Kaikohe Christian School

Summary

Kaikohe Christian School is a state integrated co-educational school in Kaikohe. It provides learning programmes for students from Years 1 to 13. The school also has a satellite unit for Years 1 to 8 students in Waimate North. The roll comprises 64 percent Māori, 27 percent Pākehā, and students from Pacific, Asian and other ethnic groups.

Since the 2014 ERO review, the board has ably supported the continued improvement in programmes for students across the school. A significant change has been the introduction of programmes and activities that enhance Māori students’ culture, language and identity. Senior leaders have also worked hard to ensure that teachers are aware of issues around equity, excellence and disparity for students. They are providing ongoing professional support for teachers to address these matters.

School data indicate that achievement in relation to the National Standards has decreased over the last three years. There has also been some decrease in achievement in the National Certificates of Educational Achievement (NCEA). These changes in achievement data are in part attributable to increased rigour in teacher judgements (OTJs) for National Standards and improving secondary moderation assessment processes.

The school is a member of Te Arahura Community of Learning|Kāhui Ako (CoL).

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

The school has capacity and capability to accelerate progress for all learners. While some disparity in achievement for Māori and other learners remains, the senior leadership team has a well-planned strategy to reduce these disparities in student achievement. School processes are being developed to improve the tracking and monitoring of students who need to make accelerated progress.

In the secondary school, small and variable numbers of students at the senior levels make it difficult to identify trends and patterns in NCEA achievement. In general, learners achieve well, and are supported to follow their learning pathways and gain qualifications.

The board and leaders agree that next steps include continuing to develop the school’s capability to support learners to make and sustain accelerated shifts in their achievement.

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 is improving the effectiveness of its responses to Māori and other learners whose learning and achievement need acceleration. It has not yet achieved parity for Māori learners and is continuing to develop strategies to reduce disparity.

The school’s National Standards data show declines in reading, writing and mathematics achievement outcomes over the last three years. Leaders have introduced a more robust moderation system to improve the reliability of teacher judgements. Senior leaders are aware that there needs to be further acceleration in learning progress for groups and individual learners, particularly from Years 4 to 10. They have planned targeted professional development to build teacher capability to accelerate learners’ progress.

In response to the decline in overall NCEA achievement data, school leaders have actively sought to make senior programmes more accessible to learners. In 2015 Māori and non-Māori Level 2 achievement was similar, however 2016 data show a significant disparity for Māori learners. The principal and staff are in the process of addressing these achievement disparities.

Teachers need to ensure that senior learners have the opportunities to pursue quality credits that provide them with purposeful pathways that lead to university, tertiary training or employment.

School conditions supporting equity and excellence

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

The school has increased the breadth and coverage of its curriculum, which is now well aligned with The New Zealand Curriculum (NZC). Providing equitable access to a wider subject choice and qualification pathways at senior levels has been a focus. The curriculum has been enhanced with te reo Māori programmes and an increased emphasis on building Māori students’ cultural identity.

There is a strong focus on improving literacy and mathematics teaching and learning throughout the school. This focus is beginning to result in greater consistency and a more seamless education for students as they move from primary to secondary.

The senior leadership team is promoting effective teaching processes that lead to more equitable achievement outcomes for learners. Leaders have worked with teachers to develop more culturally responsive teaching practices. Teachers have made good use of the Assessment for Learning (AFL) strategies to make learning processes more explicit for learners. The school is developing ‘teaching as inquiry’ and coaching strategies to help teachers evaluate and improve the effectiveness of their teaching practices on learner outcomes.

The principal reports comprehensively to the board of trustees about learners’ progress, and what is required to raise the achievement of those who are at risk of not achieving their potential. Reporting to parents on how well their children are progressing against the National Standards and NCEA is becoming clearer and indicates next steps for learning.

Overall, students learn in caring and inclusive environments that promote respectful learning relationships, which are facilitated well by teachers.

Sustainable development for equity and excellence

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

The principal is committed to establishing a collaborative learning culture for improvement. Key effective practices and clearer expectations for teaching and learning are becoming established.

Further developments required to achieve equity and excellence relate to:

• ensuring that clear expectations for teaching practice are met

• building teachers’ capability to provide culturally responsive programmes that include te reo me ōna tikanga Māori and the bicultural heritage of Aotearoa New Zealand

• providing a richer curriculum with more diverse qualification pathways for senior students

• further development of strategies that accelerate learning for those children at risk of not achieving.

The board should consider how it will plan to promote conditions that promote enrolment into the secondary school level. This plan could include a strategic focus on long-term property development, and increasing curriculum options available to senior learners.

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.

Going forward

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

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

Agreed next steps are continuing to:

• clarify expectations for teaching practices to accelerate learners’ progress and achievement
• build teachers’ capability to provide more culturally responsive programmes
• provide more diverse qualification pathways for senior students.

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

Recommendation

ERO recommends the board continue to support the principal and leadership team to implement the changes and provisions required to affirm students’ learning and provide a curriculum and teaching practices that will support its vision of equity and excellence for all student outcomes.

