Kapakapanui School

1 Context

Kapanui School, located in Waikanae, caters for students from Years 1 to 8. At the time of this evaluation, 578 students were enrolled at the school with 13% identifying as Māori. Since the August  2012 ERO report, the school has completed professional development in writing and embarked on a three year mathematics focus, with the support of an external facilitator. Other professional development occurring includes building leadership, modern learning environments and learning languages.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are captured in the school motto 'Rise and Shine - Maranga a Whiti'. The school seeks to develop students who rise to learning challenges throughout their time at Kapanui School.  There is an emphasis on developing thinking skills, habits and attitudes that lead to lifelong learning and productive citizenship for the future.

The school’s achievement information shows that the majority of students achieve at and above in relation to National Standards in reading, writing and mathematics. In 2015, the Ministry of Education goal for 85% was reached for reading and mathematics.

Assessment practices are robust. Teachers use professional discussion, exemplars of student work and various progression criteria to moderate their judgements about student achievement. Engaging with other schools further assists them to test the reliability of their judgements and build capability in moderation practice.

Since the previous ERO evaluation, the school has continued to build and refine its focus on success for Māori as Māori. They are enlisting the support of local iwi to help with the development of improvement plans for Māori students.

Transition to school processes have been reviewed and further developed to make links between Te Whāriki, the early childhood curriculum and the key competencies of The New Zealand Curriculum. Play-based approaches to learning have been researched and implemented to promote a positive start to school life. These include a focus on self-regulated learners.

3 Accelerating achievement

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

The school successfully responds to Māori students whose learning needs acceleration. Since 2012, the school has raised achievement for Māori students in reading and mathematics. In these areas they achieve very well and similarly to their peers. The school has an ongoing focus on lifting the achievement of Māori boys in writing, and increasing the number of Māori students achieving above in relation to the National Standards. 

Māori learners at risk of not achieving equitable outcomes are identified and responded to. Their progress over time is carefully monitored. The board receives detailed reports about how well students' progress is accelerated at each year level in reading, writing and mathematics. The current professional development focus on mathematics is having a positive impact on teacher practice and student outcomes.

Teachers recognise that Māori have been under-represented in the numbers of students achieving above the National Standards and are seeking to address this balance. Targeted teaching strategies in 2015 and 2016 are at class and syndicate levels. Student achievement information is informing future planned writing professional development for teachers.

How effectively does this school respond to other children whose learning and achievement need acceleration?

There is a constant focus on raising student achievement. This includes effective early intervention for identified students, where relevant, external expertise is sought.

Students with diverse needs are well identified. Affirmative action is taken to support children with additional needs as they transition into school. Individual education plans are used effectively to support their progress.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

School processes and practices are directed towards promoting equity and excellence for students. These are effectively led by the principal, who is supporting others to take active leadership roles. Student leadership opportunities include kapa haka, planning for whānau group activities, peer mediation, running assemblies and tuakana teina relationships.

The board of trustees is responsive to the detailed information received about student achievement. This is well used to inform their target setting and resourcing decisions, particularly for students at risk of poor educational outcomes.

Positive interactions are evident at all levels of the school. High quality relationships are formed with many parents and especially with the parents of children with diverse needs. Teachers interact with whānau about learning concerns as they arise. Wellbeing is effectively monitored. There is a positive, settled tone throughout the school that enhances learning opportunities for all students.

Parents are well informed about students' achievement and progress. Reports clearly state progress in relation to National Standards. In addition, whole school National Standards information is made available to all parents through the school website.

The Kapanui curriculum document is authentically enacted across the school and includes expectations for effective teaching. The place-based nature of the curriculum is readily evident. Subject areas have recently been reviewed. There is scope to include more of the schools actual practices, for example the play-based learning which is effectively implemented in the junior school. Leaders acknowledge that it is timely to review to include more Māori perspectives into documentation.

Teachers are critically reflective and improvement focused. There are high levels of professional collaboration and collegiality amongst the staff. Leaders and teachers engage in discussions to identify and investigate problems of practice, set goals and develop evidence-based solutions to improve outcomes for students. Professional learning and development is well used to promote effective teaching and learning.

Consistency of expectations and teachers' practice promote high levels of student engagement and
self-regulation. Key competencies and positive dispositions for learning are very evident. Teachers’ implementation of effective and culturally responsive practice supports student learning.

A comprehensive appraisal process builds teacher capability and knowledge. A next step is to deepen understandings of what constitutes evidence of effective practice.

