Kaimai School

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

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School Context

Kaimai School is an established rural country school catering for students in Years 1 to 8. The school is located approximately 20 kilometres from central Tauranga. The current roll of 108 includes 15 students who identify as Māori. The roll has grown significantly since the last ERO review in 2015. A new principal started in Term 4 2018 and there have been several changes to the teaching team.

The school’s mission is, ‘Strive and honour.’ Its vision is ‘positive learners – poipoia te kākano kia puawai.’ The ‘Kaimai Kid’ virtues of reliability, consideration, perseverance, respect and joyfulness underpins the school’s vision for learning.

Strategic aims include:

  • student learning and achievement
  • developing quality learning communities and environment
  • school organisation and structure.

The school is a member of the Tauranga Peninsular Community of learning|Kāhui Ako.

Leaders and teachers regularly report to the board, school-wide 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 has not collated and analysed, school-wide achievement information to demonstrate how well students are achieving in reading, writing and mathematics.

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

The school is yet to develop systems and processes to track and monitor rates of acceleration to show how effectively the learning of Māori and other students who need it, is being accelerated.

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?

Recent changes to board practices have built governance capability. In 2018 there was a commitment to ongoing professional development for trustees. This included board members clearly defining their roles and responsibilities. The board has established a regular cycle of policy review. Trustees have been active in planning for succession to maximise their effectiveness to ensure school improvement.

Leaders are establishing trust with students, parents, whanāu and the community. A parent survey has gathered community feedback and aspirations to contribute to future planning. Parents and whānau value the regular communication with the school. A recent initiative has been the development of a whānau group to support Māori learners. The leaders and teachers are available and responsive to parent feedback.

Leaders are building an increasingly positive school culture. There has been a focus on the virtues valued by the school community through the greater visibility of the ‘Kaimai Kid.’ In 2019 the school has prioritised Positive Behaviour for Learning (PB4L) professional development to help support a positive school culture.

Students experience a caring learning environment. Warm relationships between teachers and students are evident. Students enjoy a range of opportunities such as kapa haka, sport and school camps.

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

School-wide systems and practices are not supporting the achievement of equity and excellence, and acceleration of learning.

Priority should be given to the strengthening of leadership of learning and internal evaluation including:

  • implementing clear and consistent school-wide expectations for planning, curriculum delivery, assessment and moderation
  • the effective management and use of achievement information by leaders and teachers to identify at-risk students and inform programme planning
  • setting specific achievement targets for all students who are not achieving at the expected curriculum level and regularly report to the board their progress
  • fully implementing a robust appraisal process to ensure teachers receive regular feedback about the effectiveness of their practice.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Kaimai School performance in achieving valued outcomes for its students is: Needs development.

ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • the ongoing development of governance capability
  • leaders who are building trust throughout the school and community.

Next step

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

  • developing and implementing school-wide practices and processes for effective teaching and learning to support all students to achieve.

Actions for compliance

ERO identified non-compliance in relation to Curriculum, Health, Safety and Welfare, Personnel and Asset Management.

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

  • ensure the analysis of good quality assessment information to accurately identify student progress and achievement
    [NAG 1 (b), (c)]
  • ensure the appraisal of staff is completed annually
    [s 77c State Sector Act 1988]
  • ensure teacher appointment processes are followed in line with legislative requirements
    [NAG 3; s 77A State Sector Act]
  • ensure the regular police vetting of employees.
    [Education Act 1989 Sections 78c to 78cd]

ERO recommends that the Ministry of Education consider providing support for the school in order to bring about improvement in:

  • governance

  • leadership for learning

  • curriculum and assessment.

Phillip Cowie

Director Review and Improvement Services

Central Region

23 May 2019

About the school

Location

Tauranga

Ministry of Education profile number

1758

School type

Full Primary (Years 1-8)

School roll

108

Gender composition

Males 56% Females 44%

Ethnic composition

Māori 14%
NZ European/Pākehā 80%
Other 6%

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

March 2019

Date of this report

23 May 2019

Most recent ERO report(s)

Education Review June 2015
Education Review July 2012

Findings

The experienced and knowledgeable principal is providing clear school direction and detailed documentation for school operations. Students are well engaged and experience success in a wide range of academic, sporting and cultural activities. An effective partnership with parents and the school’s community supports a positive learning environment.

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

1 Context

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

Kaimai School is located west of Tauranga City and provides education for students from Years 1 to 8. The school is situated on expansive and attractive grounds with a wide range of sporting facilities. The school roll is 60 students, including six who identify as Māori.

