Waihi Central School

Summary

Waihi Central School is located in Waihi township and caters children in Years 1 to 6. The school roll of 140 includes 90 Māori children. The vision, Together We Shine - Piataata Tātou, is well embedded within an inclusive school culture.

Since the ERO review in 2013, two new senior leaders have been appointed. A new principal was appointed at the beginning of 2017. In collaboration with the leadership team she has successfully refocused the school on priority learners and established a sense of urgency in accelerating progress for these children. The chairperson of the board of trustees continues in her role and several trustees are new.

An important development for whānau choice has been the establishment of a rumaki section providing high levels of fluency in te reo Māori, and deeper knowledge and understanding of Māori culture. Instruction in te reo Māori occurs 50 to 80% of the time in these classes.

Staff have undertaken school-wide professional development about teaching and learning in numeracy and writing. In 2017, the school is involved in Ministry of Education programmes Positive Behaviour for Learning (PB4L) and Incredible Years (IY). The senior leaders have participated in externally facilitated leadership development.

Patterns for achievement in reading, writing and mathematics have remained consistent over the last three years.

The school is a member of the local Waihi Community of Learning | Kāhui Ako.

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

The school is responding well to some Māori and other children whose learning and achievement need acceleration.

Processes related to stewardship, professional leadership and curriculum implementation are effectively enabling the achievement of equity and excellence.

Further development is needed in the setting of annual targets, aspects of the use of assessment information and a more culturally responsive local curriculum.

At the time of this review approximately two thirds of children were achieving the National Standards in reading, writing and mathematics.

The school has the capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and boys remains.

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated

• need to develop and implement approaches that effectively meet the needs of each child.

The school agrees to:

• develop more targeted planning to accelerate learning for children
• monitor targeted planning, improved teaching, and children’s progress
• discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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?

The school is responding well to some Māori and other children whose learning and achievement need acceleration.

In 2016, approximately two thirds of all children achieved the National Standards in reading, writing and mathematics. There was an improvement in writing achievement. Girls achieved better than boys in reading and writing, and at similar levels in mathematics. Māori children did not achieve as well as other children in reading, writing and mathematics and this pattern has remained consistent over the last three years.

The school is yet to monitor and track rates of acceleration for Māori and other children whose learning is at risk. The principal is working with teachers to strengthen assessment processes that support teachers in making reliable judgements about children’s achievement in relation to National Standards. Further strengthening these processes is planned to include external moderation with other local schools, including the college.

The school is in the early stages of gathering assessment information in relation to Ngā Whanaketanga Rumaki Māori.

School conditions supporting equity and excellence

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

Processes related to stewardship, professional leadership and curriculum implementation are effectively enabling the achievement of equity and excellence.

Trustees’ knowledge and understanding of the local community enables them to respond well to parent aspirations. Information they receive from school leaders assists them to make resourcing decisions that support the needs of children whose progress needs acceleration.

The new leadership team has a renewed focus on priority learners and a sense of urgency in accelerating progress and achievement for children whose learning is at risk. Leaders have successfully promoted a culture of improvement amongst staff, characterised by high expectations, transparency and collaboration.

Teachers are continuing to explore and develop a culturally responsive curriculum. Curriculum emphases are highly appropriate to the local community and include a focus on sustainability education, children’s wellbeing and relationship building. Children are well engaged in learning. Those with diverse needs are welcomed at the school. A culture of care and strong networking with outside agencies is in place to appropriately respond to children’s needs.

Sustained school-wide professional development has built teachers’ capability to improve outcomes for children, particularly in writing. This professional learning for teachers is contributing to improved outcomes for all children, especially those whose learning is at risk.

Sustainable development for equity and excellence

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

Further development is needed in the setting of annual targets, aspects of the use of assessment information and a more culturally responsive local curriculum.

Trustees and leaders need to ensure annual target setting is more sharply focused on the acceleration of Māori and other children whose learning is at risk. In addition, the school needs to develop and document of a local, culturally responsive curriculum that provides a shared set of understandings about teaching and learning.

The strengthening of leaders’, teachers’ and children’s knowledge and use of learning progressions is now needed. This should assist teachers to identify specific strengths and next steps for individual children and provide them with specific feedback and feed forward about their learning. This is also likely to enable the school to:

• more closely monitor and report rates of progress for individuals and groups of children, especially for at-risk learners, and in relation to school targets
• empower children to become well informed about their own learning journey and progress
• enable more effective, evidenced-based evaluation of teaching strategies and interventions to determine teacher effectiveness in accelerating achievement.

Leaders also acknowledge the need to continue to access support and guidance as it develops as a dual medium school.

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.

Going forward

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

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated

• need to develop and implement approaches that effectively meet the needs of each child.

The school agrees to:

• develop more targeted planning to accelerate learning for children

• monitor targeted planning, improved teaching, and children’s progress

• discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

30 August 2017

About the school