Wainui Beach School

School Context

Wainui Beach School, Gisborne caters for students in Years 1 to 6. At the time of this review, there were 269 students on the roll and 32% are Māori.

The school’s stated vision is: ‘Lighting Up Learning, Ki te Ao Marama, ki te Ao Matauranga’. The values that underpin all aspects of school life: ‘Respect; Whakaute and Responsibility; Takohanga’.

One of the strategic aims is to grow students who are engaged, self motivated and can identify their next steps. Another is to develop staff to be motivated, engaged and willing to learn, together with maintaining the unique identity of the school.

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

• reading, writing, mathematics and activities in other curriculum areas
• specific interventions
• wellbeing.

The school is an active member of the Taha Tinana (Gisborne) Kāhui Ako and Tairawhiti Manaiakalani Cluster.

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 successfully promotes excellent outcomes for most students in reading, writing and mathematics. It continues to explore and address aspects of equity of outcomes for some students.

Girls and boys achieve at similar levels in reading and mathematics. Boys, especially Māori boys, do not achieve as well in writing as others in the school. Māori girls outperformed all students across reading, writing and mathematics in 2016 and 2017. The data for 2018 shows improved levels of achievement for most students, including Māori.

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

The school responds well to those Māori and other students whose learning needs acceleration.

Students at risk of not achieving in literacy and mathematics have been well identified at the start of the year with appropriate responses put in place. Almost all these priority learners made accelerated progress in writing in 2017, or in reading or mathematics in 2018.

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 school’s broad and rich curriculum effectively promotes and supports students’ engagement in learning, and their progress and achievement. It provides many opportunities for students to pursue their interests and strengths, as well as discover new areas of learning. The vision and associated high expectations, are evident in the daily life of the school. Features of the school’s curriculum include:

• an appropriate focus on literacy and mathematics
• a wide range of learning experiences in technology, performing and visual arts, the environment and sport
• many opportunities for students to develop leadership skills
• the effective use of real life learning contexts, including opportunities for students to make significant contributions to the local and wider community
• a strong commitment to te ao Māori and culturally responsive practice.

E-learning and digital technologies are key components of the curriculum. Students are able to access their online work at any time. This contributes to the involvement of parents and whānau in students’ learning.

Trustees and school leaders work in a cohesive and systematic way to establish a culture of ongoing improvement. They recognise and use the knowledge and skills of teachers to lead aspects of the curriculum. Extensive professional development focuses on growing teachers’ practice. Teachers use research and evidence effectively to inquire into strategies and approaches that enhance engagement and promote improved outcomes for children. There is a collaborative approach to meeting the learning needs of students.

Students learn in rich, stimulating environments that celebrate their work and provide multiple prompts to scaffold their learning. ERO observed focused classes, with well-engaged students and supportive relationships amongst students and teachers. Students spoken with by ERO were able to talk about their learning, levels of achievement and progress in reading, writing and mathematics. Many had explicit, realistic learning goals and were able to explain what they needed to do to achieve them.

Assessment practices effectively support teaching, learning and positive student outcomes. Teachers use an appropriate range of nationally referenced and school based assessment tools to establish baseline data and track achievement. Students’ strengths and learning needs are effectively identified. Data is well used to inform teaching and learning, identify achievement levels, report to parents and trustees, and support planning and resourcing decisions.

Leaders consider the Taha Tinana (Gisborne) Kāhui Ako and Tairawhiti Manaiakalani Cluster are having positive impacts on school operation. Many teachers have leadership roles in the community, enhancing the relationships between the schools. This, together with strengthening links with parents, whānau and iwi, should develop into a learning partnership to effectively support positive outcomes for students.

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

School leaders and ERO agree that refining schoolwide targets to better reflect the school’s focus on accelerated progress is a useful next step. Specifically defining the school’s expectations for acceleration of learning should enable more effective monitoring and evaluation of the impact of programmes and initiatives for students.

There is an established culture of reflection. Leaders recognise the need to continue to enhance systematic internal evaluation processes. They have adopted a standard format to guide evaluation and are working to have this consistently used schoolwide. Increasing the effective use of internal evaluation should enable leaders and trustees to better measure the impact of programmes and inform planning and actions for ongoing improvement.

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:

• the school’s curriculum that provides extensive opportunities for students to engage in a wide range of cultural, sporting, artistic, academic or leadership activities
• the positive and respectful learning environment that supports students’ engagement and learning
• a collaborative approach and high expectations from trustees, leaders and teachers that promote improved outcomes for students.

Next steps

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

• refining schoolwide targets and expectations to better focus on accelerating the progress of priority learners
• enhancing systematic internal evaluation to enable leaders and trustees to better measure the impact of programmes and inform planning and actions for ongoing improvement.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review and Improvement Services

Central Region

17 January 2019

About the school