Hukanui School

Education institution number:

1749

School type:

Contributing

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

780

Website:

http://www.hukanui.school.nz

Telephone:

07 855 6037

Address:

Pickering Crescent, Chartwell, Hamilton

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Hukanui School - 20/02/2020

20 Feb 2020

School Context

Hukanui School is located in the north Hamilton suburb of Chartwell and provides education for students in Years 1 to 6. Since the previous ERO review of 2015 the roll has grown to 832 including 15% Māori and 20% Asian students. There has been significant growth in the number of students from culturally diverse backgrounds, many of whom are English language learners. Approximately half of the school population identify as New Zealand European/Pākehā. There are nine international students currently enrolled at the school. Staffing at the school remains stable and a new deputy principal was appointed to the senior leadership team in 2016.

The school motto ‘Tū Tangata|Stand Tall’ is underpinned by the core values of respect, excellence, cooperation, integrity and individuality.

The school has identified the following as 2019 strategic priorities:

to develop an integrated schoolwide oral language programme that accelerates achievement in literacy for all students
to strengthen culturally responsive practices to ensure equity and excellence in outcomes for all students
to sustain the progress made in implementing consistent schoolwide practices that accelerate student achievement in mathematics.

Teachers have undertaken schoolwide professional learning and development in writing, mathematics and oral language.

The school is a member of the Te Pae Here Kāhui Ako|Community of Learning.

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

reading, writing and mathematics.

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 achieving excellent outcomes overall and working towards achieving equity for all students.

School achievement data from 2016 to 2017 shows a consistent pattern with most students achieving expected levels in writing and mathematics, and almost all in reading. This information also indicates that in 2017 Māori and Pākehā achieved at similar levels in reading, writing and mathematics. Girls achieved at higher levels than boys in reading and writing, and at comparable levels in mathematics. The small number of Pacific students almost all achieved at expected levels in reading, writing and mathematics.

In 2018 almost all students including Māori achieved expected levels in reading, most in mathematics and the large majority in writing. Pākehā did slightly better than Māori in mathematics and writing. This information also shows that all Pacific students achieved expected levels in reading, most in writing and the large majority in mathematics. Almost all Asian students achieved expected levels in reading and mathematics and the large majority in writing. Girls and boys achieve at comparable levels in reading and mathematics, but girls achieve at significantly higher levels in writing.

Achievement data for 2019 shows almost all students including Māori achieve expected levels in reading and most in mathematics and the large majority in writing. Māori student achievement in mathematics has increased since 2018.

Students with additional learning needs are making good progress against their learning and wellbeing goals.

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

In 2018 and 2019 the school can show effective acceleration in the achievement of Māori and other students who needed it 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?

Senior leaders provide effective leadership for learning. They have high expectations for teaching and learning which is reflected in the consistency of schoolwide practices. There are many leadership opportunities for teachers across the school. A robust teacher appraisal system is closely aligned with school goals. Schoolwide tracking systems that closely monitor progress and achievement of individual at-risk students are well managed by leaders. Initiatives for students, including those at risk are well considered and embedded to support sustainability of learner progress. Leaders have a strategic approach to managing change and building teacher capability to improve student outcomes.

Students experience a broad and engaging curriculum. There are many leadership roles for students, and they are actively involved in planning authentic learning experiences that take account of their strengths and interests. Students enjoy, and are extended through, a wide variety of academic, cultural, environmental, sporting and outdoor education learning experiences. They have equitable opportunities to learn through rich programmes that support high levels of engagement with learning.

Teachers use a wide range of effective strategies. There is strong emphasis on reading, writing, mathematics and digital technology in daily programmes to support student progress and achievement. Teachers’ knowledge and understanding of student needs inform effective programme planning. They use a range of appropriate assessment tools to identify, track and monitor individual student’s learning and progress. Aspects of te reo and tikanga Māori are naturally integrated into daily programmes. Teachers work collaboratively within and across teams to share strategies and knowledge to improve practice.

