Ruahine School

School Context

Ruahine School is a rural primary on the southern outskirts of Dannevirke, in Tararua District. It has a roll of 157 students in Years 1 to 8 and 15% are Māori.

The school’s vision is: The Best I Can Do, The Best I Can Be. Values and expectations for students are expressed as ROCKERS: resilient, open to learning, collaborative, kind, enthusiastic, respectful, selfmanaging. The valued outcomes, expressed in the school’s Charter identify that: learning should be student centred; and learning experiences meaningful and inspire personal excellence.

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

• achievement in reading, writing and mathematics

• progress and achievement in relation to school targets.

Board leadership remains stable. At the time of this ERO evaluation, the school is in the process of appointing a new principal.

Schoolwide professional learning opportunities focused on mathematics in 2014 and 2015 and on writing, with an emphasis on oral language in 2016 and 2017.

The school is part of the Dannevirke Community of Learning | Kāhui Ako.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Reported achievement since 2014, shows that most students continue to achieve well in reading, writing and mathematics, and that achievement is mostly equitable. Mid-year results for 2017 show that the school is on track to achieve improved outcomes in these areas. Māori students achieve success on par with or better than their peers within the school.

Addressing in-school disparity for boys in reading and writing is an ongoing priority. Data in 2016 indicates increased progress in boys’ writing.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school reports that many students, including those with additional learning needs, have accelerated their achievement.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

The school actively promotes practices to achieve equitable and excellent outcomes for students and address any underachievement. Established processes and strategies identify and respond to those Māori and other learners whose learning and achievement need acceleration, and to children requiring additional learning and wellbeing support.The school values guide interactions in a positive schoolwide culture.

The school’s curriculum and conditions for learning promote students’ engagement as active, independent learners. Expectations for teaching and learning are clearly articulated in the curriculum. This fosters foundational and selfdirected learning. Deliberate teaching of learning strategies encourages students to monitor and contribute to their progress and achievement. Students set and track goals matched to their next learning steps. They are well engaged and participate positively in collaborative learning environments.

Leaders and teachers use a sound range of assessment tools and data to inform judgements about students’ achievement. Teacher collaboration, clear guidelines and data management supported by leaders, ensure consistency and reliability of assessment. Information about all students’ learning and achievement is collated and shared with the board and parents. Teacher inquiries and schoolwide tracking and monitoring of priority learners’ progress, provides useful evidence about students whose achievement is being accelerated throughout the year.

Strongly strategic and collaborative approaches by the board, leaders and teachers, and connections with parents and whānau, support the focus on learning and achievement. Resourcing and decision making contribute to achieving the school’s vision, goals and targets. Deliberate initiatives cater for students with identified learning needs. Parents and whānau are provided with useful resources to support learning at home.

Building teacher capability is central to the school’s professional learning culture. Leaders and teachers regularly discuss student achievement and share teaching and learning strategies. Professional learning and development, inquiry and research are planned for continuous improvement. A consistently implemented appraisal process responds to teachers’ development needs and optimises opportunities to improve their practice.

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

The school is aware of the need to continue development of its culturally responsive curriculum to effectively support Māori students to become confident, connected and successful learners in relation to their identity, culture and language. Using community and parent voice to build stronger reciprocal relationships, particularly with the Māori community, should add value to this development.

For further development of internal evaluation, to support robust measures for future decision making, strengthened data collection and analysis should determine:

• how effective specific programmes and initiatives are in making a difference for students

• the impact of practice on acceleration of achievement, particularly for boys

• student wellbeing and other valued outcomes.

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 Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

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

• achieving outcomes for students that are equitable for most groups and show sustained high levels of learning success

• a strong culture of collaboration amongst leaders and teachers that consistently promotes high expectations for learning and the quality of teaching

• purposeful leadership and governance that has set a clear direction and expectations for continuous improvement in achieving equity and excellence for all students.

Next steps

For sustained improvement and increased learner success, development priorities are in:

• inquiring into boys’ learning, progress and achievement to ensure sustained improvement, especially in reading and writing

• building stronger reciprocal relationships, particularly with the Māori community, by using parent and whānau voice to ensure a more culturally responsive curriculum

• further internal evaluation to better measure the impact of programmes and initiatives on acceleration and achievement of other valued outcomes for learners at risk of not achieving.

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

21 December 2017

About the school

Findings

Students at Ruahine School participate in a carefully considered curriculum that supports improved learning and wellbeing. School systems promote effective teaching, particularly for students who require extra help to achieve well. The school is well placed to continue to improve its performance for its learners, families and whānau.

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?

Ruahine School is a rural Years 1 to 8 primary school located on the southern outskirts of Dannevirke, in the Tararua District. About 20% of students identify as Māori, with local iwi affiliations with Rangitāne and Ngāti Kahungunu.

Significant changes have occurred since the April 2011 ERO report. These include the appointment of a new principal and deputy principal at the start of 2013. Most board members were elected mid-2013 and teaching staff changes have also occurred.

School leaders have focused on re-establishing sustainable school systems to accelerate the progress of students not yet reaching the National Standard. Good progress is evident in how school leaders, teachers and trustees use inquiry and review to improve teaching and learning.

