Findings
Wharepapa South School has strong local community links. Students are confident, have a strong sense of belonging and enjoy success in a safe, inclusive environment. The curriculum is personalised to the needs and interests of students. Collaborative relationships among students, teachers and whānau contribute to a successful learning environment.
ERO is likely to carry out the next review in four-to-five years.
1 Context
What are the important features of this school that have an impact on student learning?
The ‘Wharepapa South Way’ provides shared understandings and values that support learning and encourage positive educational outcomes for students.
‘The Friendly School: Learning together, climbing high’
A collaborative curriculum underpins the school vision. Teaching and learning are supported by values that build and grow positive partnerships among students, parents, whānau, teachers and the community. In addition, the multi-level classroom learning area is having a significant influence on teaching and learning, and provides a wide range of cooperative learning opportunities for all students.
Students experience and enjoy a learning approach that builds their confidence, raises their expectations as learners, and encourages them to be actively involved in learning. They learn in an environment where te Tiriti o Waitangi principles of partnership, participation and equity foster the sharing of knowledge and promote mutual understandings.
The board chair is experienced and other trustees bring a wide range of skills to their roles. They are committed to developing individual children’s strengths and interests, and have funded significant renovations to classrooms and school grounds.
The experienced principal, as the professional leader of the school, has an excellent understanding of high quality teaching and learning. She has worked with staff and trustees to appoint two new teachers who have contributed in the development and implementation of the collaborative learning initiative.
Wharepapa South School is situated in a dairy farming area south east of Te Awamutu. It caters for students in Years 1 to 8. The school roll is currently at 27 and seven students on the roll are of Māori descent.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Student achievement information is collaboratively used to make positive changes to learner’s engagement, progress and achievement. Students, teachers, parents/whānau and trustees have a good understanding about achievement and how to use it to promote student engagement in learning.
Trustees are well informed about student achievement and make good use of this information to inform strategic goals and targets, and make appropriate resourcing decisions to benefit all students.
The principal is a mathematics specialist teacher and participates in school cluster groups to support colleagues. She has comprehensively analysed both mathematics and literacy achievement information. This information guides assessment practice and enables teacher’s to set personal goals and measurable targets for students.
All teachers discuss possible next steps for students and work with teacher aides to ensure that there is a clear understanding of student’s needs. In some cases external experts such as the Resource Teacher for Learning and Behaviour (RTLB) and Speech Therapist provide appropriate guidance when needed. This coordination of professionals also includes close liaison with parents and whānau. Comprehensive information about how students learn is assisting teachers to implement a more personalised approach, which effectively promotes students self-awareness and self-confidence.
Students benefit from teachers sharing their achievement in reading, writing and mathematics. They are able to use a range of progressive indicator statements to guide and manage their learning. They have a strong sense of ownership and are focused on achieving their learning goals. They have opportunities to self-assess and peer-assess their work.
Students reflect on their progress and clearly articulate progress and achievement to their parents. This is particularly evident during two formal reporting sessions and also occurs when students share their learning at home. A collaborative sense of responsibility and use of achievement information by teachers, students, parents and whānau is a powerful factor contributing to positive changes for learners.
Parents are able to readily access their children’s e-portfolio and view their progress and success and any time during the school year. Parent and whānau participation is encouraging student learning, self-esteem, and success. This shared approach to learning ensures that parents, teachers and students are fully informed and focused on student learning.
Mid-year progress National Standards data for 2015 indicates that all students who have been at the school for over one year make accelerated progress. Students who have been identified as achieving at levels below other students are well supported. Māori students are also making accelerated progress.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The recognition of the concept that ‘it takes a community to raise a child’ in the curriculum, plays a significant role in student’s intellectual development, physical growth and the emotional wellbeing. School values contribute to the following learning outcomes for students.
- Shared understandings and expectations for learning among teachers, students, parents and whānau.
- High values placed on consultation with all people who are involved in the school and community.
- A strong sense of belonging and identity, which is embedded in school culture.
