Waikari School

Waikari School - 21/01/2019

School Context

Waikari School is a rural school in North Canterbury for students in Years 1 to 8. It has a roll of 31 students.

The school’s vision is for ‘confident, respectful and curious kids’. Its valued outcomes include academic outcomes along with developing leadership skills and demonstrating the school’s PRIDE values (perseverance, respect, integrity, making a difference, excellence).

The current aims of the school’s strategic plan are:

  • quality teaching and learning

  • strengthening values and identity

  • building partnerships

  • enhancing the learning environment.

The achievement targets are for students who are achieving below expected levels in reading, writing and mathematics to be meeting expected levels by the end of the year.

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

  • achievement in reading, writing and mathematics

  • progress and achievement in relation to school targets

  • outcomes related to wellbeing for success

  • achievement in some areas in relation to the New Zealand curriculum.

All teachers have been involved in professional learning in the teaching of literacy, te reo Māori and culture, and enhancing student engagement and behaviour.

Waikari School is part of the Tipu Māia Kāhui Ako|Community of Learning (CoL).

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 is working towards equitable and excellent outcomes for all students. Over the past three years:

  • the majority of students achieved at or above the school’s expectations for reading, writing and mathematics

  • the proportions of students achieving at or above expectations were slightly higher in writing and mathematics than in reading

  • the disparity between boys’ and girls’ achievement in reading has been reduced

  • most students achieved at or above school expectations in social sciences and health.

In 2017 most students made expected progress in reading and writing, and two thirds made expected progress in mathematics.

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

Over the past three years there have been variable levels of accelerated progress. School information shows:

  • the majority of students targeted to make accelerated progress have done so in reading and writing

  • a small number of targeted students have made accelerated progress in mathematics

  • in 2016 all boys targeted in reading and writing 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?

Students benefit from a positive and supportive school culture. The school’s established values contribute to student wellbeing for learning. There are caring relationships among students, between adults and students and with the wider community. Tuakana-teina (older students supporting younger students) relationships are highly evident. Students have a strong sense of belonging and regularly contribute to school-wide decisions.

The school’s curriculum effectively supports students to meet the school’s stated valued outcomes. There are a range of purposeful programmes to support the students’ development of their PRIDE values and leadership skills. Well-considered programmes are in place for students at risk of not achieving in literacy and mathematics. Learning data is well used at all levels for making decisions about resourcing and teaching strategies that will improve student outcomes. Over the past two years there has been a greater focus on providing learning about Māori, in particular within the context of the local environment. All students are learning the basics of te reo Māori and aspects of tikanga Māori.

Teachers use a range of effective strategies to engage and improve students’ learning outcomes. Students’ learning pathways are well based on teachers’ knowledge of the learners and their use of data and assessment information. Teachers try new approaches and use data to establish what works and for whom, through their professional inquiries and research. They are increasingly working with parents as partners in their children’s learning. Teachers work together to build collective understanding of the students’ next steps and to distribute appropriate resourcing.

School leaders ensure effective planning, coordination and evaluation of the school’s curriculum and teaching. Trustees and the principal are implementing a useful strategic plan to guide well-considered priorities. Self review is used constructively to inform improvement for learning. The principal has high expectations of teachers and their practice. School-wide guidelines have been developed to increase the consistency of practice. The principal and teachers have built collaborative relationships with neighbouring schools to enhance learning opportunities for students.

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

Leaders and teachers need to extend their reporting to the board to include the:

  • rates of progress of all students

  • achievement and progress of cohorts of students

  • impact of strategic planning actions.

Leaders and teachers need to consolidate the consistent use of school-wide expectations and guidelines and sustain successful initiatives.

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:

  • experienced and effective leadership that has established school-wide expectations and practices

  • a responsive curriculum that provides opportunity for all students to develop the school’s valued outcomes

  • the systematic gathering and use of learning information that informs parents, students, teachers, leaders and trustees about student achievement.

Next steps

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

  • deeper analysis of learning information to know about the sufficiency of progress for all students

  • embedding the consistent implementation of school-wide expectations and practices.

