Arahunga School

Education institution number:
2334
School type:
Special School
School gender:
Co-Educational
Definition:
School for pupils with intellectual impairments
Total roll:
89
Telephone:
Address:

1 Poynter Place, Gonville, Whanganui

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Arahunga School - 06/06/2019

School Context

Arahunga School, is a specialist school located in Whanganui. It provides individualised learning programmes for students between five and twenty-one years of age. All students are funded by the Ongoing Resourcing Scheme (ORS). The current roll is 59 and includes 23 who identify as Māori.

Five satellites operate in host schools that cater for primary, intermediate and secondary school students. A transition class at the base school caters for students transitioning beyond school.

The school’s vision is to empower students through education to become active, confident members of society. The valued outcomes identified for students are: independence and autonomy; integrity and honesty.

Strategic planning is focused on achieving the vision and has identified key focus areas: students’ learning, engagement and transition; health and safety; personnel and community engagement.

Professional development in literacy with a focus on effective teaching strategies in reading, and the key competency framework ofThe New Zealand Curriculumis being undertaken by staff in 2019.

The school provides an Outreach Service of specialist teachers for schools in Whanganui, Taranaki, Manawatu and Horowhenua. The team of teachers work alongside these schools to support the inclusion of ORS funded students and to raise the capability of the classroom teacher as the ‘leader of learning’.

Since the June 2016 ERO report, a new management structure has been implemented. The new executive team includes the principal, administration officer and three regional managers who have responsibility for the day-to-day oversight of teaching and learning in their regions.

Since the previous ERO report the school has established an on-site specialist team, who provide therapy support to students, their parents and whānau.

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

  • progress and achievement in relation to individual goals
  • achievement in reading, writing and mathematics
  • achievement in relation to the key competencies
  • achievement at a result of a specific literacy intervention.

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 has a very clear focus on promoting equity through inclusion and students’ progress in relation to their individual social, academic and communication goals. There are high expectations that each student will progress and achieve based on their individual abilities.

The school reports that at the end of 2018 most students achieved their social and academic goals and a large majority their communication goal.

Overall Māori students achieve better than non-Māori. Learning outcomes for male and female students is equitable.

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

The school successfully promotes the progress of all students. There is evidence that a group of students in Years 9 to 13 made more than expected progress as the result of a specific literacy intervention.

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?

The curriculum promotes success for individual students through well-developed education plans (IEP). It is well aligned to The New Zealand Curriculum and underpinned by the key competency framework and well documented learning progressions in reading, writing and mathematics. The curriculum is flexible and responsive to the values and curriculum emphases of the host schools.

Assessment provides meaningful evidence of achievement and progress and is used as a basis for determining next steps and IEP goals. The accumulative evidence of achievement and progress in student profiles also supports ease of transition across the satellite classes. Student ownership of learning is promoted through sharing progress in relation to their goals.

Teachers are well supported through leadership, systems, processes and practices to provide programmes that are responsive to the needs of their students.

Students are purposefully engaged in individualised learning programmes. Caring, respectful, responsive relationships are highly evident. Collaboration and communication between teachers and support staff provide high quality learning opportunities for students. Programmes are well structured and predictable, supported by an appropriate range of visual communication strategies. Comprehensive plans are in place to support students’ safety and wellbeing.

An effective range of communication strategies ensures parents and whānau are well informed about their child’s progress, achievement and participation in the programme. Students’ success is regularly celebrated.

The recently established specialist team is highly supportive of students, teachers, parents and whānau. Students benefit from direct therapy that is responsive to their needs. Teachers value the professional knowledge, expertise and accessibility of this team that enables them to more confidently implement diverse strategies to support students.

A strategic approach is responding to learner needs through appropriate professional learning and development. A strengthened appraisal process includes the components of an effective system and supports teachers’ professional growth and development.

Leadership is focused on building capability. Using complementary knowledge and skills, leaders support consistent yet flexible practice, improved communication and relationships with stakeholders, for improved outcomes for students.They demonstrate an understanding of internal evaluation and use this to make decisions for development and ongoing improvement, and to know about the impact of newly implemented systems, processes and practices.

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

There is a strategic approach to strengthening knowledge, understanding and implementation of te ao Māori across the satellite classes. It is timely to review progress against this plan to determine areas for further development.

Defining benchmarks for expected progress of individual students should assist leaders to refine target setting and to collect data that more accurately shows progress and acceleration for individual students. Collation of this data should enhance opportunities to evaluate the school’s effectiveness in promoting equity and inclusion for all students.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Arahunga School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • collaborative leadership that has a well-considered and strategic approach to improvement and the promotion of inclusion
  • a curriculum that is flexible and responsive to the needs of individual students
  • a team approach that uses collective knowledge, strengths and skills to promote positive outcomes for students.

Next steps

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

  • refining target setting by defining benchmarks for expected progress of individual students.

Phillip Cowie

Director Review and Improvement Services

Central Region

6 June 2019

About the school

Location

Whanganui

Ministry of Education profile number

2334

School type

Special School

School roll

59

Gender composition

Male 43, Female 16

Ethnic composition

Māori 23
NZ European/Pākehā 36

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

April 2019

Date of this report

6 June 2019

Most recent ERO report(s)

Education Review June 2016
Education Review June 2013
Education Review April 2010

Arahunga School - 21/06/2016

Findings

A sustained focus on care and wellbeing supports students’ engagement in learning. Teachers have high expectations for students. Their achievements are celebrated. The curriculum prioritises literacy and mathematics and preparing students for life beyond school. The new principal provides clear strategic direction and improvement is well managed.

