Summary
Naenae School caters for students in Years 1 to 6. At the time of this review, 205 students were enrolled, with 60% identifying as Māori and 26% of Pacific heritage. Approximately 11% of students have significant physical and learning needs. Two new classrooms accommodate the steady roll growth since the June 2014 ERO report.
The school’s Māori Medium unit, Te Kohanga Te Ra, has grown to fifty students in three full immersion classes using Te Marautanga o Aotearoa curriculum. A conductive education classroom provides for children with motor disorders and other high needs. The school has developed relationships with nearby early learning services and schools. They are part of the Naenae Community of Learning | Kāhui Ako (CoL).
CARE School values emphasise: caring, manaakitanga; assisting, awhinatanga; respecting whakaute; responsibility, kawangatanga; and excellence, hiranga. Students are supported in their learning through an afterschool programme and a boys’ mentoring programme.
National Standards data over the past three years shows fluctuations and disparity in rates of students’ achievement. Approximately three-quarters of students achieve at or above in relation to the National Standards in reading, with half the students at this level in mathematics and writing.
Teachers have been involved in a wide range of professional learning and development (PLD) including Positive Behaviour for Learning (PB4L), mathematics and pāngarau, accelerated learning in literacy (ALL), and learning with digital technology.
How well is the school achieving equitable outcomes for all children?
National Standards information shows that some groups of students makeprogress over time, but many do not achieve at expected levels. Disparity of achievement is evident between boys and girls and Māori and Pacific learners. Significant fluctuations in achievement occur across year levels, and in writing and mathematics.
In 2016, most students in Te Kohanga Ra achieved at or above Ngā Whanaketanga Rumaki Māori in pāngarau, pānui, korero and tuhituhi.
The school has recently increased emphasis on improving its systems and strategies to support students whose learning and achievement need acceleration. Further developments in school processes to achieve equity and excellence should involve: strengthening target setting and monitoring processes; inquiry and internal evaluation; and building teaching practice.
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.
ERO is likely to carry out the next review in three years.
Equity and excellence
How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?
The school’s effectiveness in responding to students whose learning needs acceleration is variable. Some groups of students make expected progress. However, the school recognises that significant numbers of Māori students do not make accelerated progress.
Teachers use a range of national assessment tools to identify students’ needs and progress. They are increasing their knowledge of these tools to better inform their planning and strategies to improve achievement. Teachers know their students well and are beginning to use Accelerating Learning Plans to better target and monitor small groups of students whose achievement needs acceleration.
Teachers in the Māori Medium unit use culturally responsive practices and programmes to support and promote students’ learning. Rates of achievement for some targeted students have accelerated in pāngarau, and increased in korero since 2015. Disparity between boys and girls continues.
Leaders and teachers appropriately identify the importance of robust moderation of their assessment judgements. Lead teachers are participating in moderation clusters and targeted PLD to build capability in this area.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
Leaders are working to improving practices and processes that better promote the achievement of equity and excellence.
School tone and relationships are respectful and positive. The CARE values are reinforced by the strong focus on programmes and learning contexts that promote students’ wellbeing and sense of belonging in the school. Students observed by ERO demonstrated high levels of engagement and cooperation in their learning.
An emphasis on strengthening teaching to be more responsive to learners’ needs, backgrounds and interests is evident. Teachers build their cultural competencies and identify areas they need to develop. PLD and improved teaching, particularly in literacy and mathematics, have enabled some targeted groups of students to accelerate their learning and achievement. Further use of accelerated learning plans for targeted students across the school should support improved rates of progress for more of these learners.
Ongoing emphasis is appropriately placed on broadening students’ learning, including cooperative and experiential learning and use of digital communication. High levels of engagement and success are enjoyed by students involved in kapa haka performances and cultural competitions.
Leaders promote increased interaction between students, teachers, families and the community to strengthen learning partnerships. Increased use of digital programmes, home learning materials, homework centre programmes and adult mentoring in reading and counting, assist targeted learners to make progress.
Sustainable development for equity and excellence
What further developments are needed in school processes to achieve equity and excellence?
Some school processes need further development to achieve and sustain equity and excellence.
The school has identified a need for effective leadership and monitoring of learning programmes for students with high and additional learning needs. A special education needs coordinator (SENCO) has recently been appointed and has begun to implement improved systems.
Increasing use of review is beginning to inform plans and actions to drive improvement in some areas of the school. Trustees and leaders should use internal evaluation to identify what works and what needs to change to improve outcomes for learners. Ensuring school wide processes and support are in place for the analysis of accurate data to measure effectiveness and impact should assist trustees and leaders to develop clear goals, targets and actions that focus on acceleration of identified students.
Building teacher capability should be supported by teachers more explicitly linking their inquiry and appraisal processes to improved outcomes for students whose achievement needs acceleration. An annual evaluative appraisal summary statement about teachers' strengths and areas to develop should provide greater direction for their future development.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration and certification
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processes for appointing staff
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stand down, suspension, expulsion and exclusion of students
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attendance
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school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
Going forward
How well placed is the school to accelerate the achievement of all children who need it?
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and other children remains.
Leaders and teachers:
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need to develop and implement approaches that effectively meet the needs of each child
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need to improve the school conditions that support the acceleration of children’s learning and achievement
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need to build teacher capability to accelerate children’s learning and achievement.
The school agrees to:
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develop more targeted planning to accelerate learning for children
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monitor targeted planning, improved teaching, and children’s progress
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discuss the school’s progress with ERO.
ERO will provide an internal evaluation workshop in response to a request by the school.
ERO is likely to carry out the next review in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
23 June 2017
About the school
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Location
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Lower Hutt
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Ministry of Education profile number
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2922
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School type
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Contributing (Years 1 to 6)
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School roll
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205
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Gender composition
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Girls 51%, Boys 49%
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Ethnic composition
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Māori 60%
Pacific 26%
Pākehā 8%
Other ethnic groups 6%
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Provision of Māori medium education
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Yes
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Number of Māori medium classes
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3
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Total number of students in Māori medium (MME)
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50
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Number of students in Level 1 MME
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50
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Review team on site
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May 2017
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Date of this report
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23 June 2017
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Most recent ERO report(s)
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Education Review June 2014
Education Review April 2011
Education Review February 2008
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