Students experience a positive and inclusive culture for learning. They benefit from warm and respectful relationships with their teachers who are focused on student learning and wellbeing. School values are widely known and well embedded throughout the school community. Students with additional learning needs are well supported. The special education needs coordinator has well-established networks with external agencies and within the Kāhui Ako to support at risk learners. A wide range of appropriate services is accessed for students with additional learning or behaviour needs.

Parents and the community are welcomed and involved in school activities. Transitions into school are responsive and well managed. Relationships are respectful and productive, and diversity is valued. There is a range of appropriate and effective communication strategies to engage and inform parents about their child’s learning.

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

Leaders now need to:

further refine systems to report schoolwide information that shows the rate and pace of acceleration for all at-risk students and report this information regularly to the board
continue to evaluate the effectiveness of programmes and initiatives with a particular focus on acceleration for priority learners.

Priority should continue to be given to promoting culturally responsive practices that supports equity and excellence for all students. This should include:

further collaboration with Te Pae Here Kāhui Ako|Community of Learning to strengthen links with local iwi to develop a more localised curriculum that reflects New Zealand’s bicultural heritage
expanding teaching and learning strategies to further support English language learners within classroom programmes.

3 Other Matters

Provision for international students

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

At the time of this review there were nine international students attending the school.

Students are well supported both academically and pastorally. Students’ cultures are valued in this inclusive and multicultural school environment. A range of effective strategies support students to develop their competency in the English language.

4 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Hukanui 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.

6 Going forward

Key strengths of the school

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

leadership that sets and monitors high expectations for teaching and learning
a culture that effectively supports student learning and wellbeing
learning environments that support high levels of student engagement.

Next steps

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

schoolwide tracking and reporting to focus more explicitly on acceleration of student progress
evaluation practices to focus on establishing the impact of initiatives to support priority learners.

Actions for compliance

ERO identified non-compliance in relation to the principal’s performance agreement and appraisal.

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

ensure the principal has an annual signed performance management agreement [s77c State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement]
annually assess the principal against all the appropriate professional standards. [NZ Ed Gazette: and relevant employment agreement]

Darcy Te Hau

Acting Director Review and Improvement Services

Central Region

20 February 2020

About the school

Location	Chartwell, Hamilton
Ministry of Education profile number	1749
School type	Contributing (Years 1 to 6)
School roll	832
Gender composition	Male 52% Female 48%
Ethnic composition	Māori 15% Indian 5% Chinese 15% Korean 5% African 4% Other ethnicities 6% NZ European/Pākehā 50%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	November 2019
Date of this report	20 February 2020
Most recent ERO report(s)	Education Review September 2015 Education Review November 2010 Education Review March 2008

Hukanui School - 11/09/2015

11 Sep 2015

Findings

Hukanui School students achieve at levels higher than national comparisons in literacy and mathematics. They benefit from a broad and rich curriculum in the arts, sports, culture and technology. Students have a positive attitude to, and are highly engaged in their learning, consistently demonstrating high levels of interest and enthusiasm.

ERO is likely to carry out the next review in four-to-five years.

1 Context

What are the important features of this school that have an impact on student learning?

Hukanui School is located in the north Hamilton suburb of Chartwell. It provides education for students in Years 1 to 6. The school’s roll of 694 includes 94 students of Māori descent of which approximately 30 whakapapa to Tainui, the local iwi. The school benefits from a diverse ethnic mix, including an increasing number of students of Asian heritage. Hukanui School continues to operate a Ministry of Education approved enrolment scheme.

Since the previous ERO review in 2010 there has been a slight increase in the school’s roll. Staffing at the school remains stable. A new deputy principal was appointed to the senior leadership team in 2014. Teachers continue to participate in extensive professional learning and development. Recent externally facilitated school-wide professional development has focussed on writing and spelling. An active parent teacher association continues to provide valuable support for the school. Support staff, including administration staff, teacher aides and property maintenance staff make a significant contribution to the life of the school.

