since the 2012 ERO review, the number of trustees on the board has increased to four.

Students learn in a well resourced and well maintained environment. The principal has recently returned following a year’s study leave.

Some progress has been made on the recommendations identified in the ERO 2012 review. However, several require further development as identified in this report.

2 Learning

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

Teachers make good use of achievement information to monitor student progress and achievement over time.

Students know how well they are doing and are able to talk about their learning confidently. They regularly receive useful written feedback on their learning and work. Students and teachers spend time discussing learning tasks and what students need to focus on so they can further improve.

Teachers use an appropriate range of different assessment tools to help them make decisions about students’ learning. In response to the 2012 ERO report, teachers have developed a useful timetable showing when assessments will occur.

Students are involved in setting personal and learning goals. This supports their wellbeing, future aspirations and recognition of next step learning. Meeting these goals requires commitment from home, school and students. The school has an active open-door policy. Student progress and achievement is regularly discussed.

The board and teachers are committed to improving student learning outcomes. Students who need support to achieve are recognised and given extra assistance.

Areas for review and development

The next steps to improve student learning and school practices are for the board and teachers to further develop the:

  • annual student achievement targets so they are more specific and clearly identify progress expected for targeted students
  • reporting to parents for students in years one to three.

It would be useful for teachers to review assessment practices. Policies and procedures for assessment and reporting need to be updated. This includes recording how teachers make National Standards judgements about students’ learning in reading, writing and mathematics. Looking more closely at the best way to assess students’ writing and reporting this to the board remains a priority.

3 Curriculum

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

The school’s curriculum provides students with a wide range of interesting learning opportunities. A key aspect of classroom programmes is learning about the local environment and conservation.

Students have engaged in meaningful learning through the development and maintenance of ‘Keruru’s Kitchen’. They work with teachers, parents and experts to eradicate pests, plant native plants to protect the foreshore, and increase the number of native birds in the local environment.

The board and teachers have a suitable focus on student achievement in reading, writing and mathematics. In 2014, 80% of students achieved at or above the National Standard in these learning areas. Other strengths of the curriculum include:

  • all students learning a musical instrument through a parent-led programme
  • good opportunities for students to learn outside the classroom
  • focusing on developing students’ swimming skills since they live close to the bay.

Parents, teachers and students have worked together to develop a new school logo. This joint effort reflects the schools vision, values and environment. There is a positive school culture which is evident in respectful relationships across the school.

Teachers know students and their families well. Student wellbeing and achievement are valued.

Areas for review and development

ERO, the board and principal agree that the teachers need to increase:

  • students’ choices about the direction and content of their learning
  • their understanding of modern teaching environments and practices.

How effectively does the school promote educational success for Māori, as Māori?

The school recognises promoting Māori success as Māori needs considerable improvement.

Some Māori cultural concepts, as a natural part of school life, are very evident throughout the school. For example, older students look after younger students, and the school has a strong focus on caring for the environment.

As part of the further development of bicultural awareness, the school should:

  • give more emphasis to Māori concepts and values in the school environment
  • help students learn about the local history of the area from a Māori perspective
  • ensure the curriculum includes te reo and tikanga Māori so all students better appreciate New Zealand’s bicultural heritage.

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, the principal and teachers are committed to positive outcomes for students and ongoing school improvement.

A significant feature of the school is how well it is supported by parents, the wider community and local businesses. The Principal works well with the board and community. Trustees benefit from her knowledge and guidance in managing the school. The principal demonstrates an enthusiastic approach to meeting students’ needs.

The board fully supports professional learning, including external appraisal for the principal. Trustees are aware of the need for her to attend meetings and professional learning clusters. These are often some distance from the school and require several hours of travel. Good use of e-learning is supporting the principal and trustees to gain addition information and training.

Areas for review and development

The board should review the charter so it better reflects the agreed key strategic priorities, to support ongoing schooling improvement. This would give clearer direction to the principal about areas of focus and support better reporting on progress towards set goals.

The school has developed a useful self-review model that is relevant for the school context. Use of this process is not yet fully impacting on school improvements and needs to be given greater priority.

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

Waitaria Bay School has a family-like atmosphere. There is a positive school culture. Trustees and staff are committed to positive learning outcomes for students. The school is well supported by parents, the community and local businesses. The local environment and conservation are key features of the curriculum. Student wellbeing and achievement are valued.

Next steps include promoting Māori success as Māori, aspects of governance, curriculum and assessment practices.

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

Graham Randell

Deputy Chief Review Officer Southern

9 June 2015

About the School

Location

Kenepuru Sounds

Ministry of Education profile number

3064

School type

Full Primary (Years 1 to 8)

School roll

13

Gender composition

Boys 11; Girls 2

Ethnic composition

Pākehā

Māori

12

1

Review team on site

March 2015

Date of this report

9 June 2015

Most recent ERO reports

Education Review

Education Review

Education Review

April 2012

May 2009

June 2006