Whakamarama School

School Context

Whakamarama School is a rural primary school located north of Tauranga. The school caters for students in Years 1 – 8. The current roll of 61 includes 23 students who identify as Māori.

Over the last three years there has been significant roll growth. The school reports increased transience during this time.

The school’s vision focuses on ‘a community preparing and empowering lifelong learners who are confident to achieve and make a difference’. Values of respect, unity, perseverance, responsibility, curiosity and confidence are promoted.

Since ERO’s last review in 2015 there have been several changes to the teaching team. The majority of board members have remained in their governance roles. All staff have been involved in a wide range of professional learning and development. This includes the development of a responsive school curriculum in consultation with the community, building teacher capability to raise student achievement in mathematics and writing, and students leading their own learning.

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

• reading, writing and mathematics.

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 working towards equitable outcomes for all students. Most students achieve at or above curriculum expectations in reading, writing and mathematics. However, there is gender disparity, with boys achieving at lower levels than girls’ overall.

While the majority of Māori learners achieve well, overall achievement is significantly lower for non-Maori. In writing and mathematics, disparity for Māori is reducing.

The school reports that girls’ achievement has improved over time in writing and reading, and as a group, they are outperforming boys in literacy.

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

The school is accelerating learning for some identified at-risk learners, particularly boys and Māori in reading and writing. The school reports that students who have been at this school for over a year have made accelerated progress in reading, writing and mathematics.

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?

A well-considered and inclusive approach supports learners with additional needs. Purposeful interventions are carefully selected and informed by achievement information. Leaders and teachers actively seek professional development to further understand learners’ needs and effective strategies. A highly collaborative approach with parents and external agencies supports the school to extend opportunities for these learners. Programmes enable students at risk with their learning to fully participate in all aspects of school life.

Effective teaching strategies are contributing to positive outcomes for students. Teachers use student achievement information well to inform specific planning for individuals and groups, along with formative strategies to support improving student achievement. Students benefit from purposeful teaching and well-resourced environments across the school.

The broad and responsive curriculum reflects the school’s values and virtues that were recently redesigned in partnership with the community. There is a strong focus on reading, writing and mathematics and these areas are well integrated. A diverse range of learning opportunities across the curriculum further extends learners’ knowledge and development. Meaningful inquiries challenge students’ thinking and actively promote understanding of the world around them.

Leaders are focused on improving outcome for students. They have established a welcoming culture and strong reciprocal partnerships with parents and whānau. The principal keeps the board well informed about the professional learning needs of teachers, and these are well resourced. 

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

The principal, trustees and teachers need to:

• strengthen their knowledge and understanding of internal evaluation for ongoing improvement. School-wide achievement targets need to be inclusive of all those students below and well below curriculum expectations. Ongoing tracking, monitoring and reporting in relation to these targets is needed to show the impact of initiatives and interventions to accelerate learning for students who need this. 

• implement a strategic and deliberate approach to integrate te ao Māori school-wide and build reciprocal relationships with local iwi. This needs to include, building leaders and teachers’ capability and confidence in te reo and tikanga Māori, and culturally responsive practices. This is necessary to ensure te ao Māori is visible, valued and authentically used as the foundation of the local curriculum.

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 Vulnerable Children Act 2014. 

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• leadership for learning that is highly focused on student learning and wellbeing
• reflective leading and teaching that contributes to inquiry into practice to support professional growth and development
• a school culture that empowers students to take responsibility for, and to lead their own learning.

Next steps

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

• internal evaluation that identifies the progress and effectiveness of strategies and initiatives for improving student outcomes
• culturally responsive pedagogy that embeds the natural integration of te ao Māori for equity and excellence.

ERO’s next external evaluation process and timing

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

Phil Cowie
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region

1 February 2019

About the school 

Findings

Whakamarama is a well-equipped country school with two classrooms. The new principal, new board and teaching staff are focused on school improvement, including raising student achievement. The principal has brought clarity and focus to school improvement and organisational change. Small class sizes and collaborative relations are evident school wide.

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?

Whakamarama School is a small rural primary catering for students in Years 1 to 8. It is located in elevated and attractive grounds north of Tauranga. An increasing proportion of the school roll is from the surrounding life-style block area that includes a nearby bush reserve. The school operates two classrooms for the current roll of 33 students. Five students identify as Māori.

