Findings
Kotemaori is a small, rural school that caters for students in Years 1 to 8 in one classroom. The principal was appointed in 2015. School-reported information shows that most students achieve at the expected levels in reading, writing and mathematics. Evaluating how effectively programmes and teaching are promoting learning and achievement is the next step in sustaining and improving school performance.
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?
Kotemaori is a small, rural school in the Wairoa district. At the time of this ERO review the roll was 11, with six students identifying as Māori. All students were organised for teaching and learning in one classroom.
Since the May 2012 ERO report, there have been three changes of principal. The current principal began at the start of term 1, 2015.
There is a respectful partnership with local iwi and learning in the local environment is an important part of the school curriculum.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school uses achievement data well to make positive changes to learners’ engagement, progress and achievement.
Appropriate annual achievement targets are set in reading, writing and mathematics. Assessment information is used to monitor students’ progress and achievement and is reported to the board twice a year. Data is gathered over time.
School-reported information shows that most students achieve well in relation to the National Standards in literacy and mathematics. In response to the analysed 2014 achievement data, a 2015 focus is to support the accelerated achievement of boys and Māori students through targeted teaching.
Students have a settled classroom environment and teachers set high expectations for their achievement. A variety of assessments is used to identify needs and set learning goals in reading, writing and mathematics for each student. These are visible in the classroom and are regularly referred to as part of teaching.
Recently introduced three-way conferences are opportunities for parents to have input into development of the learning goals. Students are beginning to talk about how they are progressing in their learning. Students need more formalised opportunities to reflect and discuss their achievement and next learning steps.
Parents receive clear written information about how their child achieves in relation to the National Standards in reading, writing and mathematics. Teacher comments about students’ progress should be clearly linked to their individual learning goals.
Teachers need to think critically about how teaching is improving students’ outcomes overall and in particular those boys and Māori students identified as not making expected progress. Targeted teaching strategies should now be linked to students’ individual goals.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The Kotemaori School curriculum effectively fosters student learning.
School values have been developed and these are actively promoted by the principal. Visual representations of these are displayed in the classroom and thoughtfully linked to students’ learning.
The Kotemaori curriculum document guides teachers’ practice in planning relevant programmes for students. Indicators for achievement and progress at each level are clearly stated and provide a useful tool for monitoring student outcomes.
Learning experiences in environmental sustainability are an important part of the curriculum. These take advantage of resources in the local community.
How effectively does the school promote educational success for Māori, as Māori?
The school is well placed to promote educational success for Māori, as Māori.
The board of trustees has developed a formal partnership with the local iwi, the Pahauwera Trust, and the board is respectful of this relationship. The views of the community are sought and responded to. The memorandum of understanding with the Trust explicitly states that students will have opportunities to connect with their language, culture, customs and values, as Māori.
The school’s Treaty of Waitangi policy provides a useful framework for the board to review how well the memorandum of understanding is enacted through the curriculum. It is timely for this review to be carried out and to develop a plan of action to guide learning and teaching.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is well placed to sustain its performance. Trustees provide sound governance through their designated roles. The principal and the board have a good working relationship.
The board is appropriately focused on improving student progress and achievement. The principal regularly reports achievement data to the board. Reports should include evaluation of the effectiveness of teaching in improving student outcomes. This should give the board clarity about how well education at the school meets students’ learning needs and the extent to which annual targets have been achieved.
Teachers are appraised against the professional standards. Teachers should link professional goals to what they have learned about the effectiveness of targeted teaching for improved student progress and achievement.
The board has approved the establishment of a weekly playgroup on the school site. This is recognised as an opportunity to enhance new entrants' transition to school and strengthen community involvement.
To support the growing number of students in the junior levels, the board is investigating the appointment of a teacher aide. Careful consideration should be given to how effectively this resource is used to support student learning and 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.
During the course of this review ERO found that police-vetting of non-teaching staff had not been renewed every three years.
The board of trustees should establish a systematic renewal process for police vetting for staff appointed to non-teaching positions. [Section 77A State Sector Act; Good Practice; MOE Guidelines]
Conclusion
Kotemaori is a small, rural school that caters for students in Years 1 to 8 in one classroom. The principal was appointed in 2015. School-reported information shows that most students achieve at the expected levels in reading, writing and mathematics. Evaluating how effectively programmes and teaching are promoting learning and achievement is the next step in sustaining and improving school performance.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
26 May 2015
About the School
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Location
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Kotemaori
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Ministry of Education profile number
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2587
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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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11
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Gender composition
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Male 7
Female 4
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Ethnic composition
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Māori
Pākehā
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5
6
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Review team on site
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March 2015
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Date of this report
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26 May 2015
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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May 2012
April 2011
December 2007
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