Te Kohanga School

Education institution number:
1533
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
27
Telephone:
Address:

976 Tuakau Bridge-Port Waikato Road, Tuakau

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Te Kohanga School - 05/12/2019

Findings

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

1 Background and Context

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

Te Kohanga School is a small rural school located in the north Waikato, catering for students in Years 1 to 6. Since the previous ERO review in 2018, the roll has increased to 48 students, most of whom identify as Māori. The principal, appointed at the beginning of 2017, is now the established professional leader.

Most trustees, including the chairperson, continue in their roles since 2018. The board has begun a programme of training about governance roles and responsibilities.

The school vision ‘to prepare learners for a changeable future’ is enacted through the values of ‘Titiro Whakamua, Ako, Manaakitanga and Ngāwari’.

Current strategic priorities are, sustaining a future focused local and relevant curriculum, empowering students to make powerful and positive choices about their future, maintaining strength-based reciprocal relationships between school, whānau and the wider community.

The school continues be a member of Te Kaahui Ako o te Puuaha o Waikato Community of Learning|Kāhui Ako.

2 Review and Development

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

Priorities identified for review and development

The previous ERO report identified the following areas requiring review and development:

  • curriculum review and development
  • strategic planning and self review
  • teachers’ use of achievement data
  • internal evaluation processes and practices.
Progress

The school has made substantial progress in addressing all priorities for review and development identified in the 2018 ERO report.

Curriculum review and development

Significant progress has been made in the development of a coherent, local curriculum. The local curriculum has been reviewed, documented and implemented across the school. It clearly shows how the school is giving effect to the breadth of the New Zealand Curriculum (NZC), with an appropriate focus on mathematics and literacy learning. The local curriculum is well aligned with the school strategic plan and priorities. It is grounded in turangawaewae and was established in consultation with parents and whānau.

The implementation of the local curriculum is supported by:

  • strong professional leadership and adaptive, responsive teaching programmes
  • contexts for learning that are local and reflect the history and geography of the area
  • an overarching focus on student wellbeing and belonging
  • bicultural perspectives that are now well integrated into learning programmes and strongly evident in classroom environments and around the school
  • learning progressions in reading, writing and mathematics that enable teachers and students to monitor progress and achievement across the curriculum in these learning areas.
Strategic planning and self review

School direction is now guided by a clear and coherent strategic plan. The strategic plan is supported by an annual plan that clearly indicates goals, expected outcomes, resources required and ongoing review. The approach to strategic and annual planning provides a sound foundation for annual review and improvement. The current approach to strategic planning is contributing to:

  • clarity of direction for long term school development
  • a coherent approach to accelerating outcomes for all learners, particularly those at risk of not achieving expected curriculum levels
  • a priority on the implementation of a future-focused, local and culturally relevant curriculum
  • strong support for the language, culture and identity of Māori students and whānau.
Teachers’ use of achievement data

Teachers continue to implement planning and assessment practices that target the needs of students whose progress needs accelerating. Teachers know how well each child is achieving and understand what each child brings to their learning.

Aspects of teacher practice that are contributing to improved outcomes for learners are:

  • a continuation of the progress made in developing teacher practice including ongoing professional learning and development
  • an approach to planning for learning that is supported by established and visible learning progressions across the school
  • targeted planning and ongoing monitoring of progress for all learners, particularly those not achieving at expected levels
  • the effective use of achievement information to keep parents and whānau well informed about each student’s progress relative to curriculum expectations. A web-based system is also in place to strengthen learning partnerships.
Internal evaluation processes and practices

Internal evaluation is well established across the school to support strategic direction and development. The approach to internal evaluation is enabling continuity in improving teacher effectiveness and ongoing community engagement. Internal evaluation is well supported by an effective approach to the management and use of achievement information at classroom, leadership and governance levels. The board is well informed about school-wide progress, particularly accelerated outcomes for targeted at-risk students. Planned review in relation to school systems, policies and practices is well implemented and robust. Effective internal evaluation is contributing to consistency of practice across the school and ongoing improvements to school operation.

Key next steps

The principal continues to work alongside teaching staff, particularly empowering new teachers to implement the local curriculum.

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 now well placed to sustain and improve its performance. Factors contributing to sustainability are:

  • the board is well informed about school-wide progress particularly for those students requiring acceleration
  • the new principal is providing a clear strategic direction for the school
  • teachers are effectively monitoring student progress, acceleration and achievement
  • students benefit from a local, contextual curriculum that covers the breadth of the NZC
  • parents and whānau are consulted on curriculum design and well informed about their child’s progress and achievement.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

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

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

Phil Cowie

Director Review and Improvement Services Central

Central Region

5 December 2019

About the School

Location

north Waikato

Ministry of Education profile number

1533

School type

Contributing (Years 1 to 6)

School roll

44

Gender composition

Female 29 Male 15

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

38
3
3

Review team on site

September 2019

Date of this report

5 December 2019

Most recent ERO report(s)

Education Review
Education Review
Education Review

April 2018
April 2014
February 2012

Te Kohanga School - 03/04/2018

School Context

Te Kohanga School is a small rural school located in the north Waikato, catering for students in Years 1 to 6. During 2017, the roll has increased from 15 to 38. Most of these students identify as Māori. A new first-time principal has been in the position since the beginning of 2017. Most trustees, including the chairperson, are new to the board since the previous ERO review in 2014. The board has undertaken a programme of training about governance roles and responsibilities.