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 & Improvement Services Southern

21 January 2019

About the school

Location

North Canterbury

Ministry of Education profile number

3569

School type

Full Primary (Years 1 to 8)

School roll

31

Gender composition

Boys: 17

Girls: 14

Ethnic composition

Māori:     3
Pākehā: 28

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

October 2018

Date of this report

21 January 2019

Most recent ERO reports

Education Review: July 2015
Education Review: May 2012
Education Review: November 2009

Waikari School - 23/07/2015

Findings

Teachers know students well, and respond appropriately to their individual learning needs. Students are provided with a wide range of learning opportunities. The principal, teaching staff and board work closely and are focused on improving student achievement. Further development of the school’s curriculum document and self-review processes will help the school to sustain and improve its performance.

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

1 Context

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

Waikari School is a small rural school set in spacious and attractive grounds. The school is well supported by the local community.

Students learn in two multi-aged classes. Teachers know students and their families well. Positive relationships between students and staff contribute to the family-like and caring culture.

In 2014, there was a change of principal. An acting principal was employed until the current principal was appointed in Term 4. Other staff have remained consistent. The school board of trustees is also relatively new.

There has been progress towards meeting most of the 2012 ERO recommendations. Systems for monitoring student achievement and progress over time are now in place. However, the new board and principal have identified that a number of areas, including self review, still need to be addressed.

2 Learning

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

Teachers make good use of individual student achievement information to appropriately meet students’ needs.

School achievement information shows that most students achieve well in reading and mathematics. The principal and teachers have identified that writing is a priority focus for 2015.

Teachers plan relevant learning activities to meet the individual and group needs of students within their class. Students most at risk of not achieving are closely monitored. Specific support is in place for students with identified needs, including the provision of experienced teacher aides in each class. Teachers make good use of external support.

The principal and teachers have made some changes to the way they inform parents about how well their children are learning and progressing. They now have a revised system for reporting to parents twice yearly in relation to National Standards. Teachers should now consult with parents to ensure that the reports are clearly understood.

Students enjoy school. They get along well and help each other. Older students support and help younger students. Teachers listen to them and care about them.

Areas for review and development

The principal and teachers have identified, and ERO agrees, that they need to:

  • extend the process for tracking students’ progress over time

  • continue to clarify expectations and guidelines for teachers’ assessment practices.

Teachers should also consider the ways they can extend opportunities for students to take greater ownership of their learning.

3 Curriculum

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

The school curriculum effectively supports student learning. It gives high priority to literacy and mathematics and provides clear structure for teaching and learning in these areas.

Students have many opportunities to learn about the local and wider community. Teachers use a variety of interesting and appropriate resources within their programmes. Students regularly and independently use technologies in meaningful ways to support their learning.

Teachers have high expectations for students’ learning and behaviour. They work closely together, communicate well, and regularly share ideas about how to improve their teaching.

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

There are currently no Māori students enrolled in the school.

All students are provided with some opportunities to learn about aspects of Māori language and culture. The principal has a good understanding of Māori values and how these apply within the school. She is working with teachers to continue to strengthen their knowledge of Māori culture and language.

4 Sustainable Performance

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

The school is well placed to improve its performance.

The principal and board work effectively together. Trustees are focused on raising student learning and achievement. They are highly supportive of staff. The principal keeps the board well informed about student progress, achievement and school operations.

The board has good systems for managing the school and is successfully led by the board chair. Trustees regularly seek the views of families. They are improvement focused and responsive to feedback. The community and families are kept well informed about school happenings and events.

The principal is providing clear structure and direction for the board and staff. She makes good use of teacher strengths and is increasing opportunities for teachers to share leadership responsibilities. The principal has also recently introduced a useful process for appraising teachers, including clear expectations for the way teachers evaluate their own practices.

The principal and teachers have close links with other schools in the area. They regularly meet to share best practice ideas.

Areas for review and development

The board and principal have identified, and ERO agrees, that it is timely to review and refine the school’s Charter and plans for future direction. Further board training should help trustees extend their understanding of governance roles and practices.

The board should also regularly undertake anonymous surveying of students, staff and the community.

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

Teachers know students well, and respond appropriately to their individual learning needs. Students are provided with a wide range of learning opportunities. The principal, teaching staff and board work closely and are focused on improving student achievement. Further development of the school’s curriculum document and self-review processes will help the school to sustain and improve its performance.

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

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

About the School

Location

Waikari, North Canterbury

Ministry of Education profile number

3569

School type

Full Primary (Years 1 to 8)

School roll

37

Gender composition

Boys 21; Girls 16

Ethnic composition

Pākehā

37

Review team on site

April 2015

Date of this report

23 July 2015

Most recent ERO reports

Education Review
Education Review
Education Review

May 2012
November 2009
October 2007