A new experienced principal was appointed at the beginning of Term 2 2015, and both classroom teachers are new to the school since the last ERO review in 2012. All of the current board members, including the chairperson, are new to their roles since the 2013 trustee election. The board is in the process of reviewing its charter in consultation with students, parents and the wider school community.

The school enjoys strong traditional community support and celebrated its centennial in 2014. Students and families benefit from the partnership with the kindergarten, which is situated next to the school. Shared activities and regular visits support students as they transition from kindergarten to school.

The new principal has brought a sharpened focus and sense of purpose to school-wide professional development for teachers about current best practice in teaching and learning.

The school has a positive reporting history with ERO.

2 Learning

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

Teachers gather information using a range of appropriate nationally referenced assessments. 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 in 2013 and 2014, while a majority of students achieved at and above the appropriate National Standards, the proportion remains below that of other schools of a similar type.

Teachers are using achievement information to inform their planning and to monitor student progress and achievement. They also make good use of achievement information to identify specific targeted students who are at risk of not achieving to expected levels. Achievement information is regularly reported to parents who appreciate the high level of access to teachers to discuss their child’s learning. Teachers have made a useful start to professional development about the use of assessment information. They make the purpose of lessons clear by explicitly sharing learning intentions with students, and provide relevant feedback to students about their learning.

The principal has brought both clarity and focus to the way student achievement information is interpreted and used to determine priorities for teachers’ professional development and organisational change. She provides the board with regular reports about student achievement, which informs trustees’ decisions about resource allocation. These decisions have included the employment of a specialist teacher and teachers’ aide to support student progress in literacy learning.

3 Curriculum

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

The school curriculum is promoted through the values of ‘success, respect, community, leadership, achievement, diversity and friendship’. It includes an appropriate focus on literacy and mathematical learning. Coverage of other learning areas is evident through a school-wide integrated inquiry approach.

Aspects of the school’s curriculum that promote and support student learning are:

• small class sizes that allow for a significant amount of small group and individual instruction
• a well stocked library that is accessible to students throughout the day
• large and attractive outdoor spaces that invite students’ play and exploration
• involvement in a range of traditional country school activities.

The positive school culture reflects a consistent emphasis on appropriate and shared virtues and high expectations for student conduct. Classrooms and playground environments observed by ERO were settled, and relationships amongst students and teachers were respectful and affirming. 

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

The school charter promotes a strong commitment to educational success for Māori students, and ensuring all students experience basic te reo and aspects of tikanga Māori. Traditionally, there has been whole school recognition of events such as Matariki, te wiki o te reo Māori, and visits to local marae.

The principal brings experience, confidence and commitment to strengthening the partnership with Māori whānau and building teacher capability to raise achievement levels for Māori learners. 

4 Sustainable Performance

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

The following factors contribute to the school being well placed to sustain and improve its performance:

• Trustees have close links to the local community and bring a wide range of experience and expertise to their governance roles. The board works closely with the principal to systematically review policies and procedures to ensure all legislative requirements are met.
• The principal has quickly established collaborative and effective working relationships with trustees, teachers, students and their families. She has demonstrated a well-managed approach to building teacher capacity and managing change across the school.
• The school is well engaged with the parent and wider community.
• There is a collective commitment and growing understanding of the role of self review in guiding school direction and improvement.

Areas for review and development

The school and ERO agree that the following areas for review and development are likely to enhance the way the school promotes positive outcomes for students.

Curriculum review and development: It is timely for a major review of the school’s curriculum. This review needs to be undertaken in consultation with students, teachers, parents and the wider school community. It should also ensure that it includes consideration of a strategic approach to the development of e-learning in the school.

Professional learning: There is a need to continue sustained professional learning for teachers that includes consideration of current research about teaching and learning. This is likely to further develop teachers’ understanding of learning progressions, students’ self management, and understanding of their own learning and progress.

Reflective practice: A useful start has been made to processes that enable teachers to consistently reflect on their practice in consideration of student achievement information, relevant research and ongoing feedback from the appraisal processes. The principal needs to continue to work with teachers to develop and consolidate these important processes that contribute to improving teacher effectiveness and raising student achievement.

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

Whakamarama is a well-equipped country school with two classrooms. The new principal, new board and teaching staff are focused on school improvement, including raising student achievement. The principal has brought clarity and focus to school improvement and organisational change. Small class sizes and collaborative relations are evident school wide.

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

Graham Randell
Deputy Chief Review Officer Northern

23 September 2015

About the School