The overarching vision for the school is for ‘students to love to learn and learn to love: themselves, others, their community and environment’.

The board and community have started the process of reviewing the charter, vision, values and strategic direction. Although the roll has increased, very high levels of transience and fluctuating numbers have characterised the school since 2014.

The 2017 charter documents broad aims which include increasing the percentage of students achieving National Standards in reading, writing and mathematics.

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

  • reading, writing and mathematics in relation to national expectations

  • student inclusive practice using an external survey, which includes student and teacher voice

  • special education and learning support initiatives.

The school is part of Te Kaahui Ako o te Puuaha o Waikato Community of Learning|Kāhui Ako.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is not yet in a position to demonstrate equitable outcomes for all students. Data for 2016 shows that while the majority of girls achieved National Standards in reading, writing and mathematics, very few boys achieved the standard. A similar pattern has been evident over the last three years.

1.2 How effectively does this school respond to those students whose learning and achievement need acceleration?

The school is yet to respond effectively to all students whose progress requires acceleration. The school can show accelerated progress for some students whose learning is at risk. The rapid roll growth and short time most students have been in the school have made it difficult to show the extent to which accelerated progress is made and sustained for individuals and cohorts of students over time.

Current school data for 2017 shows that:

  • in reading, few students are making accelerated progress
  • in mathematics, less than half of students are making accelerated progress
  • in writing, the majority of students are making accelerated progress
  • more girls than boys are making accelerated progress.

2 School conditions for equity and excellence

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

Teachers use assessment information well. Assessment information is used to plan targeted learning programmes. The introduction of learning progressions in reading, writing and mathematics has strengthened the way teachers are able to target students’ next learning steps. During 2017, individual student’s progress and acceleration have been closely monitored. Assessment data is also well used to identify students for learning support programmes and monitor progress within interventions.

School leadership is improvement focused. The new principal has systematically identified and prioritised areas requiring improvement to address equity and promote excellence. A coherent policy framework is now in place to guide school administration and relevant procedural guidelines are becoming established. The principal has initiated a programme of board training. She also regularly reports to trustees about outcomes for targeted learners. The principal has also put a robust appraisal system in place that is focused on building teacher capability to accelerate student achievement.

The school has established supportive partnerships with whānau. Leaders and teachers participate alongside families in whānau and community activities. The school is proactive in assisting families requiring additional assistance to support student learning and wellbeing. Parents appreciate the introduction of kapahaka and the increased presence of Māori language and culture throughout the school.

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

The local curriculum requires review. This review needs to provide the foundation for a responsive local curriculum, including connections to students’ lives, prior understandings and parent/community expectations. This curriculum should include shared expectations for teaching, learning and student outcomes at Te Kohanga School, and provides the basis for ongoing curriculum review and development.

Priority should be given to completing the review of the school’s charter. This is necessary to establish shared values, priorities and long-term strategic goals. It also needs to include targets to accelerate progress for all students whose learning is at risk. This more strategic approach is needed to provide a sound basis for monitoring and responding to student achievement information and provide clear alignment of school systems and processes that contribute to excellence and equity.

Processes that support teachers to share and inquire into assessment data with colleagues are at an early stage of development. These processes require strengthening to ensure teachers are progressively making more effective use of assessment data to evaluate the effectiveness of their practice in accelerating progress, especially for those students whose learning is at risk.

Processes for internal evaluation require strengthening. The board and principal recognise that in the absence of a relevant current strategic plan and local curriculum, a systematic programme of internal evaluation of all school processes and practices is not yet possible.

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.

Actions for compliance

ERO identified non-compliance in relation to community consultation about goals to raise achievement for Māori, and the school’s treatment of the health curriculum.

In order to address this, the board of trustees must:

  1. At least once in every two years, and after consultation with the school community, adopt a statement on the delivery of the health curriculum.
    [Education Act 1989 s60B]

  1. Consult with the school’s Māori community is undertaken to develop and make known to the school’s community, policies, plans and targets for improving the achievement of Māori students.
    [National Administration Guideline 1]

  1. Develop and document policies and procedures about good behaviour management practice.
    [Education Act 1989 s139AB]

Areas for improved compliance practice

To improve current practice, the board of trustees should continue to systematically review the new policies introduced in 2017, and develop appropriate supporting procedures.

4 Going forward

Key strengths of the school

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

  • assessment practices that are contributing to targeted teaching for students who are underachieving at classroom level

  • leadership that is providing clarity of direction and cohesion for school developments and ongoing improvements

  • partnerships with whānau that are contributing to a focus on raising student engagement and promoting wellbeing.

Next steps

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

  • curriculum review and development

  • strategic planning and self review

  • teachers’ use of data to inquire into, and continuously improve, their practice

  • internal evaluation processes and practices
    [ERO will provide an internal evaluation workshop for trustees and senior leaders].

ERO’s next external evaluation process and timing

ERO intends to carry out a process of ongoing external evaluation to support development over the course of one-to-two years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

3 April 2018

About the school

Location

North Waikato

Ministry of Education profile number

1533

School type

Contributing Primary (Years 1 to 6)

School roll

38

Gender composition

Girls 24 Boys 14

Ethnic composition

Māori 32
Pākehā 5
Asian 1

Provision of Māori medium education

No

Review team on site

October 2017

Date of this report

3 April 2018

Most recent ERO report(s)

Education Review 2014
Education Review 2012
Education Review 2010