Kimihia School

School Context

Kimihia School is located on the eastern side of Huntly. It caters for students in Years 1 to 8. At the time of the ERO review the school roll was 376, including 55% Māori and 9% Pacific students.

The ‘committed and resilient Kimihia Kid’ underpins all aspects of school life. This shared philosophy embodies the key attributes, values and virtues of:

• he ngākau whakamiha – respectful and proud

• mātātoa - risk taker

• whāinga paetae - goal setter

• mātangi haumauiui panga - problem solver

• he tamiti hauora, he tamaiti harikoa - healthy and happy

• he tamaiti whakawhitikorero - communicator.

The school’s key strategic aims are focused on improving outcomes for all students’ learning and achievement including Māori students enjoying and achieving educational success as Māori.

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

• reading, writing and mathematics.

Trustees, leaders and teachers have participated in a wide range of internal and external professional learning and development initiatives including, leadership through writing, culturally responsive practice, science,Accelerating Learning in Mathematics (ALiM), and Accelerating Literacy Learning (ALL).

The school has a positive reporting history with ERO. Since the 2014 ERO review a new principal and two new deputy principals have been appointed. Many trustees are also new to their roles, including the chairperson.

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?

Kimihia Primary School is working towards achieving equitable and excellent outcomes for all learners.

Most students achieve well in relation to curriculum expectations in reading, writing and mathematics, including Māori and Pacific learners. Achievement levels have significantly improved in all three areas for all groups of learners.

Māori, Pacific and Pākehā learners achieve at similar rates in mathematics. Significant disparity remains for Māori when compared to Pākehā learners’ achievement in reading and writing. There is disparity for some Pacific learners in writing when compared to other groups of learners.

The achievement information for boys shows they achieve at similar rates to girls in reading. There is disparity for boys in mathematics when compared to girls. A significant disparity remains for boys in writing. However, this achievement gap has continued to narrow over time.

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

The school is effectively accelerating learning for Māori and other learners who need this.

In 2018, the strategies and initiatives used to accelerate learning were effective in reading, writing and mathematics. As a result of this acceleration, the achievement gaps are closing for:

• Māori learners in reading and writing

• boys in reading and writing

• Pacific learners in writing.

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?

Leaders and teachers are strong advocates for learner’s holistic wellbeing, in an inclusive environment. The school-wide values are highly visible and naturally integrated throughout interactions. These values provide a strong foundation for the newly developed future-focused curriculum. Students’ contributions to learning are acknowledged and celebrated school wide. Parents, whānau and the community are welcomed and are actively encouraged to be an integral part of the school community.

Leaders and teachers are highly approachable and engage in productive learning partnerships with teachers. This promotes a positive culture for learning that supports the enactment of high expectations for teaching and learning. Relational trust is evident and underpins interactions within the school and wider community. There is a deliberate and well-considered approach to improving knowledge, understanding and actions in a culturally responsive environment.

A resolute focus on learners’ equitable access to the school curriculum is highly evident. This ensures improving student outcomes is at the forefront of all decision-making. Professional learning and development for staff is well resourced, responsive and targeted to students’ needs. Leaders and teachers work collaboratively to improve achievement and wellbeing outcomes for all students.

Rich and diverse experiences across the curriculum promote student participation and extend students’ confidence in learning. A wide range of achievement information is gathered and collated to plan programmes for learning. Teachers know their students well and nurture constructive learning relationships. Calm and purposeful learning environments support children to clearly know and understand routines for learning. High levels of student engagement and willingness to participate in school activities and events strengthens children’s sense of belonging and motivation to learn.

Leaders and teachers work alongside parents and whānau to form productive and responsive partnerships for learners with additional needs. Strong relationships with external agencies and active seeking of professional development further supports these learners’ progress and achievement. A wide range of strategies, interventions and initiatives supports students to fully participate in all aspects of school life.

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

Extending trustees and leaders’ understanding of effective evaluation is a key next step. This is necessary to enhance their knowledge of the impact that strategies and initiatives have on accelerating achievement and to better inform decisions about ongoing improvements. This should include:

• sharpening target setting to focus on acceleration of learners’ progress
• making intended outcomes for learners explicit in the school’s strategic goals
• formalising the analysis of trends and patterns in achievement information for groups of learners.

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.

4 ERO’s Overall Judgement

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

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:

• an inclusive culture of care that drives equitable outcomes

• highly effective leadership that builds capability and empowers teachers

• a responsive curriculum that actively promotes learner’s well being.

Next steps

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

• internal evaluation to inform ongoing improvement.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

10 April 2019

About the school