Graham Randell

Deputy Chief Review Officer NorthernTe Tai Raki - Northern Region

9 November 2017

About the school

Findings

Kaikohe Christian School has made significant progress since 2012. Change management processes and new leadership are supporting staff to improve outcomes for students. The principal, staff and board are providing a positive, productive learning environment, and the improved quality of planning and reporting is resulting in more effective self review.

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

1 Background and Context

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

Kaikohe Christian School is a state-integrated coeducational school in the mid-north township of Kaikohe. The school provides learning programmes for students in Years 1 to 13 based on The New Zealand Curriculum within the framework of its Christian-based special character.

ERO’s August 2012 review of Kaikohe Christian School identified concerns in several areas of school governance and management. ERO and trustees agreed that areas for review and development included:

• leadership in curriculum and assessment
• student safety and wellbeing
• planning and reporting
• board training in personnel and financial management

ERO has worked closely with the school over the past two years. School leaders and trustees and proprietors on the board have been very willing to address the areas for improvement and have provided ERO with regular information about the school’s progress.

Following the principal’s resignation in late 2012, the school’s deputy principal became the acting principal. A period of relative stability during 2013 allowed the board and acting principal to begin prioritising areas for development and review.

At the end of 2013 the board appointed a permanent principal. Continued improvements over the past year reflect the responsive leadership of the new principal and effective change management processes.

2 Review and Development

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

Over the past two years the board of trustees has systematically worked to review and improve the school’s performance. The board obtained the support of the Ministry of Education and other external agencies to improve school operations. As a result, trustees have gained greater understanding of financial management, student wellbeing and employment responsibilities.

During 2013 the board investigated complaints about student safety and wellbeing. Trustees reviewed school policies and procedures for managing student behaviour. They gained knowledge about child protection, and improved staff appointment and police vetting procedures. Trustees also reviewed their own meeting procedures, and used financial expertise to improve the school’s budgeting and accounting systems.

At the beginning of 2014, the new principal began a broad consultation about the school’s vision and values. Parents, staff and students were invited to comment about the school’s special character and long-term direction. Ideas gathered from these groups are shaping the development of a learner profile that is helping all teachers to lift their expectations about student learning and behaviour.

The principal and senior leaders are also reviewing the quality of teaching throughout the school and strengthening guidelines for classroom practice. They plan a fuller review of the school’s curriculum in 2015. Teachers are receiving feedback about their classroom teaching practice as part of their appraisal. Particular importance is being placed on ensuring that high expectations and positive relationships support students in their learning.

The school-wide development and use of information and communication technologies has continued to progress. Recent initiatives in digital learning are supporting students to share their learning and are enhancing communication with parents and community. Building greater cohesion between the primary and secondary areas of the school, and with the school’s off-site campus in Waimate North, are continuing priorities.

The bicultural focus of the school has been strengthened. The principal emphasises tikanga Māori in student assemblies and is receptive to the Māori expertise of staff and trustees. All students have opportunities to learn te reo Māori and participate in kapa haka as part of the curriculum. The enhancement of Māori culture, language and identity complements the school’s vision and special character.

Staff morale has improved and students are benefitting from the more settled learning environment. Student discipline has been reviewed and stand-downs and suspensions have reduced. Staff attribute the positive changes that have occurred during the past year to the leadership of the school’s new principal and the more confident board of trustees.

Key next steps

ERO and the board agree about the next key steps for school improvement. These are as follows.

Strengthening teaching and learning practices. Increased use of student assessment information would help teachers to better meet students’ different learning needs. It is also likely to increase student engagement in learning and enable teachers to evaluate the effectiveness of their practice.

Extending leadership and management. School leaders are exploring ways of growing schoolwide leadership capability in curriculum and learning. They are seeking professional development for 2015 to increase the quality and consistency of teaching and the management of student learning outcomes.

Increasing parent and whānau involvement. School leaders are aware that effective learning partnerships with parents and whānau can contribute to raising student achievement. They plan to further consult with families and extend opportunities for parent involvement in learning.

Exploring pathways to broaden the senior curriculum. In order to meet school leaver targets and increase retention levels, leaders are continuing to explore National Certificates of Education Achievement (NCEA) qualification options.

3 Sustainable performance and self review

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

The school is well placed to sustain ongoing progress and improvement. The board’s strategic direction is supported by the principal’s operational planning and reporting. School goals relate to key areas of school operation and self review. The principal keeps trustees well informed about school progress and statutory responsibilities.

The board should now consider how it might further support the work of the principal and senior leaders. Trustees should review how the appraisals of school leaders are aligned to their development objectives, and formalise their annual performance agreements.

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

Kaikohe Christian School has made significant progress since 2012. Change management processes and new leadership are supporting staff to improve outcomes for students. The principal, staff and board are providing a positive, productive learning environment, and the improved quality of planning and reporting is resulting in more effective self review.

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

Dale Bailey

Deputy Chief Review Officer Northern Select Region

9 February 2015

About the School