Kiwitahi School

Findings

At Kiwitahi School, a strong sense of family and inclusion prevails. The principal, teachers and parents work in close partnership to promote student learning and wellbeing. The curriculum is broad and diverse with a strong focus on literacy and mathematics. In classrooms there are high levels of student engagement with learning.

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?

Kiwitahi School is a small country school located near Morrinsville. The school is set in attractive, well-maintained grounds that include a heated swimming pool and Astroturf court area. The school caters for students in Years 1 to 6 and the roll of 40 includes two who identify as Māori. The school enjoys a close and supportive relationship with parents and families, and a strong sense of traditional family values is evident throughout the school and wider community. The board of trustees currently funds an additional teaching position. This initiative enables three classrooms to operate, which keeps class sizes smaller due to more favourable teacher/student ratios.

Since the last ERO review in 2012 a new principal has been appointed, taking up his role at the beginning of 2015. He has worked with the board to develop stronger and shared understandings about strategic and annual planning, self review and guiding school documentation. His effective and consultative leadership style is focused on setting high expectations and managing change effectively.

In addition, there is a new board chairperson and several trustees are new to their positions as school governors. School property upgrades include a substantial new deck which provides a large covered area for students. The introduction of additional computer technology for students and teachers has been beneficial for teaching and learning programmes.

Staff involvement in ‘The Incredible Years’ professional development programme has contributed to a consistent and effective approach to building and maintaining relationships across the school, and a positive approach to student management. The principal and teachers have worked together to review aspects of the writing programme, and worked with external facilitators to implement a range of initiatives supporting students’ literacy achievements and school curriculum developments.

The school environment is welcoming and inclusive. The board has comprehensive systems in place to check the environment and monitor student safety and wellbeing. The school has a positive reporting history with ERO and has responded very well to the areas for development identified in the last ERO report.

2 Learning

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

The school makes good use of achievement information to make decisions that promote student engagement, progress and achievement.

Trustees receive detailed information about student achievement from the principal, which they use effectively to ensure programmes and initiatives are in place to target the emerging needs of students across the school. Good use is also made of data to set and monitor targets to accelerate the progress of specific students who are achieving below expected levels. These targets are closely linked to curriculum areas being reviewed. They are developed by the principal and teachers, and accompanied by appropriate teacher professional learning.

The principal and team of teachers also make good use of student achievement data to group students for instruction in literacy and mathematics programmes, and to ensure classroom programmes are planned to address student learning needs. Teachers gather information using a range of appropriate nationally referenced assessment tests. They use this information, along with data gathered from their observations of student learning, to make judgements about each students’ achievement in relation to National Standards in reading, writing and mathematics. School-wide data shows that a large majority of students achieve the relevant National Standard.

Parents have access to ongoing information about the progress and achievement of their own children. Detailed written reports go home twice a year and the recent introduction of student ‘Learning Journey’ folders enable parents and whānau to be well informed about their child’s progress, achievement and involvement in a rich range of school-based curricula and extra-curricula activities.

The principal and teachers have worked hard to increase their knowledge and understanding about student learning progressions and assessment in writing. The development and use of school specific student writing indicators provides students, teachers and parents with shared understandings and a common reference point when considering student progress and achievement in writing. These indicators also provide a useful way for students to monitor their own progress and next learning steps during lessons and as they move through the school. There are plans in place to embed this new initiative and continue this model of curriculum review in mathematics and reading.

In classrooms teachers consistently make the purpose of lessons clear to students and involve them in conversations about what success looks like in the context of each learning objective. Students enjoy coming to school and appreciate the high levels of support they receive from the principal and teachers. In classrooms ERO observed high levels of student on-task learning and engagement.

3 Curriculum

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

The Kiwitahi School Curriculum includes the vision of working together to help students to:

• set personal goals that will enable them to have a satisfying life
• relate well with others and respect all cultures
• develop the confidence to face challenges and take risks with their learning.

The school’s curriculum has been specifically developed by the school and parent community to be consistent with the vision and values of The New Zealand Curriculum (NZC). Specific behaviours have been identified that link Kiwitahi School values to the values of the NZC.

The Kiwitahi School curriculum effectively promotes and supports student learning. Students benefit from a well-balanced and holistic school curriculum that places priority on literacy and mathematics and the integration of these skills across science, the arts, technology, trips, camps and traditional country school activities.

Teachers are enthusiastic, collegial and professional practitioners who are dedicated to their roles. They are beginning to explore ways to reflect on, and use these reflections to modify their teaching practice. Together they have established a safe and respectful learning culture in which students are encouraged to achieve, share ideas and feelings, challenge themselves, and work collaboratively.

Students are confident and interested in their learning. Classrooms are well resourced with displays of work that reflect current work, and celebrate achievements. Computer technologies are increasingly well used by students and teachers.

The principal and board have identified and ERO agrees that there is a need to continue to:

• work with teachers to embed and consolidate the recent improvements in curriculum review, including learning progressions and formative teaching practice
• implement a more consistent and rigorous approach to developing teachers as reflective practitioners by focusing on:
  • teachers’ documented reflections about their practice
  • ongoing consideration of research and relevant professional learning
  • focused documented observations of teacher practice
  • documented feedback and feed forward about their teaching practice
  • specific next steps for improvement
  • appropriate links to teacher appraisal processes.

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

The board, principal and teachers are strongly dedicated to promoting success for Māori students. ERO observed teachers using te reo Māori in class and ensuring classroom environments reflect New Zealand’s bicultural nature. In addition Māori students were fully engaged in classroom programmes alongside their peers.

ERO and the board agree that there would be benefit in developing:

• clear expectations for the development of te reo and tikanga Māori across the school
• a more sequential approach that builds on teachers and student capability as students move through the school
• local Māori context and history as a useful starting point for students and teachers.

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. Factors contributing to this are:

• positive and collaborative relationships amongst trustees, the principal, teachers and the community
• the principal is capable, enthusiastic and effectively fulfilling his role as professional leader and advisor to the board
• clear and transparent processes for self review and strategic planning at governance level
• positive engagement with parents and families
• well informed, knowledgeable and supportive board leadership and committed trustees.

ERO and the board agree that while some trustees have participated in board training, it is important to continue to build trustees’ collective knowledge and understanding of their roles and responsibilities as school governors.

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

At Kiwitahi School, a strong sense of family and inclusion prevails. The principal, teachers and parents work in close partnership to promote student learning and wellbeing. The curriculum is broad and diverse with a strong focus on literacy and mathematics. In classrooms there are high levels of student engagement with learning.

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

Dale Bailey

Deputy Chief Review Officer Northern

26 June 2015

About the School