Arapohue School

School Context

Arapohue School, a small rural school near Dargaville, caters for students in Years 1 to 8. The school has had steady roll growth with 32 children currently attending. Some families have generational connections with the school. Māori make up nine percent of the roll, and 16 percent of learners have Pacific heritage.

The school’s mission is ‘te ara ki mātauranga – together striving towards the pathway to knowledge’. This is underpinned by values of manaakitanga - respect and caring, ngākau tapatahi – integrity, and hiringa - excellence. The school aims for students to be independent and confident with a strong sense of belonging.

The school’s current strategic priorities support its focus on achieving quality outcomes for all learners. The school aims to empower learners to show care for themselves and others, to develop self-esteem and to exercise self-discipline.

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

• achievement in reading, writing and mathematics
• progress and achievement in relation to school targets
• curriculum areas that align with school strategic goals
• learners’ wellbeing and success
• progress for learners with additional learning needs.

The board is currently in the process of appointing a new principal to start at the beginning of 2019.

Staff have participated in professional learning and development (PLD) in culturally responsive digital technology, Understanding Behaviour Responding Safely (UBRS), and training in autism and reading recovery.

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 progressing towards achieving equitable and excellent outcomes for all its students. Achievement data fluctuates as a result of the small student population and a large number of transient families. The school is working very well to respond to this challenge.

School achievement information shows that a large majority of learners achieve at expected New Zealand Curriculum (NZC) levels in reading, writing and mathematics. Over time, the school has reduced in-school disparity for boys in reading, writing and mathematics. The progress and achievement of learners with additional learning needs is carefully monitored by staff.

Students achieve very well in relation to other valued outcomes. Most learners:

• can demonstrate responsibility for their learning
• have a belief in themselves as learners
• show a good sense of self-esteem
• display care for themselves and others
• are confident to talk about their learning.

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

The school responds very well to Māori and other students whose learning and achievement need acceleration.

Leaders, teachers and trustees are very responsive to students who would benefit from having their learning progress accelerated. They ensure individualised strategies and resources are provided to support student development. There is good evidence to show accelerated progress for some of these learners.

The board’s strategic plan has a clear focus on improvement for Māori and Pacific learners. Māori, Samoan and Tongan learners achieve very well in reading, writing and mathematics.

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 board serves the school and community well in its stewardship role. There is a focus on growing the school roll and enhancing the positive school culture. Trustees offer stability and coherence to the school governance. They bring a variety of strengths to their roles and contribute effectively to school decision making. Trustees prioritise resource funding for individual learners who need additional support.

Effective leadership ensures an orderly and supportive environment that is beneficial to student learning and wellbeing. The principal and teachers promote equity and excellence for all learners. This is underpinned by a sound knowledge of each student, and the ongoing monitoring of all students’ learning and achievement.

Students benefit from a responsive curriculum that is supported by effective teaching. They have many chances to participate in a caring, collaborative and inclusive learning environment. Teachers support students to engage in cognitively challenging and purposeful learning opportunities that relate to real life contexts, issues, experiences and interests.

Leaders and teachers access relevant external expertise in order to build their skills and knowledge for ongoing improvement. This practice aligns with the strategic plan and focus on the specific needs of teachers and learners. The school’s appraisal process is meaningful and comprehensive and develops teachers’ capability.

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

The school has prioritised developments that promote equity, excellence and learning acceleration. The principal and teachers plan to continue exploring opportunities to enhance the integrated curriculum and support a play-based learning approach.

Leaders and teachers are also planning to extend the environmental sustainability focus in the curriculum. This would complement the school’s current and historical emphasis on the established gardens that students care for and incorporate into their learning experiences.

The board and principal recognise the importance of continuing to strengthen and embed bicultural practices, and deepening the school’s engagement with the local Māori community.

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 Going forward

Key strengths of the school

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

• stewardship practices that focus on improving outcomes for all learners
• leadership that pursues organisational structures, processes and practices that support high expectations for equity and excellence
• effective, responsive teaching practices
• staff having a sound knowledge of learners that supports holistic development
• well-resourced learning environments that promote challenge and exploration.

Next steps

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

• documenting internal evaluation and using evaluative reasoning across the school to inform the future direction of the school and to sustain ongoing improvements in outcomes for learners.

ERO’s next external evaluation process and timing

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

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

15 November 2018

About the school