Summary
Whareorino is a small full primary school in the remote location of Waikawau, northern Taranaki. It caters for 5 boys and 5 girls in Years 1 to 8; six of whom identify as Māori. There have been four teaching principals in the past four years. The current sole charge principal is bringing stability to staffing and to curriculum development.
In 2012, ERO identified a number of issues to be addressed and decided to undertake an evaluation process over 1 to 2 years. The 2014 ERO report noted the board and staff had worked in a deliberate way to address concerns and had made useful progress.
How well is the school achieving equitable outcomes for all children?
At the time of this review 2017 the school demonstrates good processes and conditions to enable the achievement of positive outcomes for all children.
Most students achieve the National Standards in reading, writing and mathematics. The school effectively responds to the few children whose learning and achievement needs acceleration by providing targeted teaching and support.
A successful community consultation in mid-2016 informed the board of priorities for a revised charter and processes to effectively enable achievement of equity and excellence. The resultant mission statement established core values of respect, relationships and resilience. These are evident in practice and contribute to a culture of equity and excellence.
Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
Agreed next steps are to strengthen the charter statement for the provision of a Māori dimension and cultural diversity to better reflect the good practice evident in the school and continue to embed and further improve the school’s process for moderation of National Standards’ assessment.
Subsequent to the on-site review the school has begun to address these next steps.
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?
Whareorino School responds effectively to Māori and other children whose learning and achievement need acceleration.
The principal and board have a sound knowledge of the background, needs and strengths of each child in the school. The few students whose learning and achievement need acceleration are carefully monitored and specific development plans are prepared in collaboration with parents and whānau. Experienced teacher aides and specialist support contribute to the accelerated progress that is evident.
The principal uses a range of normed assessments to inform overall teacher judgements about students’ achievement in relation to the National Standards. Achievement information shows that most students made accelerated progress in reading, writing and mathematics during 2016.
The principal consults with the principal release teacher and teacher aide to assess student achievement. This assessment could be more robust if writing samples were shared with a similar local school. Writing has been identified as the key area to strengthen. The principal has identified that students initially lacked confidence in their writing, but over the year have come to enjoy this part of the curriculum.
Mathematics and reading are strengths with most students achieving at or above the National Standards.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
Whareorino School has effective processes to enable achievement of equity and excellence. The trustees, through a recent hui, gathered constructive community feedback for the charter review. The focus of the charter is on positive student achievement and sound governance. The targets focus on accelerated achievement and the board is well informed of progress.
The trustees have been supported by an external provider to clarify governance roles and functions. The policies and procedures support sound decision making. The school is well resourced to support positive teaching and learning.
Whareorino is a community school. Strong home partnerships enable classroom learning to be extended after school.
The teaching principal has developed a programme to support accelerated progress for every child in the school. Students take advantage of the wide range of opportunities available and are able to participate at their level. They are challenged and their success is affirmed.
The principal’s leadership actively promotes the vision and values of respect, relationships and resilience. They are evident in practice. A positive culture pervades.
The principal and board are reflective and improvement focused through an internal evaluation process that is continuing to be embedded.
Sustainable development for equity and excellence
What further developments are needed in school processes to achieve equity and excellence?
Whareorino School has sound processes to support students achieving equity and excellence. All children are making progress and have specific plans to support them in meeting the graduate profile expectations. The principal and board are improvement focused and recognise some areas can be further strengthened to better support equity and excellence.
The charter includes a section on Māori dimension and cultural awareness. At the time of the on-site review this section does not sufficiently represent the positive current school practice and should be reviewed to reflect the concepts documented in Ka Hikitia - Accelerating Success 2013 - 2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners.
The school’s bicultural curriculum includes elements such as pōwhiri, waiata, karakia, te reo Māori use, pepiha and te reo Māori as a subject. The curriculum could be further strengthened with more consideration of place-based learning and Māori artefacts.
Māori students achieve and make progress in this school. This can be further strengthened by monitoring and reporting progress towards meeting the graduate profile indicators documented as a board strategic goal.
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
The board has identified that the swimming pool fence does not comply with current legislation. It has made arrangements and approved the purchase of pool fencing to ensure that it meets standards for pool fencing.
[Section 13B Swimming Pools Act 1987]
Going forward
How well placed is the school to accelerate the achievement of all children who need it?
Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
Agreed next steps are to:
- consider moderating assessment of writing samples with another school
- continue to embed the school’s internal evaluation process.
Subsequent to the on-site review, the school has revised the charter statement related to the provision of a Māori dimension and cultural diversity to better reflect the good practice evident in the school.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
10 April 2017
About the school
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Location
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Awakino
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Ministry of Education profile number
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2267
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School type
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Full Primary (Year 1 to 8)
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School roll
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10
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Gender composition
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Female 5, Male 5
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Ethnic composition
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Māori 6
Pākehā 4
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Provision of Māori medium education
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No
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Review team on site
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February 2017
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Date of this report
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10 April 2017
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Most recent ERO report(s)
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Education Review March 2014
Education Review May 2012
Education Review September 2007
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