Ongoing reflection and evaluation supports sustainability of high quality practice. This includes using student feedback. Some teachers use a framework to guide evaluations of programmes and teaching. A next step is to broaden and deepen staff understanding of effective internal evaluation for improvement.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:  

• know the children whose learning and achievement need to be accelerated
• respond effectively to the strengths, needs and interests of each child
• regularly evaluate how well teaching is working for these children
• act on what they know works well for each child
• build teacher capability effectively to achieve equitable outcomes for all children
• are well placed to achieve and sustain equitable and excellent outcomes for all children.

The school is very well placed to continue to achieve and sustain more equitable and excellent student outcomes. The ongoing focus on Māori success contributes to this.

ERO is likely to carry out the next review in four-to-five years. 

6 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 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
• processes for appointing staff
• stand down, suspensions, expulsions and exclusions
• attendance
• compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendation

ERO’s external evaluation findings affirm the school’s resolve to continue to improve outcomes for students through:

• an ongoing focus on the achievement of students whose progress needs acceleration
• refining internal evaluation processes that inform future decision making
• continued improvements in the school curriculum, particularly for Māori learners. 

Joyce Gebbie
Deputy Chief Review Officer Central

9 August 2016

About the school 

Location	Waikanae
Ministry of Education profile number	2871
School type	Full Primary (Years 1 to 8)
School roll	574
Gender composition	Male 50%, Female 50%
Ethnic composition	Maori Pākehā Pacific Other ethnic groups	13% 77%   2%   8%
Review team on site	June 2016
Date of this report	9 August 2016
Most recent ERO report(s)	Education Review Education Review Education Review	August 2012 April 2009 May 2006

1 Context

What are the important features of this school that have an impact on student learning?

Kapanui School is a learning community. Students and staff learn together.

Students learn in two systems. In the first, they are grouped for academic instruction into teams or syndicates. The second is for social, sporting and pastoral care where students are cross-grouped into whānau groups. Students' sense of belonging is well developed.

The school tone and climate supports students to work and learn in inclusive classrooms. A wide range of opportunities contributes to a holistic education for students.

Continual self review purposefully contributes to ongoing improvements for students and the strong sense that the school is going forward as a learning community. Senior leaders and the board respond to the voices of whānau, aiga, parents, students and staff.

Whānau, aiga, families and community enthusiastically engage and participate in school events and activities.

The school has a positive ERO reporting history.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students actively participate in and enjoy carefully considered teaching and learning. They interact well and support each other. Staff continually explore ways to enhance engagement through providing a range of opportunities for students to have their opinions heard.

The school reports that most students achieve at or above in relation to National Standards in reading, writing and mathematics, with many making accelerated progress during 2011, including Māori.

In 2011, writing was identified as the area where least progress was made. This is the target area for 2012. Students were interviewed about their attitude to writing. Schoolwide assessments were closely analysed. This base line data provides useful information for teaching. Staff are involved in professional learning to further extend their knowledge of the teaching of writing so all students progress.

Initiatives are in place to monitor and track new entrants' progress closely so that these students experience success as learners.

Overall, Māori students achieve well. Some achieve at a very high level. It is of ongoing concern to staff that they still have some Māori students in lower achievement groups and initiatives are in place for these learners. The senior leadership team are reviewing strategies to support more Māori students to move from expected levels to the higher achievement bands.

Pacific students are identified by their ethnicity, and monitored and tracked as individuals. These students achieve across the range of levels.

Gifted students are also identified. Senior leaders agree that closer monitoring of the rate of acceleration for these students should build the school’s knowledge and therefore continually extend the provision for these learners.

When students arrive at school their learning needs are clearly determined and their progress is effectively monitored. Well considered, significant and ongoing support is implemented for those at risk of not achieving.

Students with specific learning needs are involved in effective, well monitored programmes. These students make good progress.

In classrooms, groups of students are targeted for additional support. Their progress and achievement is well known to the teacher, the senior leadership team and to families. Closely analysed achievement data is used in a range of forums to ensure teaching is specific to student needs.

Parents and students are informed throughout the year about progress and achievement and in relation to the National Standards. Teachers collaboratively share professional judgements using a varied range of tools and standardised assessment tests to inform them of the next step for learning for individuals and groups. A moderation process is well developed. High quality oral and written feedback from teachers assists students to know their next learning steps. Students talk knowledgably about what they need to do to make progress.

