Rawhitiroa School

1 Context

Rawhitiroa School, located on the outskirts of Eltham in South Taranaki, caters for students in Years 1 to 8. At the time of this evaluation, 40 students from the wider Eltham, area were enrolled, with 16 identifying as Māori.

The school is involved with a community-led project that provides a pest-free sanctuary for birdlife at the nearby Lake Rotokare. Students contribute well to their local community and learn about environmental responsibility in an authentic context.

Since ERO's January 2013 review there have been a number of changes in staffing and board personnel.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children were developed after parent community consultation. They include a desire for students to be self-motivated learners who are confident, respectful, culturally aware and versatile and flexible thinkers. There is an expectation that they will show an awareness and understanding of the environment. These values are evident in practice.

The school’s achievement information shows that most students, including Māori, achieve at the National Standard expectation in reading, writing and mathematics. Girls achieve better than boys, particularly in reading and writing. The next step is for teachers to accelerate boy's progress and those learners not yet achieving at the National Standard.

The board has identified mathematics as an area for attention and has set a target and strategies to improve student achievement. Teachers have focused their professional development on mathematics and are inquiring into how their teaching practice is enabling accelerated progress for students at risk of not achieving the National Standard.

Since the last ERO evaluation the school has strengthened its processes for assessment, analysis, recording and using achievement information. This has enabled better tracking and reporting of student progress throughout the year.

Teachers use a range of information to inform their assessment judgements. They now have a carefully considered approach to moderation to facilitate consistent assessment judgements. The process includes working with similar schools in the region.

3 Accelerating achievement

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

The needs of the small number of Māori learners at risk of not achieving equitable outcomes are identified. Strengthened action plans are monitored termly by teachers and progress is evaluated. The board has resourced strategies to support accelerated progress and initial data suggest these strategies are having a positive impact.

Te ao Māori is evident in the school curriculum through structured opportunities for students and teachers to become familiar with the local environment and its history.

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

Students at risk of not yet achieving the National Standards expectations have individual action plans and additional strategies which are well monitored.

Apart from well-trained teacher aides, the board has provided additional resourcing to facilitate more individual teacher-student interaction.

Profiles, 'Road to Success', report student achievement to parents in plain language. They give detailed information that shows skills and knowledge achieved. Parents are supported to help their child at home with next learning steps.

School achievement information indicates most students' progress is accelerated.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

The school's well-developed curriculum, processes and policies effectively reflect the school's vision, values and goals. There is clear alignment between the board's strategic goals, relevant annual achievement targets, performance appraisal, and teaching and learning.

The strategic and annual goals have been developed in relation to the school’s mission statement: 'Preparing children for their future. Children preparing themselves for their future'. This includes encouraging and challenging students to achieve to a high level and giving them the necessary skills. Teaching the skills of reading, writing and mathematics is a priority. The curriculum has a focus on science and environmental studies.

A positive school tone is apparent. Classrooms are settled, learning-focused environments. Relationships between teachers and students, and the students themselves, are respectful and supportive. Students are encouraged to take responsibility for their learning within an inclusive classroom culture where their views are valued. Senior students have a number of opportunities to develop and practise their leadership skills.

The principal works collaboratively with teachers and board and has built sound relationships with the community. She has established appropriate school systems and leads professional development and teacher practice.

Rawhitiroa School is improvement focused. The board regularly reviews procedures and monitors all governance practices, including student achievement. Teachers regularly reflect on and review curriculum strategies and initiatives. The next step is to continue to develop and document internal evaluation processes to guide school practices.

Considerable consultation occurs with the community as part of regular review and evaluation. The responses are well-considered and contribute to ongoing improvement.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated
• respond effectively to the strengths, needs and interests of each child
• regularly evaluate how well teaching is working for these children
• act on what they know works well for each child
• build teacher capability effectively to achieve equitable outcomes for all children
• are well placed to achieve and sustain equitable and excellent outcomes for all children.

Students at risk of not yet achieving National Standards are well supported and many are making accelerated progress. More consideration can now be given to the majority of students who are at the National Standards and could be in the above expectation category.

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

6 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 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

• Processes for appointing staff

• Stand down, suspensions, expulsions and exclusions

• Attendance

• Compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendations

The board, school leaders and teachers should continue to:

• update the documented procedures for internal evaluation to be consistent with current practice
• further improve teacher planning to clearly show what deliberate strategies are in place for identified students at risk of not achieving National Standards. 

Joyce Gebbie

Deputy Chief Review Officer Central

12 July 2016

About the school