School Context
Karangahake School is a small rural school located in Karangahake, south-east of Paeroa. The school caters for 43 children in Years 1 to 8. Nine students are Māori and there are currently two classrooms operating.
Since the May 2017 ERO report there have been significant changes to the teaching team. A new principal was appointed in July 2018. Most of the trustees are new to their roles.
The school’s motto is ‘striving for excellence’ and the mission statement is ‘to provide the best possible education for our children in a happy relaxed and supportive environment which allows the child to develop academically, physically, socially and culturally to the fullest extent’.
The school’s goals prioritise:
-
a safe, yet challenging environment including provision for education outside the classroom
-
feeling welcome, respected and valued
-
broad learning experiences
-
raising student achievement in the key areas of literacy and numeracy.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- reading, writing and mathematics.
The school is a member of the Ohinemuri Kāhui Ako.
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 working towards equitable and excellent outcomes for all students.
The school’s data from 2019, shows that almost all students are achieving at or above expected levels in reading and most are achieving in writing and mathematics. Achievement information shows that there has been improvement overall in reading and mathematics from 2018 to 2019. Māori students achieve at similar levels to their Pākehā peers in reading and below in writing and mathematics.
Boys’ achievement has improved over time in all areas. Achievement is now comparable with girls in mathematics. However, girls are still outperforming boys in literacy.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
Achievement data shows that most of those Māori students who were identified as at-risk made accelerated progress in mathematics and reading during 2019.
Approximately half of the total of at-risk students also made accelerated progress in these areas.
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?
A supportive and caring culture promotes student learning and wellbeing. Effective liaison with a range of outside agencies enhances the inclusive approach to learning. Transitions into, and out of the school are managed in a planned, positive manner.
Collaborative leadership promotes improved teaching through shared practices. Leaders have developed writing progression indicators across the school to support continuity in teaching and learning. Detailed processes and the identification of those students at-risk guides planning and programming. A positive and reflective staff culture enables shared understandings of students’ achievement levels and learning needs.
Positive and respectful interactions between teachers and students contribute to calm and settled environments for learning. Teachers use a variety of strategies to enhance learning and maintain relationships with students. Teachers know their students well, providing personalised support for individual needs. A range of opportunities for students to develop leadership skills is evident. Positive partnerships for learning have been enhanced through improved communication strategies, including systems for reporting to parents, family and whānau.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Leaders and teachers are reviewing schoolwide assessment practices.
Priority should be given to:
-
developing and implementing agreed guidelines for high quality assessment
-
participating in a range of moderation strategies to ensure consistency of teacher judgements to identify those students needing acceleration
-
strengthening the use of assessment information to inform differentiated planning and teaching
-
building schoolwide consistency in students’ knowledge of their learning and next steps.
The management and use of student achievement data needs strengthening. Deeper analysis of schoolwide achievement data is needed to identify trends, patterns and rates of acceleration over time, for groups of learners and to better inform strategic planning and targeted action. Regular reporting to the board on student achievement should enable trustees to more effectively evaluate the effectiveness of programmes and practices in raising achievement.
Building culturally responsive practices is an identified area for improvement. Reviewing and formalising the school’s charter and localised curriculum in consultation with parents, whānau and the Māori community is needed to promote the bicultural heritage of Aotearoa/New Zealand.
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 Karangahake School’s performance in achieving valued outcomes for its students is: Developing.
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.
5 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- a culture that supports the individual needs of students
- leadership for learning that is focused on improving outcomes for students
- nurturing interactions that improve outcomes for students and relationships with parents, whānau and the community.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- the management and use of achievement data that informs planning and teaching
- reviewing curriculum documents so that they reflect the bicultural heritage of Aotearoa/New Zealand and the unique, local community.
Actions for compliance
ERO identified non-compliance in relation to consultation.
In order to address this, the board of trustees must:
- consult with the school’s Māori community to develop and make known policies, plans and targets for improving the progress and achievement of Māori students
[NAG 1 (e)]
- consult with the school community on the delivery of the health curriculum, at least once in every two years.
[Section 60B Education Act 1989]
Areas for improved compliance practice
To improve current practice, the board of trustees should:
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
24 June 2020
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.