Lake Rotoiti School

Summary

Lake Rotoiti School is a small rural school, with 30 children. Children learn in two multilevel classes. There have been changes in leadership since the start of 2017. At the time of this review there was a new board chair, new trustees and an interim principal until a permanent appointment is made.

The school is part of the Te Hapori ō Akoranga ki Whakatū Nelson City Kāhui Ako |Community of Learning (CoL).

How well is the school achieving equitable outcomes for all children?

The school responds effectively to the individual learning needs of all children.

Children learn through a range of rich experiences. They feel very positive about learning and make choices within the learning programme.

Relationships amongst children and between children and their teachers are caring, respectful and focused on learning.

The school has capacity and capability to accelerate learning for all learners.

The school agrees to:

• develop more Sustainable Development for Equity and Excellence targeted planning to address the issues identified in the section of this report

• monitor targeted planning that leads to improved governance, leadership and teaching, and positive outcomes for children

• discuss the school’s progress with ERO.

Equity and excellence

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

The school responds effectively to the individual learning needs of all children. This applies particularly to those whose progress needs to be accelerated, including those with additional learning needs.

The school’s achievement data over the last four years shows very high achievement in mathematics and reading and good levels in writing.

The school’s 2017 mid-year data also shows that nearly all children have, or are likely to reach the National Standards (NS) in reading, writing and mathematics by the end of the year. Written reports about achievement against NS are very good and support parents to reinforce their child’s learning at home.

Aspects of the school’s assessment practices could be strengthened by showing more clearly what contributes to teachers’ judgements about children’s achievement levels. The teacher and principal work closely together to ensure consistent judgements about learner achievement across the school. Teachers have identified that there are opportunities to strengthen the moderation process through their involvement in the CoL.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Students learn through a range of rich experiences. They feel very positive about their learning. Teachers maximise children’s learning opportunities by making use of the local expertise and the school’s surrounding geographic features to make the learning relevant.

Relationships amongst children, and between children and their teachers are caring and respectful. These caring relationships enable children to settle well and learn.

Teachers are in the early stages of providing a culturally responsive curriculum.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

To ensure that valued outcomes for all children are sustained, the school must ensure that the curriculum is evaluated on a regular cycle, over time, and should include a focus on:

• building cultural responsiveness across the school

• strengthening children’s knowledge about their learning and next steps

• identifying expectations for teaching and learning

• updating curriculum guidelines and programmes across learning areas.

The board should have sound processes in place in order to be assured that:

• the appraisal process and practices are robust

• communication systems within and beyond the school are effective

• roles and responsibilities for governing and leading the school are clear

• effective processes are in place to gather and respond to student, staff and parents’ levels of satisfaction.

The new trustees would benefit from external support to help build their understanding of the governance role and responsibilities that support the school’s current and future strategic direction.

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

• 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.

ERO found the board has not met all legal requirements. The board needs to:

• develop more robust systems to effectively support health and safety and to meet compliance requirements
• ensure complaints are effectively dealt with and properly documented
• strengthen the complaints procedure with detailed guidelines, which needs to be shared regularly with the school community so that all are clear about the process
• regularly share school-wide achievement information with the community
• develop the school’s appraisal policy to support a robust appraisal process.

Actions required

ERO identified non-compliance in relation to:

• the inclusion of Vulnerable Children’s Act requirements in documents

• a policy regarding the surrender and retention of property

• the school’s annual report being readily available to the school community.

In order to address this, the board must

1. Include Vulnerable Children’s Act requirements in documentation [Vulnerable Children’s Act 2014]

2. Develop a policy regarding the surrender and retention of property. [Sections 139AAA-139AAF of the Education Act 1989]

3. Make the annual report available on the school’s website
   [Section 87AB Ed.Act1989]

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 learners.

The school agrees to:

• develop more sustainable development for equity and excellence section targeted planning to address the issues identified in the sof this report

• monitor targeted planning that leads to improved teaching, and positive outcomes for children and the school community

• discuss the school’s progress with ERO.

ERO will provide feedback and resources to support the development of more targeted planning.

