Wainuioru School

School Context

Wainuioru School is a full primary school in Eastern Wairarapa that provides education for students in Years 1 to 8. At the time of this ERO review, the roll is 87 students 19% of whom identify as Māori and 79% as New Zealand European.

A new school vision and values ‘Wai Kids’ is one where ‘through our influence, example and efforts we aim to help our children to be respectful, have an active mind, invest in well-being, display Kaitiakitanga, ignite a passion for learning, be determined to succeed and to strive for excellence.’ The school values are blended with those from The New Zealand Curriculum to underpin students’ holistic development.

Its current goals and targets for improvement in student outcomes are linked to the areas of improvement in:

• achievement - all learners will be at or above the National Curriculum level for Literacy and Mathematics

• enhancing its rural character – through a strong community partnership with a focus on innovation and technology.

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

• progress and achievement in reading, writing and mathematics

• development of the key competencies

• engagement and wellbeing

• intent and impact of initiatives.

Since the May 2016 ERO review there has been significant change in staff and trustees. A new principal was appointed in term 4 2017, new teachers and trustees have also been appointed.

Professional development in 2018 was focused on raising achievement in reading and play-based learning.

The School is a member of the Wairarapa Kāhui ako.

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?

In 2018 most students, including Māori, achieved at or above the expected curriculum level in reading, writing and mathematics with high numbers achieving above their respective curriculum level in reading. No significant disparity is evident.

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

Most students make expected progress. Acceleration is evident for some students in reading, writing and mathematics in 2018. Measures have been taken to reduce any emerging disparity and to raise overall achievement over time. 

Students who require their learning to be accelerated are clearly identified and targeted for additional support. Teachers work together and with parents to develop ongoing ways to accelerate their learning.

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?

A friendly, family culture supports students to develop a sense of belonging. Students are supported to learn in inclusive classrooms with a clear focus on learning. Classroom programmes reflect teachers’ knowledge of individual students’ strengths, interests and needs. Considered learning opportunities are well scaffolded and differentiated to progress student achievement. Students are effectively supported to know about and reflect on their learning. Digital tools enhance learning and are integrated appropriately. A well-considered programme successfully supports students to transition into their new learning environment.

Staff continue to work to implement and refine effective practices and processes to address the equity of outcomes for all learners. This is reflected through their deliberate actions and strategic goals that focus on ongoing improvement in overall achievement. There is useful tracking of student progress for both individuals and groups at class and schoolwide levels.

Students requiring additional support are well catered for. Their needs are well known to teachers and progress is shared with their parents. Teacher aides are highly valued and support learning within individual programmes and classrooms. External agency support is accessed through the special education needs coordinator who monitors support, brokers expertise and supports the development of teacher aides.

The community is a valued and respected partner in school resourcing and wider activities. A strong school-community link based on resourcing learning and success is well established. Parents of students are well informed. A range of initiatives are in place and regularly offered to parents to deepen their educational understanding.

Teachers are professional practitioners. They are well supported to further develop their professional practice and to grow their leadership. They are highly collaborative, sharing knowledge and contributing to each other’s professional learning. Professional inquiry is an integral part of their ongoing reflection process. It is used to monitor student progress, reflect on the effectiveness of practice and support professional learning. The recently strengthened appraisal process is a robust, collaborative process that meets Teacher Council requirements.

Leaders strongly guide and support the school’s direction. The new principal provides strong leadership and guidance in the development of the school’s vision for a refreshed curriculum. He is highly collaborative, strongly improvement focused and holds high expectations for all stakeholders. This is evident in the recent strengthening and alignment of systems and processes that enable effective functioning of the school. There is a clear focus on student well-being, engagement and achievement.

Trustees are highly active in supporting the school-community partnership building. They actively seek to understand and contribute to the intent and operation of initiatives such as curriculum and vision redevelopment. They have a range of useful systems in place to support effective stewardship. They are well informed through regular reporting on student achievement, well-being and engagement. Their resourcing decisions enhance teaching and learning and enable students to experience individual success.

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

The new principal has led a strengthened cultural response within the curriculum. Regular contact and consultation with local iwi, has been established. Trustees and teachers are deepening their understanding and knowledge of te ao Māori. There is an expectation that all teachers will find ways to include te ao Māori into classroom programmes. Implementing the school’s Māori education strategy which includes continuing to strengthen the integration of te reo me ngā tikanga Māori into the curriculum is a school priority. ERO’s evaluation affirms this.

A well-considered curriculum review and development process is focused on capturing the rural context and promoting a localised curriculum and future focused learning. It is well informed by research and stake holders. It is responsive to the communities valued outcomes. Students are also invited to input into curriculum decisions and design. Completing the design and documentation of the curriculum has been identified by leaders as urgent. ERO afirms this priority.

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 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Wainuioru School performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

• whānau and community engagement that is supportive of the school and its activities
• teaching practice that is focused on extending students learning
• cultural and professional leadership that provides clear guidance on curriculum and strategic direction.

Next steps

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

• review and document a curriculum that is localised and captures community and student input
• create cultural awareness and responsiveness that values and incorporates te ao Māori.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

10 May 2019

About the school