Strong community and parent involvement continue to be strengths of the school. The recent school curriculum renewed the ‘The Best I Can Do, The Best I Can Be’ vision statement and the values represented by the ‘ROCKERS’ acronym. Students learn in a positive and well-resourced school environment.

2 Learning

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

The school is improving its use of achievement information. School leaders and teachers have sharpened their focus on using assessment data. Teachers consistently plan and closely monitor students’ progress in literacy and numeracy. Responsive support programmes are in place for writing and reading. Appropriate achievement targets are set to increase students' progress and action plans are well monitored by trustees.

The school reports that high proportions of students achieve at and above, in relation to the National Standards, in reading. A well-considered approach is addressing lower achievement in writing and numeracy. End-of-year data for 2014 shows significant progress in these two areas. Māori learners achieve well in reading and at similar levels to their peers in writing and numeracy. The school reports students’ progress in numeracy to parents and the board and has yet to report achievement in relation to mathematics.

Students lead and share their learning with their families and whānau through formal mid-year conferences. Individual goals are set, reviewed and discussed with parents. Students share their learning each term and parents provide feedback. School leaders plan to further strengthen the flow of information between home and school. This should contribute to more productive learning partnerships.

Well-developed schoolwide quality assurance in writing assessment includes moderation across classrooms and with other schools. There is a focus on strengthening teachers’ use of evidence in assessment. Some initial moderation in numeracy has occurred. It is timely for school leaders and teachers to:

• continue developing school assessment practices, particularly moderation practices in reading and mathematics
• report student achievement in relation the National Standards in mathematics to students, families and trustees.

3 Curriculum

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

The school’s curriculum effectively supports student learning. It is well-considered and reflects the aspirations and wishes of the current school community. The recent review contributes to a shared understanding of how the vision, values and key competencies work for students. Clear expectations promote consistency in the use of effective teaching strategies in literacy, mathematics, physical activity and other learning areas.

Students are purposefully engaged in learning. They are confident and have a shared sense of responsibility as members of the school community. Leadership roles are valued and successes are regularly celebrated. Students are enthusiastic and enjoy positive relationships with others in the school. Opportunities for students to lead their own learning continue to develop.

A focus on local Māori history increases older students’ knowledge and understanding of te ao Māori. Teachers are continuing to develop this aspect of the school curriculum.

A two-year action plan to improve mathematics teaching is well informed by students’ learning needs. School leaders’ considered approach is well-informed by research. End-of-2014 results show collaborative teaching and learning is significantly promoting students’ confidence and progress.

Teachers are improving their use of reflection to inquire into effective teaching of mathematics. Closer monitoring of student progress is helping teachers to identify successful strategies. Effective practices are shared at staff meetings. Teachers are strengthening their understanding of what makes the biggest difference for students.

Trustees have appropriately included in the school strategic plan the need to improve digital strategies to maximise the benefits from information and communication technologies. Other next steps for the school are to:

• continue to extend effective teaching practices that empower students to lead their own learning
• further develop culturally responsive learning contexts for students.

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

Māori students’ progress and achievement continues to be well supported. Growth in kapa haka provides students with meaningful leadership roles and regular opportunities to celebrate their culture and identity. Support from the local secondary school deputy principal provides continuity in kapa haka. Recently, a whānau group met for the first time after a long recess. Trustees set appropriate improvement targets to support Māori learners and are aware of their obligations under the Treaty of Waitangi.

All teachers have undertaken some formal professional learning to strengthen their knowledge of te reo and te ao Māori. Most teachers’ use of te reo Māori and provisions for te reo Māori learning programmes from Years 1 to 8 are at early stages of development.

It is timely for trustees, school leaders and staff to:

• strengthen specific provisions for supporting Māori student success, through ensuring whānau wishes and aspirations for students inform the board’s strategic direction and decision-making
• increase staff use of te reo Māori and provide Years 1 to 8 students with a well-planned and sequential te reo Māori language programme.

4 Sustainable Performance

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

The school is well placed to sustain and continue to improve its performance. Through leaders' and teachers' inquiry, more students who require support with their learning are making increased progress. New school systems and developments are informed by research. Robust monitoring and tracking of progress identifies areas that require attention. High expectations for staff are supported by clear and well implemented school processes.

Student-centred professional leadership from the principal and deputy principal underpins strategic school improvements. Plans to extend leadership opportunities to all staff are in motion. Robust staff appraisal practices are well linked to teachers’ individual inquiries into their practice. School leaders actively affirm effective teaching practices and support individual development.

The board provides sound governance. Trustees are clearly focused on improving student achievement and wellbeing, and broadening learning opportunities. Self review contributes to the development of a governance framework and an induction manual. Trustees are increasingly confident about their collective role and individual responsibilities.

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

Students at Ruahine School participate in a carefully considered curriculum that supports improved learning and wellbeing. School systems promote effective teaching, particularly for students who require extra help to achieve well. The school is well placed to continue to improve its performance for its learners, families and whānau.

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

Joyce Gebbie

National Manager Review Services

Central Region

22 January 2015

About the School