Ruawaro Combined School

School Context

Ruawaro Combined School is a full primary school situated in a rural setting west of Huntly. It provides education for students in Years 1 to 8. The current roll of 62 include 11 students who are Māori.

The long-standing principal is supported by trustees with a range of experiences and time on the board. Leaders and teachers have undertaken a range of professional learning and development facilitated by the school and the Kāhui Ako.

The school’s mission statement is for children to learn together to ensure confident, life-long learners who can problem solve in a respectful manner. The vision places emphasis on cooperation, commitment and growth.

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

• reading, writing, mathematics.

The school is a member of the Huntly Districts Community of Learning (CoL)|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 yet to achieve equity and excellence for all students.

In 2018 the school reports the large majority of students achieved national curriculum expectations in reading, writing and mathematics. Māori student achievement is significantly higher than Pākehā in these areas. This data also indicates that girls achieved at higher levels than boys in reading and writing and performed less well in mathematics. Boys’ achievement in literacy has declined since 2016 and girls’ achievement has improved. Mathematics achievement for boys and girls has declined since 2016.

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

The school is yet to collate and analyse school-wide information to show rates of acceleration for at-risk students.

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?

Students learn in caring and inclusive learning environments. They work well together and support each other. Transitions into the school are carefully managed in collaboration with other education providers and external agencies where required. Students at risk of not achieving are clearly identified through assessment practices. Students with additional learning needs are well integrated and supported in the life of the school.

The principal has developed a culture of high relational trust. Parents feel well informed and welcome in the school. Collegial relationships were observed by ERO between the principal, teachers and board. A calm and orderly environment supports students learning and sense of belonging. There has been a focus on building teacher capability in the teaching of writing through whole school professional development. Leaders and teachers have established effective education networks, particularly within the local Kāhui Ako.

Teachers have respectful relationships with students. A useful range of teaching strategies supports learners. Teachers know their students well and identify their strengths and interests and use this knowledge to engage them in learning programmes. Leadership opportunities allow students to experience and be actively involved in planning sports, arts and crafts and caring for the environment.

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

Aspects of internal evaluation needs to be strengthened. This should include:

• completing the review of the schools’ local curriculum to reflect agreed expectations for       teaching and learning
• further analysis and reporting of school-wide achievement data to better monitor the acceleration of at risk students and more effectively  evaluate the impact of class programmes and initiatives
• strengthen the bicultural curriculum and build teacher capability in te reo Māori.  

There is a need for teachers to strengthen student ownership of learning, particularly for those whose learning needs acceleration. This should include a more consistent approach to teacher planning and student understanding of their specific next learning steps. This has been identified in the current strategic plan.

A new system to track and monitor at-risk students in classes and school wide has recently been introduced. This system needs time to embed.

To strengthen the current appraisal process the principal should document targeted observations of teaching practice to further build the capability of teachers.

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 Ruawaro Combined School’s performance in achieving valued outcomes for its students is: Developing.

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:

• inclusive practice that supports student learning and wellbeing
• a culture of relational trust between leaders, teachers, trustees and parents that provides a calm and orderly learning environment.

Next steps

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

• internal evaluation processes and practices with a focus to accelerate at-risk learners and improve school operations.
• developing a strengthened localised and bicultural curriculum.

Actions for compliance

ERO identified non-compliance in relation to management of excursions.

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

• ensure that school trips and education outside of the classroom have documented risk management procedures.
  National Administration Guidelines 5.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• undergo further training and ensure they fully understand the responsibilities relating to school wide operation. This is particularly important with the upcoming Board of Trustees elections.

Phil Cowie

Director Review and Improvement Services

Central Region

24 June 2019

About the school

Findings

Most students continue to work at the expected National Standard, with some above, in reading, writing and mathematics. They experience a range of learning experiences including excursions to places of significance, and are enabled to become confident, life-long learners. Teachers' foster students’ wellbeing and care, and mutual respect is consistently promoted.

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

1 Background and Context

What is the background and context for this school’s review?

Ruawaro Combined School is a small rural school located north-west of Huntly. The school provides education for students in Years 1 to 8, and has a roll of 48, which is a slight increase since 2014. There are 12 students who are of Māori descent enrolled at the school.

The most recent ERO review in November 2014 identified significant areas needing to be improved, in relation to governance and professional leadership, and a longitudinal review process was put in place. The board and principal responded very positively and significant progress has been made. ERO has monitored progress over the last two years, and this Education Review report identifies progress made, and areas for ongoing development.

The school’s reporting history with ERO has been mostly positive. Ruawaro Combined School is a member of the recently formed Huntly Community of Learning.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

• strategic planning and self review
• curriculum review and development
• performance management.

