Waikawa Bay School

School Context

Waikawa Bay School is a contributing (Years 1 -6) school located in the Marlborough Sounds. It has a roll of 152 children. 

The school’s vision is to be a caring community of learners where everyone achieves success. The motto of ‘Living and Learning the Waikawa Way’ is captured (summarised) in the values, expressed in te reo Māori and English, of being honest (kia pono), kind (kia atawhai), respectful (kia manaaki) and the best you can be (kia whakamiharo). The school’s aims and goals focus on improving children’s achievement and developing their competencies.

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

• reading, writing and mathematics achievement
• the extent to which school practices are inclusive of all children
• engagement with parents, whānau and community.

Since the previous review there have been a number of staff changes including the appointment of a deputy principal. The board is a mix of experienced and new trustees.

The school has been part of the Ministry of Education Accelerating Learning in Literacy (ALL) programme for two years.

Waikawa Bay School is a member of the Marlborough Sounds/Te Wheke Akoranga Kāhui Ako|Community of Learning (CoL).

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?

The school is effective in achieving positive outcomes for most children. Levels of achievement in reading, writing and mathematics continue to improve in relation to school expectations.

Girls achieve better than boys in reading and writing. A strategic, targeted approach by the school has been successful for Māori children and boys, particularly in writing. In both writing and mathematics the achievement of Māori children is similar to all children.

Children with additional learning needs are well supported through regular and careful planning and monitoring of their progress and their inclusion in school life.

The school regularly celebrates a range of student success, and in particular children’s writing as part of a school-wide focus to promote achievement.

Teachers use a range of effective assessment methods and regular in-school moderation to enable them to make consistent achievement judgements.

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

The school effectively identifies, monitors and responds to children whose learning and achievement need acceleration.

Māori children whose learning requires acceleration are well supported. A school-wide focus on engaging and working with whanau, as well as careful tracking and appropriate interventions, has resulted in children making accelerated progress.

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’s culture is inclusive and respectful, and places children at the centre of learning and teaching. Children have strong ownership of the school environment. This fosters their wellbeing and pride in the school, and builds a deep sense of belonging. Pastoral care needs are clearly identified and well monitored. Leaders and staff create and maintain welcoming relationships with parents and whānau to empower them to become partners in the school and their children’s learning.

Children benefit from a broad, rich curriculum that uses local contexts and expertise. They have appropriate opportunities to choose what, when and how they learn. Teachers are responsive to each child’s interests, needs and abilities. Children have many opportunities to hear te reo and experience tikanga Māori.

Teachers engage with parents and whānau in supportive ways to strengthen learning partnerships. Children have many opportunities to develop their personal competencies and leadership skills. School staff work well together with a strong team approach, to achieve positive outcomes for children.

There is strong leadership in the school. The principal, board and teachers have a clear vision for the school for all to be the best they can be. The deliberate, distributed leadership approach creates trusting relationships and effective communication across the school. These strategies encourage and empower teachers to be innovative and increase their professional capabilities. Leaders and teachers are purposefully involved in professional learning and development that is well aligned to school priorities.

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

The school needs to further develop the consistency of teaching practices across the school. It should strengthen the appraisal process to include regular, documented observations of teacher practice. Leaders need to provide the opportunity for clear, meaningful feedback. This should ensure professional development goals are useful and lead to improving outcomes for all children.

Leaders, trustees and teachers need to develop and implement a planned, systematic internal evaluation process to:

• create a shared understanding of evaluative practices
• evaluate the impact and effectiveness of programmes, practices and initiatives on outcomes for children
• inform school-wide decision making that supports the achievement of the school’s priorities.

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 inclusive and respectful culture that places children at the centre of learning and teaching and promotes their wellbeing, engagement and learning
• the broad, rich curriculum that uses the surrounding environment and local expertise to engage children in learning
• strong school leadership, trusting relationships and effective communication that promote meaningful parent and whānau involvement in leaning and the life of the school.

Next steps

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

• strengthening the consistency of teaching practice across the school to promote well-defined, coherent expectations for learning and teaching
• developing a planned, systematic internal evaluation process to create a shared understanding of evaluative practices and ongoing improvement.

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson
Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

2 March 2018

About the school