Kenakena School

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School Context

Kenakena School in Paraparaumu, is situated on the historic Kenakena Pā site. The links to Ngāti Toa as mana whenua and Te Atiawa ki Whakarongotai Marae are valued. Of the 558 students, 14% are Māori, 3% are Pacific and thirty five are English Language Learners. The school roll continues to be increasingly multicultural.

Valued outcomes for students are articulated in: the school’s vision - ‘exciting, motivating, positive’; mission - ‘through meaningful learning contexts develop key competencies for the future’; and TIAKI values. These values are for students to take responsibility, inspire teamwork and independence, aim for excellence, know how to be resilient and insist on respect.

The school’s strategic aim is for 100% of students to be achieving at or above expectation for age and year level, with an emphasis on pedagogy and learning environments to improve the achievement levels of all students. This includes accelerating achievement of those achieving below expectation, aiming for students to be at or above expected levels by the time they leave the school at the end of Year 8.

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

  • achievement and progress in reading, writing and mathematics

  • improved levels of achievement for those involved in specific reading programmes

  • progress for specific year level groups, as they move though the school, in literacy and mathematics.

Staff have participated in the Ministry of Education funded professional learning and development and teacher-led innovation fund (TLIF) focused on personalised learning, e learning, digital and collaborative learning, and the Incredible Years programme.

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 continues to progress the achievement of equitable and excellent outcomes for most learners. Since the August 2014 ERO report, rates of achievement have continued to improve.

Schoolwide end-of-year achievement information for 2017, indicated that overall most students achieved at or above expectation in reading and mathematics and a large majority in writing. Māori students’ achievement is lower than that of their peers with the majority achieving at or above expectation. Disparity continues for boys in literacy, reducing over time. In 2017, almost all Year 8 students achieved at or above expectation in reading.

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

Those students who are at risk of not achieving expected levels are identified, monitored and well known by teachers and leaders. Achievement data for this year shows that there has been success in improving progress for some students to date in 2018.

During 2017, most students identified in the achievement targets made expected progress, with some accelerating their learning over the year. Almost all students receiving extra support through specific reading interventions have made accelerated progress.

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?

School leadership is knowledgeable and inclusive. Leaders work collaboratively together and with staff and provide effective leadership for learning. High expectations support leaders’ and teachers’ ongoing learning, knowledge building and innovation. Teachers’ professional learning and development and inquiry are closely aligned with the school’s goals and priorities. There is a strong focus on building leadership capability across the school. This approach maximises the use of teacher expertise and allows the sharing of effective teaching strategies and practices.

The school has developed comprehensive guidelines and processes for appraisal of staff that promote inquiry and foster collaboration and sharing of good practice.Further developing evaluative questions and judgements in teacher inquiries should further enhance this process.

Students experience a broad curriculum with a wide range of learning opportunities. The shared understanding of the school culture, the TIAKI values and key competencies underpins a culture focused on teaching and learning.Teachers use a range of effective strategies. They work collaboratively to provide inclusive and productive learning environments for all students.

Learner-focused relationships are evident in the classrooms. Teachers encourage students to follow their interests to actively engage them in their learning. Students have a wide range of opportunities to be extended and challenged in sports, music, science, leadership and performing arts.

Responsive systems and processes are in place to identify and support those students with additional learning needs. The school works well with external agencies. Students with high needs are well supported to participate and engage in learning alongside their peers, through individual planning and appropriate use of resourcing.

Priority is given to the pastoral care and wellbeing of students. Strong and effective relationships with parents and whānau support the sharing of information about student wellbeing and learning. Transitions into, through and beyond the school are well-considered and responsive to children and their families. Leaders and teachers actively participate and contribute to local and regional learning networks and initiatives.

Systems, processes and resources provide many opportunities for Māori to be successful as Māori. Culture, language and identity is modelled, valued and celebrated.The school provides a culturally responsive programme that promotes the bicultural heritage of Aotearoa. Leaders and teachers continue to build their collective capacity in culturally responsive practice by extending their comfort and competence in te reo me ngā tikanga Māori.

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

Reflection, review and inquiry are regularly used to inform decisions for improvement. This is supported by a wide range of useful information about learning, progress and achievement. A concentrated focus on evaluation of the impact of pedagogy on accelerating learning should continue to improve outcomes for those groups of students not yet achieving at the school’s expectations.

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.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were three full-time students attending and the school hosts short-stay groups of international students over the year. School practices and processes effectively support students’ care, quality of education, involvement and integration into the school and wider community.

4 Going forward

Key strengths of the school

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

  • leadership that has high expectations and supports ongoing learning, knowledge building and innovation of staff to build teacher practice

  • a school curriculum, responsive teaching and learning environments that contribute to high levels of student engagement and ownership of their learning

  • well developed processes that engage leaders and teachers in reciprocal relationships with parents, whānau and the wider education community.

Next steps

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

  • continued use of internal evaluation to determine the impact of initiatives and programmes on improving outcomes for those students most at risk of underachievement.