At a meeting in February 2015, ERO met with the board and principal and representatives from the Ministry of Education to develop an agreed action plan. Priorities for review and development in this plan align very closely to the December 2014 ERO report findings. Since that time, a new board chairperson has been appointed, there have been changes to membership, which now includes Māori representation. The longstanding principal continues to lead the school. Staffing has remained the same, with the exception of the principal release teacher. 

Progress

Across each of these areas, there has been a prompt response by the board and principal, with some Ministry of Education and New Zealand School Trustees Association (NZSTA) support. As a result significant progress has been made.

Strategic planning and self review

Trustees are better informed about governance roles and responsibilities. An up-to- date governance manual provided by a NZSTA consultant is guiding the work of the board. Ongoing training will be necessary to enable the board to fully implement these policies and procedural guidelines.

The board and principal have reviewed the charter and strategic plan in accordance with annual requirements. The board chair, appointed in 2015, understands the need to consult more fully with the parent community and is leading this process. Through regular newsletters and the school’s website the board is seeking the views and aspirations of parents in relation to strategic goals and future school development. The board must now extend and embed these consultation practices so that the parent community has ownership of, and is actively engaged in, decision making about future school development.

The principal reports in a timely manner to the board about student progress and achievement. The board discusses this well-analysed data with the principal and staff representative, and trustees are now able to make informed resourcing decisions using this information. There is now a strategic approach to planning professional learning and development for teaching staff.

The school’s health and safety practices have emerged as a priority area for review and development. It is important that the board takes a much more proactive role to ensure that the school is providing a safe physical environment for students and staff.

Performance management

The board has benefited from the external support it has received about its governance responsibilities in employment matters, and more specifically about the appraisal process for the principal. There is now a robust process in place, which is transparent and which meets legislative requirements. The board can now be assured that the principal is meeting expected standards and that criteria and performance goals are being met.

The principal has very relevant performance goals, designed to strengthen leadership for learning, contributing to improved outcomes for students. The board and principal should now consider these performance goals alongside annual goals and achievement targets each year, to ensure that there is close alignment.

The principal reports regularly to the board about the appraisal process for staff, which is being consistently and fully implemented.

Curriculum review and development

The principal is leading a collaborative process of curriculum review and development. Clear and agreed values have been established in consultation with parents. Teachers, with input from the parent community have developed a profile of the Ruawaro Combined School student, which aligns closely with the principles of The New Zealand Curriculum. There is a strong focus on literacy, mathematics and other core curriculum areas.

The principal and teaching staff have undertaken professional development in assessment and teaching practice to raise achievement in literacy. This focus has shifted to the teaching of mathematics across the strands, in 2016. The collective capability of teaching staff to interpret and use assessment information to inform planning and teaching, and to make dependable overall teacher judgements in relation to National Standards has been significantly strengthened. The principal is planning to introduce the Progress and Consistency Tool (PaCT) in 2017 to enhance this work.

Data showing achievement and progress for individual students, and school-wide trends and patterns is well presented and accessible for reporting to trustees and parents. Senior students especially understand and are able to confidently discuss their learning needs and abilities.

There is a high level of commitment to involving parents as partners in their children’s learning. This is evidenced by the range of strategies teachers are using to deliberately engage parents and whānau.

3 Sustainable performance and self review

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

The school is now well placed to sustain and continue to improve its performance because:

• the board chairperson is continuing to work alongside an advisor from NZSTA to strengthen and embed governance systems and practices, and in particular, internal evaluation
• the principal is confidently leading learning and professional development
• student achievement is steadily improving, with the majority of students, including Māori achieving at and above National Standards
• there are many opportunities for parents to be actively engaged in their children’s education
• there is an ongoing process for curriculum review, contributing to a broader curriculum that is increasingly responsive to the emerging needs and abilities of children.

Key next steps

• training for board members in internal evaluation leading to continuous improvement of conditions that influence outcomes for learners
• inclusive strategic planning that is informed by regular and ongoing consultation with the parent community
• reviewing and strengthening health and safety systems and practices, to include regular reporting of, and prompt responding to, matters identified for attention
• ongoing curriculum development to include the principles of Ka Hikitia, Māori Education Strategy, Ministry of Education 2013-2017. 

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.

The board must take urgent action to ensure:

• physical safety in the school environment. Attention to the identification and elimination of potential hazards including swimming pool gate, boundary fencing and storage shelving must be given priority.
  [NAG 5]

Conclusion

Most students continue to work at the expected National Standard, with some above, in reading, writing and mathematics. They experience a range of learning experiences including excursions to places of significance, and are enabled to become confident, life-long learners. Teachers' foster students’ wellbeing and care, and mutual respect is consistently promoted.

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

12 January 2017

About the School