Upper Atiamuri School

Upper Atiamuri School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and Upper Atiamuri School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Upper Atiamuri School is a small rural school situated southwest of Rotorua catering for students in Years 1 to 8.

Upper Atiamuri School’s strategic priorities for improving outcomes for learners are to:

  • review the delivery of mathematics teaching and learning through a culturally responsive lens

  • use targeted teaching to support students at risk of not achieving, to make accelerated progress.

  • develop stronger partnerships for learning.

You can find a copy of the school’s strategic and annual plan on Upper Atiamuri School’s website.

ERO and the school are working together to evaluate how well a culturally responsive approach to teaching mathematics improves outcomes for boys.

The rationale for selecting this evaluation is that student achievement data has identified a need to address the achievement of boys in mathematics with a particular focus on improving the learning for Māori boys.

The school expects to see all boys, including Māori, achieving at school expectations in mathematics.

Strengths

The school can draw from the following strengths to support its goal of improving boys’ achievement in mathematics:

  • Leadership that prioritises professional growth and accesses appropriate support.

  • Teachers who are knowledgeable and focused on equity for all learners.

  • A caring culture where children are supported in a well-resourced learning environment.

Where to next?

Moving forward, the school will prioritise:

  • reviewing current learning and teaching practices in mathematics with the aim of creating an action plan

  • fostering learning focused partnerships, connections and relationships with local iwi

  • ensuring that ākonga Māori and whānau feel welcome and that their place as tangata whenua is reflected in all aspects of Upper Atiamuri School culture.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

15 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Upper Atiamuri School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of May 2023, the Upper Atiamuri School Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Upper Atiamuri School Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

15 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Upper Atiamuri School - 12/04/2019

Findings

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

1 Background and Context

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

Upper Atiamuri School is a small rural school situated southwest of Rotorua catering for students from Years 1 to 8. The roll of 27 students includes seven who identify as Māori.

The previous ERO report in 2017 identified several aspects of school operations requiring improvement. In Term 3 2018 a new principal was appointed and a new trustee was selected to the board.

2 Review and Development

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

Priorities identified for review and development
  • internal evaluation to bring about continuous improvement

  • the management and use of assessment information

  • the building of teachers’ professional capability

  • the performance management system.

Progress
Internal evaluation to bring about continuous improvement

The school has developed a coherent approach to internal evaluation. This includes a detailed action plan and review schedule that covers all aspects of school operation. The principal and board have placed priority on developing specific, measurable targets for groups and individuals who are underachieving. Regular reporting of student achievement to the board allows them to make informed decisions about supporting student learning. The board has a process in place to complete their own regular on-going internal evaluation.

The management and use of assessment information

The school has developed robust systems and processes to collate and effectively use student achievement information. Target students are clearly identified and there are processes in place to monitor expected and accelerated progress against these targets. A considered approach to the use of assessment tools has been developed and moderation processes have been strengthened. Children with additional needs are well supported through comprehensive documentation, collaborative education plans and the involvement of external support agencies.

The building of teachers’ professional capability

The new principal has provided effective professional leadership and relevant professional learning and development (PLD) to build teacher capability. Teachers have established the necessary conditions to effectively accelerate learning and achievement for all children that need it. They use assessment information to inform planning and identify students’ specific learning needs. Parents have greater access to student achievement information and this has enhanced the learning focused relationships with teachers.

Performance management system

The performance management systems have been strengthened and are being implemented. Teachers receive ongoing feedback, are engaged in regular appraisal meetings and have access to targeted PLD. They systematically reflect on and share their practice in regards to students at risk of not achieving.

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 well placed to sustain and improve on its current performance. The principal provides effective leadership that has led to significant change in classroom practice and school-wide operations since her appointment.

Key next steps

To further sustain and continue the school’s performance teachers need to:

  • strengthen the use of te reo Māori in daily class activities

  • continue to develop and promote student agency through the use of learning progressions.

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
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Actions for compliance

ERO identified non-compliance in relation to physical restraint of students.

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

  • develop systems and procedures for the physical restraint of students [Sections 139AB to 139AE Education Act 1989 Guidelines for Registered Schools in New Zealand on the use of Physical Restraint].

Conclusion

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

ERO’s Framework: Overall School Performance is available on ERO’s website.

Phil Cowie

Director Review and Improvement Services

Central Region

12 April 2019

About the School

Location

Atiamuri

Ministry of Education profile number

2044

School type

Full Primary (Years 1 to 8)

School roll

27

Gender composition

Girls 14 Boys 13

Ethnic composition

Māori
Pākehā
Other

7
19
1

Review team on site

February 2019

Date of this report

12 April 2019

Most recent ERO report(s)

Education Review Education Review Education Review

July 2017
May 2014
June 2011

Upper Atiamuri School - 03/07/2017

Summary

Upper Atiamuri is a small rural school situated southwest of Rotorua. The school provides education for children from Years 1 to 8. There 35 children enrolled and seven identify as Māori.