The school motto 'Tū Tangata' is widely promoted and along with the school values underpins the curriculum and contributes to a settled and welcoming environment for learning.

The school has made a comprehensive response to the recommendations of the previous 2010 ERO report about strengthening students’ understanding of their learning and further developing the Māori curriculum. The school has now developed a high-quality systematic and sequential te reo Māori programme.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Hukanui School makes highly effective use of student achievement information to promote student learning. The school’s achievement information indicates that a significant majority of students, including Māori, are achieving at or above the National Standards in reading, writing and mathematics. The school is currently implementing teacher professional development to continue to raise achievement in writing. The proportion of students at or above the National Standards at Hukanui School is higher than national comparisons.

School leaders have established useful guidelines to ensure an appropriate range of assessment information is gathered, particularly in literacy and mathematics. Leaders collate and analyse a wide range of achievement data, which is used to identify achievement trends and patterns, and students who require additional support or extension. They are continuing to refine processes to support teachers to make reliable judgements in relation to the National Standards.

The board of trustees is well informed about school-wide student achievement. Trustees set meaningful targets in the school charter that are focused on raising overall student achievement. They also make effective use of achievement information to make resourcing decisions, including the targeted employment of additional teaching staff to respond to achievement challenges.

Teachers make very effective use of achievement information, including ongoing professional reflection, to identify and respond to individual and group learning needs. They track and monitor student progress and achievement, particularly in reading, writing and numeracy. To further enhance these effective practices it would be beneficial to revise school-wide learning progressions to further promote consistency for students.

Most students interviewed by ERO showed a good understanding of their achievement levels and next learning steps in literacy and mathematics. They benefit from regular and specific feedback and feed forward from their teachers about their learning, progress and achievement. Senior leaders acknowledge that a next step in promoting students’ ability to take responsibility for their own learning is to extend opportunities for students to develop, with their teachers, shared criteria for success.

Parents receive comprehensive information about their children’s progress and achievement at student-led conferences and through written reports. They also appreciate the many opportunities for informal communication with teachers. School leaders should now review the mid-year written report to ensure greater clarity in showing students’ progress in relation to the National Standards.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s broad and rich curriculum is responsive to parents’ and students’ aspirations. It is highly effective in promoting and supporting student learning.

The curriculum includes an appropriate emphasis on reading, writing and mathematics learning. A comprehensively structured electives system provides opportunities for students to follow their interests in a variety of learning areas such as languages, the performing and visual arts, science and technology. Electives are also an opportunity for the school to acknowledge and provide learning experiences that reflect the school’s growing ethnic diversity. There are many opportunities for children to participate in a wide range of academic, sporting and cultural activities, events and competitions.

A strength of the school’s curriculum is the long-standing, effective and well-recognised environmental sustainability programme that provides students many opportunities for real-life learning and meaningful leadership experiences.

School leaders and teachers are currently developing a learning model that provides opportunities for students to inquire into important aspects of science, social science, health and technology. To further enhance this initiative, consideration should be given to further strengthening links to The New Zealand Curriculum to provide greater coherence and curriculum balance.

Senior leaders and team leaders effectively promote and support high expectations for teaching practice. Consistent implementation of these expectations is evident across the school. Positive features include:

respectful relationships among teachers and students that support learning
effective use of digital technologies by students as tools for learning
attractively presented and well-resourced classrooms
systems which promote students’ understanding of the purpose of each lesson.

Teachers are reflective about their practice and are very responsive to professional learning, current theory, and best practice. There is a culture of inquiry within the school. The school should continue to develop this practice by strengthening the link between individual teacher inquiry and positive learning outcomes for students.

The school has coherent policies and systems for supporting the needs of students with gifts and talents. A knowledgeable deputy principal closely oversees and monitors a wide range of programmes and initiatives for students requiring additional support. The board allocates significant amounts of funding for these programmes and initiatives. Students benefit from systems and processes that promote smooth transitions at all levels.