3 Curriculum

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

The curriculum is very well developed and appropriately broad. Students are involved in planned programmes to foster high levels of achievement. Learning includes cultural, artistic, sporting, scientific perspectives and education for sustainability. Literacy and mathematics are priorities, and contexts for learning to read, write and to be numerate are relevant.

Students learn in rich language-based classrooms where clear guidelines and useful prompts support their independence. Learning is well resourced.

Teachers use effective strategies so students learn at their own level. They structure programmes that incorporate motivational values and themes. The values are authentic, visible, known by students and are integral to the positive school climate.

Staff confidently use their knowledge of learning areas and the deeper features of The New Zealand Curriculum when selecting content and designing their approach and programmes.

Support for students' well-being and social safety is well developed. Whānau or family groups organised across the school include peer (buddy) relationships where older students cooperatively assist younger students. Students also support each other through a peer mediation programme. A clear framework with guidelines is in place so students and teachers consistently manage behaviour positively.

All students participate and engage in te reo me ngā tikanga Māori supported by cultural leaders from across the group of Māori students. Māori presence is highly visible and evident in and outside the classroom.

Transition to school is a strength. Teachers in the junior school are familiar with early childhood education curriculum and theory and visit centres. The many school visits prior to enrolment assist new students and their families to settle. Families make contact with others. Periods of play-based learning integrated into the junior programme promote positive social relationships, self-directed learning and engagement at school. Senior leaders agree it is timely to review and further develop play-based learning and the documentation shared with families.

Teachers learn by working in teams. Within a range of collegial groups they are supported and challenged. They regularly inquire deeply into their teaching to ensure their provision is targeted, useful and that they are providing the very best for each student. The practice of professional learning conversation groups is well embedded and highly effective. Professional learning is encouraged for all staff and supported through the appraisal process.

Teacher aides are valued for their ongoing contribution to individuals and groups of students. They are well supported to effectively undertake their responsibilities and teaching.

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

Senior leaders, board and staff, with whānau and students, are highly committed to further develop their understanding of how Māori students at Kapanui School learn best. Recent personal conversations and meetings with families of Māori students provided information that underpins planned initiatives. Whānau and student opinions and conversation are valued. Their ideas are considered and used to make appropriate changes to plans and programmes.

Research information and student achievement data are used to make decisions for improved student progress and achievement. The use of the Ministry's document, Ka Hikitia - Managing for Success: The Māori Education Strategy 2008 - 2012, has had a positive impact on staff and board understanding about improving the performance of the school for and with Māori. The need for ongoing work in this area is acknowledged by senior leaders.

Māori students have a sense of succeeding through the celebrating of their achievements, connecting and working with friends, looking after others, practising manaakitanga and performing in kapa haka. They are encouraged to be proud as successful Māori students.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. Self review is strong, useful and manageable. Recommendations from well considered review are used effectively for improvement. Review is referenced to research. Information gathered includes the voice and opinions of students and adults. An example of effective review is the monitoring of time specific, well evaluated intervention programmes. Senior leaders agree a next step is to continue using good practice indicators where appropriate. This would assist teachers in understanding what excellence looks like.

Senior leadership is collaborative and experienced. There is a culture of distributed leadership across the school. The use of Tātaiako, Cultural Competencies for Teachers of Māori Learners within appraisal should challenge and support staff when they consider their next professional learning steps.

Students regularly reflect on their progress and achievement. Three-way conferences link students, their families and the teacher to ongoing pathways for success. There is comprehensive information within learning journey documents. Students are confident learners.

Staff reflection and discussion leads to consistency, common direction and shared understandings about teaching. There is a deliberate strategy to extend understanding of Māori students and their learning.

The board, in the school's charter, identifies appropriate areas of strength and areas of need. High quality information about student achievement is regularly shared with the board.

Trustees govern well. The annual and strategic plans, and resourcing to realise goals, are driven by student achievement information. The robust analysis of achievement data that identifies patterns and trends overtime, across the school, assists the board to make informed decisions. Board members are involved in ongoing board training, especially around self review and Ka Hikitia.

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
• stand-downs, suspensions, expulsions and exclusions
• attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

10 August 2012

About the School

Location	Waikanae
Ministry of Education profile number	2871
School type	Full Primary (Years 1 to 8)
Decile	8
School roll	527
Gender composition	Female 53%, Male 47%
Ethnic composition	NZ European/Pākehā Māori Pacific Asian Other ethnic groups	68% 10% 3% 3% 16%
Review team on site	June 2012
Date of this report	10 August 2012
Most recent ERO report(s)	Education Review Education Review Education Review	April 2009 May 2006 March 2003