ERO’s next external evaluation process and timing

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

Alan Wynyard Director Review and Improvement Services

Southern Region

17 December 2018

About the school

Location

Paraparaumu

Ministry of Education profile number

2878

School type

Full Primary (Years 1 to 8)

School roll

558

Gender composition

Male 55%, Female 45%

Ethnic composition

Māori 14%
Pākehā 68%
Pacific 3%
Asian 5%
Other ethnic groups 10%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

September 2018

Date of this report

17 December 2018

Most recent ERO report(s)

Education Review August 2014
Education Review August 2011
Education Review June 2008

Findings

Students work in a positive, inclusive environment that supports their wellbeing and engagement in learning. They experience a rich curriculum in which diversity is valued. School leaders promote good quality teaching and positive outcomes for students. The vision of "Exciting, Motivating, Positive" is enacted throughout the school.

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

1 Context

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

Kenakena School is a coastal school in Paraparaumu situated on the historic Kenakena Pā site. The links to Te Atiawa ki Whakarongotai are valued. Of the 527 students, 15% are Māori and 3% are Pacific. The school roll is becoming increasingly multicultural.

The school provides a welcoming and inclusive environment for all students. The longstanding vision of “Exciting, Motivating, Positive” continues to be enacted. The positive findings in the August 2011 ERO report are sustained.

The high level of enrolments across the school continues. A new board of trustees was elected in 2013. Staffing is stable.

2 Learning

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

A positive, inclusive school tone effectively supports students’ engagement, progress and achievement and contributes towards their developing understanding and ownership of learning. Calm, settled classroom environments support students to persevere in their learning. Routines and school expectations are well understood by students.

The school gathers extensive achievement information. Each year, two student year groups are tracked and their progress reported to trustees, in addition to whole school National Standards information. Data shows that most students achieve at and above in relation to National Standards in reading, writing and mathematics. Writing achievement is lower for boys. Teachers are supported through professional learning for this writing focus.

School targets are consistent, with sub targets focused on specific needs identified through the analysis of schoolwide data. Outcomes are clearly reported to trustees. Over time data shows consistent outcomes for students, with significant improvements for Māori students. Students with diverse needs are supported effectively and their progress is well reported to trustees.

Parents receive written reports that clearly identify how well their child is achieving in relation to National Standards.

3 Curriculum

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

The school's curriculum effectively gives students access to a wide range of rich experiences. Teaching reflects the school’s expectations and promotes students' learning effectively. Teacher modelling and questioning supports students’ developing understandings.

An ongoing focus on curriculum review has resulted in the recent development of the Kenakena approach to mathematics and writing. Reviewing approaches to reading is a planned next step. Curriculum coverage is regularly monitored.

Moderation of assessment data promotes consistency of teacher judgements about student achievement across the school. While guidelines to teachers are clear there is an ongoing focus on improving processes to accurately assess student learning.

Leaders and teachers have developed an extensive, useful online resource for curriculum documentation. This is well organised and accessed by staff as they plan for their students.

Teachers' inquiry into the effectiveness of their practice is under development. A framework has been established and is consistently used across the school. A next step is to use analysed data to personalise teaching strategies to students’ individual needs.

Special needs students are well accepted by their peers. Their individual education programmes are planned and effectively monitored. The special education needs coordinator (SENCO) meets fortnightly with teacher aides to assist them in their roles.

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

Māori students are well supported to achieve. Teachers give priority to building strong relationships with whānau and acknowledge the strength of family in supporting their children. Staff know their students well. Survey information shows that Māori students are highly engaged in their learning.

Te ao Māori is promoted and valued. Local Māori history and stories are shared with students and the community. These contribute to the shared sense of pride that is evident.

Success for Māori has been a focus for review. Relevant research and networks have been drawn on to establish a shared pathway for ongoing success. The school is responsive to whānau aspirations. There are three Māori trustees on the board.

The school has an appropriate focus on developing teachers’ confidence and capability in using te reo Māori.

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.

The improvement focus of self review is clearly understood. Time is appropriately given to fully embed new practices. Review and development of new initiatives is well established. Reviews are collaborative and include multiple perspectives. These feed into ongoing improvement. Self review could continue to be strengthened through more formal documentation of evaluation.

School leaders have reviewed and strengthened the appraisal system. When fully implemented it should provide teachers with good feedback and direction.

The principal provides strong leadership, with a clear vision for the school and improving outcomes for students. The leadership team works to develop staff professionally and has effective systems for the smooth running of the school.

The new board is highly supportive of the school and its initiatives. Trustees access professional development and approach their governance role conscientiously. They are well informed about student achievement and any issues that arise. This enables them to make resourcing decisions focused on improving student outcomes.

Pastoral care of students is a feature. School personnel work effectively with parents and, where appropriate, external agencies to ensure needs are recognised and students are supported to better engage in their learning.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were two international students attending the school, one who started during the time of the ERO review. There are clear systems and monitoring in place to ensure that students are well integrated into the school and that their individual education needs are met.

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 work in a positive, inclusive environment that supports their wellbeing and engagement in learning. They experience a rich curriculum in which diversity is valued. School leaders promote good quality teaching and positive outcomes for students. The vision of "Exciting, Motivating, Positive" is enacted throughout the school.

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

Joyce Gebbie

National Manager Review Services

Central Region

20 August 2014

About the School

Location

Paraparaumu Beach

Ministry of Education profile number

2878

School type

Full Primary (Years 1 to 8)

School roll

527

Number of international students

2

Gender composition

Boys 51%

Girls 49%

Ethnic composition

NZ European/Pākehā

Maori

Pacific

South African

Other ethnic groups

70%

15%

3%

3%

9%

Review team on site

June 2014

Date of this report

20 August 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2011

June 2008

November 2004