The experienced principal continues to provide professional leadership for the staff, board and community. There is currently an acting deputy principal, and two teachers appointed since the previous ERO review. A new board chairperson and a good mix of new and experienced trustees govern the school in the best interests of the students.

Since the previous ERO review there has been a change in staffing and a reduction in the roll related to regional demographics. The school now operates three multi-level classrooms, including a digital class in the senior area. A friendly and inclusive school culture provides students with a wide range of opportunities for students to participate and experience success. Recommendations in the previous ERO report related to students taking responsibility for their learning and te reo and tikanga Māori still remain areas for further development.

Students learn in a safe and settled environment that is characterised by positive relationships amongst teachers, students and their peers. There is a family-oriented culture and strong community support.

2 Learning

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

Teachers are effectively using assessment data to inform programme planning. This information is used to group students, particularly in literacy and mathematics, and to identify those requiring additional support or extension.

The school’s achievement information for 2014 about reading, writing and mathematics indicates that a high proportion of students, including Māori, are achieving at or above National Standards. Most students are making significant progress in these curriculum areas. The 2014 achievement target related to improving those students below or well below in mathematics was not achieved. Staff changes and itinerant students affected the overall result. Useful processes have been developed that support teachers to make reliable judgements in relation to the National Standards.

Teachers are providing stimulating and well-organised learning environments. Classrooms are well resourced and learning areas are designed to allow students to work individually or in group situations. Students are motivated and eager to learn in calm, focused classroom environments. The development of a school-wide approach to students taking responsibility for their learning should strengthen their ability to become independent learners.

The board regularly receives analysed student achievement information in reading, writing and mathematics. They use this data to make informed decisions about programme resourcing including the provision of additional support programmes.

Staff have established positive and respectful relationships with students, parents and the wider community. Students are engaging, progressing and achieving well.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. There is an appropriate emphasis on literacy and mathematics and an increasing use of e-learning tools and strategies to enhance learning. Currently there is an emphasis on creativity, the arts and science. Students are engaged in stimulating and relevant learning programmes. They have opportunities to participate in a broad range of learning experiences within and beyond the school environment.

High levels of student engagement are evident. Classrooms are well resourced, stimulating and supportive of learning. Teachers are effectively using assessment information to provide relevant and challenging classroom programmes. They know students well and value individual contributions to class discussions. Positive, mutually respectful teacher/student interactions are contributing to settled learning environments. Students benefit from a wide range of learning opportunities and experience success in a wide range of sporting and cultural activities.

School values are highly visible throughout the school. Parents are well informed about their children’s progress and achievement through regular reports and teacher/parent meetings.

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

Māori students are actively engaged in their learning and achieving well. Teachers have been involved in professional development, and a tutor teacher provides kapa haka instruction for all students once a week. The next step is to establish an implementation plan that sets out agreed expectations for integrating a sequential te reo and tikanga Māori programme across all levels of the school.

Overall, Māori students are achieving at all levels comparable with other students in relation to National Standards for reading, writing and mathematics.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance due to the following key aspects:

  • the principal displays professional, collegial leadership and is well respected in the school community
  • there is a robust, strategic and effective approach to self review
  • trustees make appropriate decisions to allocate resources based on student achievement information and are focused on improving student outcomes and school improvement
  • community engagement and relationships provide a strong foundation for sustaining and improving student learning the school’s values, tone, climate, and culture.

It is important that the board of trustees further support the principal by:

  • sharing the roles and responsibilities of governance
  • providing a more effective performance management process for the teaching principal.
  • ERO and the principal agree that key next steps for the school are to strengthen performance management procedures that:
  • clearly define unit holders’ roles and responsibilities and evaluate their effectiveness
  • effectively monitor and enhance teaching practices that empower students understanding of their own learning
  • ensure the integration of te reo and tikanga Māori in classroom programmes.

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

The experienced and knowledgeable principal is providing clear school direction and detailed documentation for school operations. Students are well engaged and experience success in a wide range of academic, sporting and cultural activities. An effective partnership with parents and the school’s community supports a positive learning environment.

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

Dale Bailey,

Deputy Chief Review Officer Northern,

15 June 2015

About the School

Location

Kaimai, Bay of Plenty

Ministry of Education profile number

1758

School type

Full Primary (Years 1 to 8)

School roll

60

Gender composition

Boys 33

Girls 27

Ethnic composition

Pākehā

Māori

Chinese

53

6

1

Review team on site

April 2015

Date of this report

15 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2012

September 2009

July 2006