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

Recommendations

ERO recommends that the Ministry of Education and the New Zealand School Trustees Association consider providing support for the school in order to bring about improvements as outlined in the sustainable development for equity and excellence section.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

9 November 2017

About the school

1 Context

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

Lake Rotoiti School is a small, rural school located near Nelson Lakes National Park, catering for students in Years 1 to 8. The school has a family atmosphere and is an integral part of the local community. There is a strong focus on students learning and engaging with others within and beyond their immediate environment. A high level of parent and community support provides diverse opportunities for enrichment.

Since the September 2009 ERO report, significant property developments have occurred including the redevelopment of the community hall into a spacious classroom.

2 Learning

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

Student achievement information provides clear evidence that learners are achieving well in relation to the National Standards. Data reported to the board in 2011 shows that the majority of students are achieving at or above in relation to the National Standards in reading, writing and mathematics. These clear and comprehensive reports to the board on student achievement and progress toward the National Standards provide trustees with high quality information on which to make decisions about resourcing and learning programmes.

Since 2009, significant progress has been made in using achievement information to inform key changes to learning programmes, student engagement, progress and achievement.

Achievement data is used to identify students’ needs and to plan appropriate programmes. Student progress is tracked and monitored individually throughout the year. Learners requiring extra support or extension are provided with targeted programmes. Teachers are responsive to the changing needs of students. The 2012 targets identify students who are working at National Standards as a priority group of learners to move to achieving above in order to reach their potential.

Each year parents receive two clear and useful reports about their child’s progress in relation to National Standards in reading, writing and mathematics. Students’ next steps and strategies for parents to use at home are clearly outlined.

Students are highly engaged in learning that builds on their prior knowledge and understanding. They are increasingly developing awareness of their next learning steps. Students confidently offer their perspectives and articulate strategies for understanding learning.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. Since 2009, extensive work has been undertaken to develop the Lake Rotoiti School Curriculum. It links clearly to the principles and values of The New Zealand Curriculum and the school’s educational goals and priorities. There are clear expectations for teaching. Learning programmes have appropriate sequences and progression over the year levels. Teachers have developed programmes to build students’ awareness and understanding of local Māori history and te reo me ngā tikanga Māori. The school’s curriculum also takes advantage of its surroundings alongside Nelson Lakes National Park. Ongoing consultation and review with the community, staff and students is ensuring that learning programmes are responsive to students’ current and future needs.

Teachers know their students well. Lessons are well paced. Links are made to students prior learning and understanding. Planning is responsive to students’ needs and interests. Teachers effectively model to students to clarify the expected learning. Learners are given time to consider and express their ideas and staff value their opinions. A strong focus on developing students as independent thinkers is evident.

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

The school currently does not have any Māori students on the roll. Biculturalism is a focus to give students the confidence to take part in pōwhiri and to develop their awareness and understanding of te reo me ngā tikanga Māori. Staff have had training to deepen their understandings of cultural practices. They have identified that many of the key aspects of the government's Māori Education Strategy are a part of school life.

4 Sustainable Performance

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

The charter clearly outlines the school’s vision and values. Strategic and annual plans focus on priorities likely to continue to lead to improved student engagement, progress and achievement. Self review processes are well embedded. There is clear alignment between the strategic and annual plans through to curriculum delivery and programme implementation. Teacher professional development is aligned to school targets, priorities and direction. The appraisal process is used to clearly identify teachers’ individual professional needs. Regular conversations between teachers have a focus on inquiring into effective teaching practices based on student data and observation.

Community partnerships are strong. The board values and responds to the views of the community through consultation about curriculum and procedures. Communication is regular and ongoing through newsletters, workshops and information evenings.

Since the 2009 ERO report trustees have worked with the principal and an external facilitator to build their understanding and use of student data in self review to inform decisions about resourcing and future improvement.

The school is well led. The principal’s leadership has established high expectations for school improvement. He leads in a consultative and reflective manner.

Through discussions with trustees and the principal ERO is confident that the school’s self review will continue to identify priorities that improve outcomes for students.

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. At the time of this review there were three international students attending the school.

The school has attested that it complies with all aspects of the Code.

ERO’s investigations confirm that clear procedures and processes are in place for the recently arrived international students.

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.

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)

5 February 2013

About the School