Findings
The principal contributed to recent, significant school improvement prior to her resignation at the end of 2016. Staff and the board of trustees are working collaboratively to improve all aspects of school operation and outcomes for children.
ERO intends to carry out another review over the course of one-to-two years.
1 Background and Context
What is the background and context for this school’s review?
Kaihere School is a small rural primary school situated in the hills overlooking the western Hauraki Plains. The school caters for students from Years 1 to 8 from the surrounding district. The roll has remained relatively consistent in the past two years.
The ERO report in 2014 identified a need to implement effective teaching and assessment strategies, increase Māori language and culture, and develop a framework for internal evaluation. Recent changes in personnel have had a more focused effect on the school’s response to addressing the required improvements. The principal, appointed at the beginning of 2016, has been instrumental in making significant progress in the areas for review and development. There have also been a number of changes in the membership of the board of trustees (BoT) and a new teacher appointed.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The June 2014 ERO report identified the need for professional development for teachers to ensure students benefitted from effective assessment and teaching practices, and in particular to:
- develop consistency in determining overall teacher judgements about student achievement in relation to National Standards
- ensure assessment information is used consistently to guide teaching for groups and individuals
- provide students with strategies for self and peer assessment
- further develop the school’s use of assessment tools and learning journals
- improve literacy teaching, especially in writing
- ensure that effective teaching practices are consistently implemented
- develop and document school-wide curriculum expectations.
There was also a need to further reflect Māori language and culture in the school environment, and to ensure that there was a sequential approach to teaching te reo Māori from Years 1 to 8.
Key next steps required to support sustainability were to develop a framework for internal evaluation that included:
- documented processes for updating policies
- regular curriculum review
- expectations for teachers in ensuring the accelerated progress of targeted students.
Progress
Develop consistency in determining overall teacher judgements (OTJs) about student achievement in relation to National Standards
In 2015 two teachers participated in useful professional development in making OTJs. Under the leadership of the new principal, more assessment tools, including learning progressions for literacy and mathematics, have been introduced to provide a broader picture of students’ learning. Teachers use the resulting information for collaborative discussions, which is leading to more consistent decision making about individual students’ overall achievement.
Ensure assessment information is used consistently to guide teaching for groups and individuals
Children are beginning to benefit from teachers’ use of the progressions in reading, writing and mathematics to identify achievement, progress and next steps for learning. All teachers identify children who are achieving below National Standards and there is now some use of assessment information to identify appropriate goals and strategies for these children.
Provide students with strategies for self and peer assessment
Children in the senior class are developing useful skills to enable them to evaluate their progress and learning. While there has been some progress for other children, there remains a need to implement effective strategies consistently across the school.
Further develop the school’s use of assessment tools and learning journals
An assessment schedule has recently been introduced, which includes a wider range of more appropriate tools, and has the potential to support teachers to make well-informed judgements about children’s learning. It is important that teachers continue to develop assessment practices to regularly monitor the progress of targeted children, and adapt teaching and learning as necessary, in partnership with parents. This will also enable the school to evaluate the effectiveness of strategies and initiatives put in place. As a result of internal evaluation, learning journals are no longer used.
Improve literacy teaching, especially in writing
Professional learning and development, and the use of learning progressions, are resulting in more intentional teaching. Teachers have a stronger focus on providing activities that are engaging and purposeful. These are supporting children to achieve planned learning outcomes. The BoT fund additional release time to enable the principal to work alongside teachers and provide targeted mentoring and coaching to improve their practice.
Ensure that effective teaching practices are consistently implemented
The principal regularly observes in classrooms. She provides teachers with constructive feedback about their practices and strategies for improvement. Increasing collaboration amongst teachers is enabling them to participate in shared professional discussions, reflect on their practice and establish consistent school-wide practices. The principal regularly provides the BoT with information about new initiatives within classrooms.
Develop and document school-wide curriculum expectations
Teachers have made a constructive start in documenting curriculum delivery expectations. This has established a suitable foundation to continue strengthening the curriculum. Students and staff value and strongly identify with the school’s vision Tama Tu, Tama Ora – to be the best we can be.
Further reflect Māori language and culture in the school environment and ensure that there is a sequential approach to teaching te reo Māori from Years 1 to 8
The teacher responsible for te ao Māori is implementing a weekly, sequential te reo Māori programme across the school. Teachers have increased their use of te reo Māori and children confidently use greetings and share their mihi. Children enjoyed a visit to a local marae in 2015.
Documented processes for updating policies
Policies have been updated recently and the BoT has established a schedule for ongoing internal review.
Accelerated progress of targeted students
The BoT is currently financing the provision of a part-time, third teacher, to reduce group sizes for literacy and mathematics. Teachers have identified children requiring accelerated learning and there are some good examples of planning targeted to individual needs. There needs to be consistency across the school in analysing assessment information in order to identify and specifically plan for children’s needs, and appropriate next steps.
Key next steps
ERO and the principal agree there is a need to continue to develop and embed the newly introduced initiatives. The key next steps for ongoing improvement and development are to:
- review the strategic plan, in consultation with the community, to reflect the school’s current priorities and agreed direction
- continue to develop an effective curriculum that more clearly defines best teaching and learning practices, and desired outcomes for children
- strengthen assessment practices to enable teachers, students, and BoT to use achievement information effectively to improve outcomes for students and enact the school vision
- link teacher inquiry and appraisal practices to indicators of effective teaching, and the school’s strategic and annual goals for accelerating children’s progress and achievement.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
Under the leadership of the new principal, there is a more positive and collaborative school culture developing. Newly developed initiatives provide a good foundation for ongoing development and sustainable practices that benefit children and their learning.
ERO has identified the need for the BoT to undertake training from an outside facilitator to develop a comprehensive understanding of their roles and responsibilities as trustees.
In addition, the principal, teachers and BoT need to develop and implement an action plan that prioritises and addresses the next steps identified in this report.
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.
In order to improve current practice, the board of trustees must:
- ensure the requirements under the Vulnerable Children Act 2014 are in place
[Vulnerable Children Act 2014]
- provide appropriate career education and guidance for all students in Year 7 and above
[NAG 1(f)].
4 Recommendation
Recommendations, including any to other agencies for ongoing or additional support.
ERO recommends that the school seek external guidance to address the next steps identified in this report.
Before ERO determined when it intended to carry out the next review, the school was asked to forward an action plan to bring about improvements. ERO received this action plan. Since that time, at the end of 2016, the principal and board of trustees' chairperson have resigned. ERO will continue to support the school to move forward in improving aspects of school operations and outcomes for all children.
Conclusion
The principal contributed to recent, significant school improvement prior to her resignation at the end of 2016. Staff and the board of trustees are working collaboratively to improve all aspects of school operation and outcomes for children.
ERO intends to carry out another review over the course of one-to-two years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
23 January 2017
About the School
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Location
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Morrinsville, Waikato
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Ministry of Education profile number
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1757
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School type
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Full Primary (Years 1 to 8)
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School roll
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36
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Gender composition
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Girls 20 Boys 16
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Ethnic composition
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Māori
Pākehā
Other
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7
26
3
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Review team on site
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August 2016
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Date of this report
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23 January 2017
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Most recent ERO report(s)
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Education Review
Education Review
Supplementary Review
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June 2014
March 2011
May 2008
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