Kohia Terrace School

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Education institution number:
6939
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
336
Telephone:
Address:

3 Kohia Terrace, Epsom, Auckland

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1 Context

Kohia Terrace School is a full primary school catering for children from Years 1 to 8 in Epsom, Auckland. The school has an enrolment zone in place to help manage roll growth. Kohia Terrace School is a member of the Auckland Central Community of Learning (CoL). Leaders and teachers have been involved in a variety of professional learning programmes and inquiries that support the acceleration of student progress and achievement. Recent property developments include the refurbishment of classrooms and creating collaborative learning spaces.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are expressed in the school's Whakatauki: " Kōhia te wānanga e tū ki te ao mārama" ("Gather the knowledge of the ancestors and stand to face the world") The school's vision, "the power to dream, the passion to achieve", unlocks children's potential and develops their capacity for lifelong learning.

The school values: "Nurturing our Human Spirit", "Leading the Way", "Reaching for the Sky", "Excelling through Effort" are encouraged, modelled and explored as an aspect of everyday life and are well understood by children, teachers and the community. The school vision and values form strong foundations for successful learning. Positive relationships between children, teachers, families and whānau are regarded by the school as essential to learning, underpinning equity and excellence.

The school’s achievement information shows that high numbers of children achieve 'at' or 'above' the National Standards in reading, writing and mathematics. There are very small numbers of Māori and Pacific children. Māori children are achieving at similar levels to their peers. The data shows some disparity with Pacific achievement in reading, writing and mathematics. The data also shows some gender based differences with the overall achievement of girls exceeding that of boys, particularly in writing and reading. In response to these differences, the board, school leaders and teachers continue to focus on deliberate actions to reduce this disparity.

The school's moderation processes rely on robust internal discussions and sharing of children's achievement results. This, together with work in and across teams is helping to ensure that overall teacher judgements are valid and reliable. These assessment decisions are then checked and analysed by senior leaders. The school also moderates their achievement data with other Auckland schools.

Since the last ERO evaluation the school has developed acceleration plans to identify, track, and monitor the progress of all children who need to make accelerated progress in reading, writing, and mathematics. These plans include:

  • embedding 'Teaching as Inquiry' as an explicit means of accelerating children's progress
  • strengthening internal evaluation to ensure successful teaching strategies and learning intervention programmes are provided for all children
  • continuing to develop student agency and children's knowledge of themselves as learners
  • strengthening biculturalism to provide a stronger sense of te reo and things Māori at all levels of the school.

3 Accelerating achievement

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

The school is highly effective in responding to all children whose learning and achievement needs acceleration.

The school has high expectations for all children to achieve and a collective staff responsibility for accelerating the progress of children at risk of not achieving. Through ongoing and targeted professional learning programmes, leaders and teachers have deepened their understanding of what is required to improve and accelerate student progress and achievement.

The school maintains a strong focus on 'knowing the learner'. Children benefit from teachers' detailed knowledge of their interests, strengths and learning needs gathered from parents and whānau, previous teachers, achievement information, and from the children themselves. This information is updated, monitored and responded to on an ongoing basis.

Leaders and teachers collate and analyse achievement data very effectively. They have established very clear and coherent systems and procedures to record and respond to children's individual strengths and learning needs. They identify every child who is below the National Standard in reading, writing and mathematics. Through targeted raising achievement plans, teachers and leaders monitor students' progress closely and plan appropriate learning intervention programmes that promote acceleration.

The school has numerous strategies and interventions to accelerate target students' achievement in reading, writing and mathematics. These initiatives include in-class interventions and support programmes taught by specialist teachers. Teacher aides who speak languages other than English, are used very effectively to provide additional learning support in classrooms. These strategies contribute to high levels of student engagement in classrooms. This is further enhanced by teachers, who collaborate well and routinely share good practice in teams to support all learners.

The children who spoke with ERO value the opportunities and challenges associated with being part of a writing acceleration group. They were able to talk about their learning and evidence the progress they made during the intervention.

Leaders and teachers collate and analyse a wide range of data to critically evaluate the success of these initiatives, designed to accelerate children's learning progress in relation to National Standards. They evaluate how well programmes suit each child's specific learning needs and adapt programmes and resources to meet children's changing needs.

