West End Te Kura Ō Mōrere - 27/11/2017

Summary

West End Te Kura Ō Mōrere is located in New Plymouth. At the time of this ERO review the roll was 373 with 32% of students identifying as Māori. There has been steady roll growth over the past few years, particularly in enrolments of Māori children.

The school was gifted a new name, West End Te Kura Ō Mōrere, earlier this year after two years of consultation with local iwi and hapū, Te Atiawa and Ngāti Te Whiti.

The school’s shared values of ‘common sense, cooperation and consideration’ underpin and guide teaching and learning. The school has responded well to the areas for improvement identified in the July 2014 ERO report.

Over the past three years leaders and teachers have given more priority to addressing the underachievement of Māori learners and have strengthened their cultural practices.

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

The school responds well to those Māori and other students whose progress needs acceleration. However, disparity remains between the overall achievement of Māori children at the school and their non-Māori peers.

Most students achieve at or above in relation to National Standards in reading, writing and mathematics. The data shows that Māori learners are not achieving as well as their peers and overall more boys are below expectations than girls. Pacific and Asian students achieve well.

The knowledgeable leadership team work collaboratively to ensure line of sight is maintained from what is espoused in the school’s goals, vision and targets for equity and excellence, to enactment through the curriculum and teaching and learning.

The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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 has established well considered processes to identify and respond to Māori learners and other students whose learning and achievement need acceleration. This supports a cohesive approach across all levels of the school.

Most students achieve at or above in relation to National Standards in reading, writing and mathematics. The data shows that Māori learners are not achieving as well as their peers and more boys are below than girls. Pacific and Asian students achieve well. At the end of 2016, over two thirds of all students achieved above for reading, writing and mathematics. Year 6 students achieved consistently higher levels than the whole school cohort.

Teachers know the students well. Syndicate meetings give priority to discussing particular teaching strategies that enable improvement of target students. The rate of progress for each child is tracked each term. Trends and patterns are identified over time. There is evidence of acceleration for many students.

The valued outcomes articulated in the New Zealand Curriculum underpin the school’s focus on developing cooperative, considerate students who demonstrate an ‘I can do’ attitude.

Children with high needs are identified. Appropriate interventions are put in place to support their needs, including the use of external expertise.

Teachers work collaboratively in their teams, school wide and across schools to moderate judgements. A well-considered approach supports dependability of decisions about National Standards in relation to reading, writing and mathematics.

School conditions supporting equity and excellence

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

The school has a wide range of effective processes that support the achievement of equity and excellence. There is a relentless focus on accelerating Māori student achievement and reducing disparity for Māori and boys.

Students experience an inclusive and culturally responsive curriculum with an appropriate focus on literacy and mathematics. Teachers use a range of effective strategies and deliberate actions to engage students in purposeful learning within productive, calm learning environments. Positive, reciprocal relationships are highly evident across the school. A range of appropriate pastoral care initiatives cater for students’ wellbeing for learning. Students have a range of leadership roles across the school.

Knowledgeable leaders work collaboratively to support teachers to promote positive learning outcomes for students. Staff expertise, strengths and interests are used in relevant leadership opportunities. Teachers and leaders are reflective practitioners. Leaders have established clear, well aligned processes and expectations that guide staff capability building. The appraisal process is responsive to teachers’ development needs and supports them to improve their practice.

Parents, whānau and community are welcomed and involved in school activities. They are valued partners in children’s learning. Hapū and iwi support has built and extended staff knowledge of te reo me ngā tikanga Māori.

Trustees are well informed about student achievement and practice. They increasingly interrogate information they receive. The board prioritises student wellbeing and learning. Target setting, strategic and annual planning is coherent and aligned to the school’s vision and values. Parents, teachers and students are regularly consulted. Their opinions are valued and used to inform decision making.

Internal evaluation is valued as a tool to promote improvement at all levels of school operation. Leaders and teachers reflect on the effectiveness of their practice in improving outcomes for students. They identify what is successful and how this can be transferred to other situations.

Sustainable development for equity and excellence

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

The school has a range of processes that are effective in enabling and promoting the achievement of equity and excellence.

School leaders recognise the need to continue to embed and sustain processes and practice to further accelerate learning and progress. They have identified that they need to:

  • more deliberately differentiate Māori and other groups in annual achievement targets
  • report termly to trustees on progress and achievement of identified target students
  • further support teachers to continue to strengthen their analysis of achievement data.

This should further sharpen the focus on accelerating learning to achieve equity and excellence for all students.

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.

Going forward

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

The school demonstrates progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

27 November 2017

About the school

Location

New Plymouth

Ministry of Education profile number

2265

School type

Contributing Primary (Years 1 – 6)

School roll

373

Gender composition

Male 56%, Female 44%

Ethnic composition

Māori 32%
Pākehā 54%
Asian 7%
Other ethnic groups 7%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

27 November 2017

Most recent ERO report(s)

Education Review July 2014
Education Review June 2011
Education Review May 2008