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?

Arahunga School is a specialist school located in Whanganui. It provides individualised learning programmes for students between five and twenty one years of age. The majority of students are funded through the Ongoing Resourcing Scheme (ORS). The Ministry of Education is contracted to deliver specialist therapy support for students.

The base school caters for students transitioning into the community. Satellite classes located in four host schools in Whanganui cater for students from new entrants to Year 13.

The school provides an Outreach Service of specialist teachers for schools in Whanganui, Taranaki, Manawatu and Horowhenua. The team of teachers work alongside these schools to support the inclusion of ORS funded students and to raise the capabilities of the classroom teacher as the ‘leader of learning’.

Since the June 2013 ERO report there have been staffing changes. A new principal was appointed at the beginning of 2015. The senior leadership team structure was reviewed and a number of new positions created.

Since 2015 there have been a number of managed changes. The outcomes of these changes for students has yet to be evaluated.

2 Learning

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

The vision and valued outcomes for students to be empowered through education to become active, confident members of society is clearly evident.

Teachers have high expectations for students. They know the students and their families well. There is a sustained focus on student care and wellbeing.

Teachers use a good range of assessment information to plan and develop classroom programmes that are responsive to the individual needs of students. Senior leaders collect and collate achievement information and report overall achievement and progress in reading, writing and mathematics in relation to the National Standards. Progress and achievement is shared with parents. Developing shared knowledge and understanding of robust assessment practices across the school should better support students’ progress and achievement.

Students’ engagement and participation in learning is celebrated. Individual goals developed in collaboration with parents, whānau and students respond to family aspirations and the learning needs and care of students. Teachers tracking and monitoring of student’s progress and achievement of goals requires strengthening.

Transitions into and within the school are well considered and planned to meet individual student's requirements. Staff recognise the importance of future planning for students to support their transition to life beyond school.

3 Curriculum

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

A recently developed conceptual framework provides a foundation for curriculum implementation across the school. This is aligned to The New Zealand Curriculum (NZC) and prioritises literacy and mathematics. Some components of the framework have been introduced in consultation with students, staff and the community. This continues to be a priority to ensure shared curriculum knowledge and understanding through cohesive systems and processes. Consideration should be given to how the Central Region Special Schools Curriculum (CRSSC) can be integrated to better support students’ access to the curriculum.

Vocational pathways have been introduced in the senior school. In 2015 the vocational pathway for hospitality was developed and the horticultural pathway is being developed. There is a focus on inclusion and engagement with the wider community and preparing students for employment and life beyond school.

In response to parents’ aspirations and students’ strengths and interests in the junior school, teachers use a thematic approach to integrate literacy, mathematics and other curriculum areas. Practical components and excursions into the community support students’ participation and engagement in learning.

Students' independence is encouraged and fostered. A wide range of digital technologies and teaching strategies is used to support students’ communication. This effectively enhances their access to and engagement in learning.

Parents and whānau are welcomed and involved in school activities as respected and valued partners in learning. Staff use a range of communication strategies to build positive relationships with parents and whānau.

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

Teachers' knowledge and understanding of te reo me ngā tikanga Māori and the integration of te ao Māori across the curriculum continues to be an area for development.

4 Sustainable Performance

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

The school is well placed to continue to review and develop its performance. There is a considered and planned approach to change. A comprehensive development plan clearly articulates the vision for the school and provides clear direction to move forward. Strategic decisions are based on the possible future needs of students.

Trustees bring a wide range of knowledge, skills and experience to their governance role. They proactively seek external advice and guidance when needed. Trustees are well-informed about student achievement, school developments and initiatives. The board and senior leadership team should review the provision of specialist therapy support for students to ensure their needs are fully met.

There is a planned approach to growing leadership. The new distributed leadership structure has strengthened communication and is supporting the implementation of new initiatives. The board and senior leadership team acknowledge the need to continue to embed this structure with clear roles and responsibilities for each position.

The appraisal process has been strengthened to include teaching as inquiry. Teachers' goals are aligned to school priorities. Teacher's deliberate inquiry into the impact of their practice in relation to student outcomes is in the early stages of implementation. Further development of the performance management policy and procedures is required to ensure they align with current practice.

As a result of review the principal and board have implemented a number of developments and initiatives over the last eighteen months. It is timely to increase the collective capacity of staff and trustees in internal evaluation, inquiry and knowledge building to embed and sustain improvement.

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

A sustained focus on care and wellbeing supports students’ engagement in learning. Teachers have high expectations for students. Their achievements are celebrated. The curriculum prioritises literacy and mathematics and preparing students for life beyond school. The new principal provides clear strategic direction and improvement is well managed.

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

Joyce Gebbie

Deputy Chief Review Officer Central

21 June 2016

About the School

Location

Whanganui

Ministry of Education profile number

2334

School type

Special School

School roll

56

Gender composition

Male 38, Female 18

Ethnic composition

Māori

Pākehā

Pacific

Other ethnic groups

19

35

1

1

Special Features

Post Primary provision at base school. Satellite classes at 4 host schools in Whanganui. 2 Primary, 1 intermediate, 1 secondary. Outreach service providing support to schools in Taranaki, Whanganui, Manawatu, and Horowhenua.

Review team on site

April 2016

Date of this report

21 June 2016

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

June 2013

April 2010

March 2007