Ngakonui Valley School

Summary

Ngakonui Valley School, located 10 kilometres northeast of Taumarunui, caters for children in Years 1 to 8. The roll has increased significantly over the last three years. Of the 138 children, 51% are Māori.

The school has experienced changes and additions to staffing. All trustees are relatively new, after a complete change at the 2015 board elections.

Teachers participate in regular professional learning and development (PLD) appropriately linked to the schools’ curriculum priorities. In 2015, staff concluded the Ministry of Education initiative, Positive Behaviour for Learning (PB4L) programme.

How well is the school achieving equitable outcomes for all children?

In 2016, many children achieved in relation to the National Standard in reading, writing and mathematics. A schoolwide focus on raising achievement in reading produced positive outcomes. Most children progressed well, with over half of those targeted showing accelerated progress over the year.

In 2017, achievement targets are clearly focused on addressing the achievement disparity for boys and Māori boys. Assessment processes to track, monitor and guide teacher practice are comprehensive. Effective professional guidance of teachers by senior leaders is ensuring processes are well used to meet the needs of targeted learners. Mid-year progress data shows a positive impact on children, including accelerated progress for Māori boys.

The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices. Continued implementation of these processes should further build teachers’ responsiveness to individual learners and impact positively on addressing the current achievement disparity of boys.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

Building on the positive achievement of girls, including Māori girls, the school has appropriately targeted and aligned internal processes to raise the achievement of Māori boys. A reading focus in 2016 showed Māori boys made progress, however few made accelerated progress. Reflecting on the outcomes from 2016, leaders recognised accelerating boy’s progress, especially Māori boys, was required to support equitable outcomes. The targeted response in 2017 is having a positive impact on learners requiring accelerated progress.

Senior leaders scrutinise the progress of targeted children regularly and thoroughly. Analysis is shared with teachers and collaboratively used to identify next learning steps. Ongoing observation of teaching is used, in conjunction with children’s progress data, to strengthen practice. The additional support of teacher aides is clearly linked to the focus of learning for individuals through the use of learning progressions. Parents are well included through regular contact and by the provision of relevant achievement information.

The school continues to strengthen their curriculum response to Māori learners' culture, language and identity. Involvement in PLD is planned to support practice. Development of a Māori achievement plan is well considered to guide future improvement.

Assessment moderation in relation to the National Standards is dependable. Teachers have participated in PLD to support a consistent understanding of assessment expectations and developed clear guidelines to ensure reliability of their judgements about children’s achievement.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

School processes effective in enabling achievement and promoting equity and excellence for children include:

• an environment clearly focused on children’s wellbeing and reflective of shared values
• comprehensive curriculum guidelines promoting a shared understanding of expected practice
• highly reflective and collaborative practice building teachers’ use of assessment
• relevant access to PLD linked to strategic and curriculum priorities
• appraisal and inquiry processes appropriately aligned to achievement outcomes
• effective professional leadership of the principal and senior leader
• committed trustees, providing responsive resourcing aligned to their identified priorities. 

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

ERO’s evaluation affirms the school’s next steps to build on sound processes targeting equity and excellence for all children. The school plans to:

• accelerate and seek to maintain a positive trajectory for boys and Māori boys
• use effective models of assessment practice to continue building teacher understanding and capability
• continue to develop teacher capability through appraisal, inquiry and the provision of relevant feedback
• seek greater whānau partnership and further develop te ao Māori across the curriculum
• strengthen trustees knowledge and understanding of effective stewardship
• further develop the collective knowledge and capability of staff and trusteesto use effective inquiry and internal evaluation.

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
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on children 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.

Appraisal audit

A comprehensive process guides the endorsement and issue of teachers’ Practising Certificates. Alignment to the strategic plan and school achievement targets reflects their priorities. Teacher inquiry is a reflective process, well aligned to determining improvements in both practice and children’s achievement. Regular feedback by the principal impacts positively in building teacher capability.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices. Continued implementation of these processes should further build teachers’ responsiveness to individual learners and impact positively on addressing the current achievement disparity of boys.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

12 July 2017

About the school