Significant personnel changes occurred in 2016. There were three leadership changes in that year, which included a relieving principal and the appointment of the current principal in Term 3. A new staff member was appointed and the current chairperson, and two new trustees were elected to the board.

Areas for improvement identified in the 2014 ERO report in relation to formative assessment, teacher inquiry, and appraisal are still to be addressed.

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

The school is not responding effectively to children whose learning and achievement need acceleration.

There are some stewardship practices and curriculum opportunities that are enabling achievement of equity and excellence.

Further development of some key school-wide processes, including internal evaluation is needed. Systems and practices to promote equity and excellence through the use of achievement information, building teacher capability, and performance management are not well developed.

At the time of this ERO review most Māori and other children were achieving the expected National Standards in reading and writing. Fewer children overall are working at the National Standard in mathematics. There is no disparity for Māori.

Leaders and teachers:

  • have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated

  • have not yet adequately established necessary conditions to effectively accelerate learning and achievement

  • are not well placed to achieve and sustain accelerated achievement for all children who need it.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years. 

Equity and excellence

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

The school is not responding effectively to children whose learning and achievement need acceleration.

Achievement information (204-2016) shows that most children are achieving at or above National Standards in reading and writing. The school’s achievement data shows a decline in the percentage of children achieving at the National Standards in mathematics, and that boy’s achievement in mathematics is below national comparisons.

Moderation requires strengthening. Teachers require professional development to support them in making overall teacher judgements (OTJs) for individual children in relation to National standards.

School conditions supporting equity and excellence

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

There are some effective systems and processes that are enabling achievement of equity and excellence.

Trustees are participating in training to gain knowledge and understanding of their stewardship roles and responsibilities.

The principal’s approach to managing change is contributing to positive working relationships among trustees, teachers and the school community.

A shared commitment to literacy and mathematics and the wide range of sporting and cultural opportunities is enabling children to experience increasing levels of success.

Sustainable development for equity and excellence

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

Further development of some key school-wide processes is needed. Systems and practices to promote equity and excellence through the use of achievement information, building teacher capability, and performance management are not well developed.

The school has not developed a coherent approach to internal evaluation. The principal and board must now place priority on:

  • developing specific, measurable targets for groups and individuals who are underachieving

  • monitoring and reporting expected and accelerated progress against these targets

  • improving classroom assessment practices, particularly in relation to the analysis and interpretation of achievement information, use of learning progressions

  • building teacher capability in response to the identified learning needs of children.

Performance management systems are not fully implemented. Teachers are not receiving ongoing feedback about their practice. Tātaiako, the Ministry of Education document to support a more culturally responsive curriculum, and teaching practice is yet to be given full consideration. Teachers are not systematically reflecting on and sharing effective practice, particularly for those children at risk of not achieving.

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 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. 

Actions required

ERO identified non-compliance in relation to performance management. The board must ensure that all teaching staff, including the principal are appraised annually, in accordance with contractual and legislative requirements.

In order to address this the board must:

  • Implement a system of regular appraisal for all teachers.
    [Section 77A State Sector Act 1988]
  • Annually appraise the principal against all the relevant professional standards.
    [Principals Collective Employment Contract] 

Going forward

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

At the time of this review, this school was not well placed to provide conditions for children to achieve educational excellence, or to address in-school disparities. The main areas of concern are:

  • internal evaluation to bring about continuous improvement
  • the management and use of assessment information
  • the building of teachers’ professional capability
  • performance management system.

Leaders and teachers:

  • have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
  • have not yet adequately established necessary conditions to effectively accelerate learning and achievement
  • are not well placed to achieve and sustain accelerated achievement for all children who need it.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.

Recommendation

ERO recommends that the school seek support to improve performance in order to bring about improvements to:

  • internal evaluation

  • the management and use of assessment information

  • building of teachers professional capability

  • performance management. 

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

3 July 2017

About the school 

Location

south-west of Rotorua

Ministry of Education profile number

2044

School type

Full Primary (Years 1 to 8)

School roll

35

Gender composition

Girls 19 Boys 16

Ethnic composition

Pākehā 27
Māori 7
South East Asian 1

Provision of Māori medium education

No

Review team on site

March 2016

Date of this report

3 July 2017

Most recent ERO report(s)

Education Review May 2014
Education Review June 2011
Education Review May 2009