Students have a positive attitude to, and are highly engaged in their learning. They consistently demonstrate high levels of interest and enthusiasm.

How effectively does the school promote educational success for Māori, as Māori?

Māori students’ sense of cultural identity and belonging has been greatly strengthened since the last ERO report. Under the leadership and guidance of a knowledgeable and respected specialist teacher, the school has implemented a systematic approach to building teacher capability to implement a high-quality Māori language programme. Trustees, senior leaders and teachers are very committed to ensuring sure Māori language and knowledge are an integral part of the Hukanui School curriculum.

Annual hui within the school supports growing partnerships with the Māori community. Whānau Māori have recently identified key areas for ongoing school development including strengthening relationships with local marae, and developing a programme for teaching local Tainui history. School leaders agree it would also be beneficial to continue to explore Māori preferred ways of teaching and learning in order to further enhance student progress and achievement.

4 Sustainable Performance

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

Hukanui School is very well placed to sustain and improve its performance.

Trustees bring a range of useful skills and experience to their roles and have a good understanding of school governance. They are very supportive of school direction and have a good working relationship with the principal. The board has developed a useful framework of policies and procedures to promote a safe physical and emotional environment for all students and staff. The charter and annual plans are developed in consultation with the school community, including parents and students. Trustees regularly monitor the implementation of these plans and progress towards achieving goals and targets. They have a focus on providing equitable opportunities for students. Along with the principal, trustees have a clear direction for ongoing school development and improvement.

The principal and senior leadership team provide strong professional leadership for the school. A coordinated and well-managed programme of mentoring, appraisal, support and guidance effectively builds teacher professional capability. School managers provide meaningful opportunities for teachers to develop as leaders and share their skills and expertise. Curriculum and team leaders are reflective, and focused on continuing to enhance positive outcomes for students. They provide good quality leadership for their teaching teams and curriculum areas. A feature of school leadership is a systematic and planned approach to ensuring that positive changes are well embedded and sustained.

The school has developed an effective range of strategies and approaches to strengthen learning partnerships with parents. This includes meetings with new families and whānau, regular curriculum workshops for parents, and structured parent involvement in the new entrant class. These initiatives provide parents with tools and skills to support learning at home. Students benefit from a wide range of parental involvement in the life of the school.

The school has developed a range of beneficial networks within the wider educational community. Meaningful partnerships have been developed with local schools. This promotes shared understandings about curriculum and assessment processes, and provides opportunities for sporting and cultural competitions and events. Teachers and school leaders regularly share best practice with other schools. A strong reciprocal partnership has also been established with the University of Waikato.

A culture of reflection and review is evident throughout the school. Elements of high quality self review such as consultation with a wide range of stakeholders including students, the use of measurable goals, and decision making based on sound evidence characterise the systems and processes at Hukanui School.

Provision for international students

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

The school currently has four long term international students and from time to time also hosts short term students who attend the school for three to four weeks.

The international students’ coordinator has strengthened programmes to support the English language development of the long term international students. She has also recently reviewed the information booklet for parents of international students. Ongoing reflection and review has led to ongoing programme improvements. Consideration should now be given to systematising the school’s international student self-review processes.

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

ERO is likely to carry out the next review in four-to-five years.

Graham Randell Deputy Chief Review Officer Northern (Acting)

11 September 2015

About the School

Location	Hamilton
Ministry of Education profile number	1749
School type	Contributing (Years 1 to 6)
School roll	694
Number of international students	4
Gender composition	Boys 52% Girls 48%
Ethnic composition	Pākehā Māori Asian Pacific Indian Other	60% 14% 15% 3% 2% 6%
Review team on site	July 2015
Date of this report	11 September 2015
Most recent ERO report(s)	Education Review Education Review Education Review	November 2010 March 2008 February 2005