Wakari School - 13/07/2017

Summary

The school has a roll of 329 children. Children come from a wide range of ethnicities. There has been steady roll growth over the past three years. This has included a growing number of children who are learning English as a second language.

The school has made good progress on the areas that were identified for development in the 2014 ERO review.

The proportion of children achieving at or above the National Standards in reading, writing and mathematics has remained very stable over the last three years.

How well is the school achieving equitable outcomes for all children?

The school responds well to children whose learning and achievement need acceleration. These children receive appropriate additional support and have equitable opportunity to learn alongside their peers.

This school has many processes that effectively enable the achievement of equitable and excellent outcomes for children. A strength is the highly respectful and inclusive school culture that provides a positive learning environment for children, families/whānau and staff.

School leaders and teachers are in the process of embedding a number of key processes for improving equity and excellence. These include the way they identify and monitor the progress of those learners needing additional support, and how they evaluate the effectiveness of planned actions to raise achievement.

At the time of this review most children achieve well in relation to the National Standards in reading, writing and mathematics.

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for some children remains.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school responds well to children whose learning and achievement need acceleration. School information shows that the progress of a number of these children is accelerated over time. School leaders know they need to develop more effective approaches to lift the achievement of boys in writing.

School information shows most children have achieved well in relation to the National Standards in reading, writing and mathematics over the last three years.

Overall, Māori and Pacific children achieve equitable outcomes.

Boys and girls achieve equitably in reading and mathematics. The school has yet to achieve equitable outcomes for boys in writing.

Children with additional needs, including English language learners, are very well supported to progress towards their individual learning goals.

The school has appropriate processes in place to ensure the reliability of teachers’ judgements about children’s achievement. The school and ERO agree these could be strengthened through external moderation with other schools.

School conditions supporting equity and excellence

This school has many processes that are effective in enabling achievement of equity and excellence.

What school processes are effective in enabling achievement of equity and excellence?

The curriculum is increasingly responsive to children’s interests and strengths and is effectively supporting their engagement in learning. Children and adults actively demonstrate the school values of courtesy, consideration and co-operation. These respectful relationships are the basis of a positive learning environment. Children’s transitions into, through and from school are very well supported.

Inclusive practices have been strengthened and ensure that children needing learning support have equitable opportunity to access learning alongside their peers. Teachers and teacher aides collaboratively develop targeted plans to respond to children’s learning needs.

School leaders have put in place effective organisational structures, processes and practices to strengthen and sustain focused professional learning and collaboration to improve teaching and learning. This includes a focus on building leadership capability and supporting teachers to share and develop good practice. Leaders and teachers make effective use of community and education sector networks to improve teaching and increase opportunities for student learning and success.

The involvement of families and whānau in their children’s learning is highly valued by trustees, leaders and teachers. This has led to increased levels of participation in school programmes and activities by families and whānau.

The school has taken a well-considered approach to the sustainable development of bicultural practices and partnerships and are working alongside whānau to achieve this. Children’s and families’ culture, identity and language are valued.

Good processes for internal evaluation are well used to inform improvements in many areas of school operation. These explicitly seek the perspectives of families and children.

The school is well governed by a capable and committed board.

Sustainable development for equity and excellence

The school is in the process of embedding some key processes for better supporting the achievement of equity and excellence.

What further developments are needed in school processes to achieve equity and excellence?

Leaders and teachers needs to:

  • use the systems in place to better evaluate the impact of planned actions and interventions on the progress and achievement of students who need to make accelerated progress.

Strengthening children’s achievement targets and the evaluation of the impact of teaching will enable trustees, leaders and teachers to know what is working and for whom, and provide a basis for ongoing improvement.

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

  • 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. 

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for some children remains.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated

  • need to develop and implement approaches that effectively meet the needs of each child.

The school agrees to:

  • develop more targeted planning to accelerate learning for children

  • monitor targeted planning, improved teaching, and children’s progress

  • discuss the school’s progress with ERO.

ERO will provide feedback and resources to support the development of more targeted planning. 

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

13 July 2017

About the school 

Location

Dunedin

Ministry of Education profile number

3859

School type

Contributing

School roll

329

Gender composition

Girls 51%

Boys 49%

Ethnic composition

Māori 17%

Pākehā 62%

Pacific 3%

Middle Eastern 3%

Asian 2%

Other 13%

Provision of Māori medium education

No

Review team on site

May 2017

Date of this report

13 July 2017

Most recent ERO reports

Education Review March 2014

Education Review November 2010

Education Review May 2007