The principal uses a well-developed, research-based approach to build a collaborative curriculum. She works with trustees to consult parents, and with teachers and students to ensure each stage of the process is reviewed and evaluated. The process has resulted in the development of a personalised curriculum that meets the learning needs of all students. This thorough approach to curriculum review effectively promotes and supports student learning, and has resulted in a diverse and contextualised curriculum based on student needs and interests.
Students are frequently consulted and their views are valued and used to inform curriculum direction. They experience a wide range of learning activities and demonstrate high levels of participation in sport, the arts, tikanga Māori and leadership. Wider experiences and education opportunities outside the classroom are part of the school’s culture.
There are clear and shared expectations for teaching and learning. Teachers are focused on improving their teaching to promote and support student achievement outcomes. Factors contributing to improved teaching practices include:
- focused and sustained professional learning and development (PLD) programmes for teachers
- teacher self-reflection and critiquing their practice and regular feedback from peers
- sharing the purpose of learning with students
- individualised e-learning plans for students.
Teachers have in-depth knowledge of each child’s personal learning needs and how they may need to respond. They have a collaborative responsibility for all students learning, identify specific areas of need for students, and differentiate learning strategies for those who are having difficulty achieving.
Teachers recognise the value of sharing knowledge about students and their wellbeing as an important dimension of student learning and development, and evaluate the effectiveness of their teaching strategies as part of their personal inquiry. The school acknowledges that strengthening the alignment of current individual teacher inquiry to targeted priority learners in reading, writing and mathematics is likely to continue to improve learning outcomes for students.
Positive partnerships among students, their parents, whānau and teachers contribute to students becoming life-long learners.
How effectively does the school promote educational success for Māori, as Māori?
The school effectively promotes educational and cultural successes for Māori students who wish to continue to learn about Te Ao Māori. Teachers are developing their skills in te reo and tikanga Māori and promote classroom learning in this curriculum area. The tuition of te reo and tikanga continues under the direction of teachers. Activities the school has implemented include:
- use of te reo Māori at the start of the day, with the inclusion of whakatau, pepeha and kapahaka during daily programmes
- Māori topic studies and art.
The school has documented guidelines and an achievement plan that is aligned to the Ministry of Education’s publications: Tataiako: Cultural Competencies for Teachers of Māori students and Ka Hikitia: Accelerating Success 2013-2017. The school recognises the need to re-establish links to tangata whenua and the local college marae. In addition, the monitoring of the effectiveness of the school Māori achievement plan should help the school to analyse and evaluate the outcomes for Māori students.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
A learning culture that is based on strong partnerships among students, parents/whānau, staff and community is a significant feature of the school and contributes to the school being very well placed to sustain and improve its performance.
Trustees, principal, teachers, students and parents /whānau collaboratively participate in self-review practices, which include:
- well-aligned strategic aims, learning targets, professional learning and development
- thorough review of the curriculum and how it promotes student learning
- the wellbeing of students.
Self-review is rigorous, effective and underpins positive performance and continuous improvement.
Enthusiastic trustees are supported by an effective principal who works with them to make very well-informed decisions based on self-review that is aligned to student engagement and achievement. Trustees are effective, plan for succession, have a strong presence in the school, and work in the best interests of students. The school is in a very sound financial position.
A robust performance management and appraisal system provides all teachers with a framework for critical self-reflection that is aligned to strategic goals, professional learning initiatives and curriculum design and delivery.
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
Wharepapa South School has strong local community links. Students are confident, have a strong sense of belonging and enjoy success in a safe, inclusive environment. The curriculum is personalised to the needs and interests of students. Collaborative relationships among students, teachers and whānau contribute to a successful learning environment.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
Deputy Chief Review Officer Northern
29 October 2015
School Statistics
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Location
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Wharepapa South
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Ministry of Education profile number
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2086
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School type
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Full Primary (Years 1 to 8)
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School roll
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27
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Gender composition
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Boys 9
Girls 18
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Ethnic composition
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Pākehā
Māori
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20
7
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Review team on site
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September 2015
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Date of this report
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29 October 2015
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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September 2012
November 2009
November 2006
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