Teacher Inquiry is a core component of acceleration at Kohia Terrace School. Teachers have target groups of children in each class who are the basis of 'Teaching as Inquiry' action research projects. These inquiries are well aligned to the school's charter and annual plan achievement targets. The 2016 charter targets are clearly and appropriately focussed on accelerating achievement in literacy through strategic and coherent approaches across the school.

Teachers think deeply about what they can do to accelerate the progress of these children. They scaffold children's learning through a range of rich learning experiences across the curriculum and build on what they know about individual children's interests, strengths and capabilities. Teachers make effective use of professional learning and research. Their classroom practice is further enhanced by coaching programmes, professional learning groups and opportunities to model and observe effective practice. Target groups are discussed, and their progress is reflected on at team meetings and at professional learning group meetings. The progress of the target groups are appropriately linked to the teacher appraisal processes.

Senior leaders maintain a strong line of sight to the progress and achievement of all children. Achievement information is regularly reviewed and senior leaders use achievement data to evaluate the effectiveness of intervention programmes.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum, processes and practices are very effective in developing and enacting the vision, values, goals and priorities for equity and excellence.

The school's curriculum reflects The New Zealand Curriculum (NZC) and the school's whakatauki, vision, values and goals. It appropriately prioritises reading, writing and mathematics as the foundations of learning. The rich, broad and authentic curriculum provides challenge and opportunities for all children to engage their interests through integrated classroom inquiry programmes. The school's curriculum themes are highly responsive to children and build on their prior knowledge and experiences outside school.

Children participate and learn in a collaborative and inclusive school culture. They are supported to learn alongside their peers where they test and explore their ideas. Specialist teachers provide additional curriculum enrichment through a hands on science programme, and opportunities to learn additional languages.

The quality of teaching is high. There are numerous very effective teaching practices that help students to know about themselves as learners and actively contribute to and lead their learning. Examples of these are 'learner maps' and maths and literacy journeys, where children monitor and track their own progress and achievement, and identify their next learning steps.

The school has progressively strengthened its bicultural practices. Senior leaders recognise the positive impact that bicultural practices, curriculum content and the use of te reo Māori has on Māori student language, culture and identity. The school has continued to consult with the Māori community through annual hui and have been responsive to whānau voice; an example of this has been the employment of a tutor to provide te reo Māori programmes for all classes. The school's goal is that Māori students thrive in te ao Māori, and as Māori within a global world.

The school is highly responsive to parents and whānau. Positive, learning focused partnerships between home and school are evident. Parents receive good information about their children's progress and achievement in relation to National Standards, and how they can help at home. There are processes that empower children to engage their parents in their learning. Parents spoken to by ERO greatly appreciate the school's high expectations for all learners, inclusive practices and the programmes designed to accelerate progress and achievement.  

The school is further extending their networking and collaborative practices by being part of the Auckland Central Community of Learning (CoL). The school's well-documented strategic plan is aligned to the CoL's goals and contributes positively to accelerating the progress of children at risk of not achieving.

Extensive internal evaluation is used well to meet the requirements of all learners and the changing school population. All school systems and teaching practices embed internal evaluation into everyday practice and allow leaders and teachers to respond holistically to the learning and wellbeing of all children and particularly those at risk of not achieving.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:  

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

Kohia Terrace School is very well placed to achieve and sustain equitable and excellent outcomes for all children.

The principal and senior leadership team are very effective leaders and have a cohesive and highly collaborative leadership approach. They are very deliberate in their roles as 'leaders of learning'. They lead a team of teachers who are open to learning and embrace on going professional learning opportunities, coaching opportunities and inquiry. Change and school improvement has been well considered and well-paced. Staff well-being and their individual and professional growth is valued and catered for. This is helping to achieve and sustain equitable and excellent outcomes for all children.

Effective governance supports equitable outcomes for all children. The board of trustees have a very good understanding of their stewardship roles and responsibilities. Trustees are committed to ongoing training and professional learning. They are consultative and regularly evaluate their own effectiveness as a board. Trustees have a clear understanding of children's progress and achievement. They effectively scrutinise achievement data and inquire into trends and patterns in the informative reports they receive from the principal and senior leaders. They utilise achievement information very well to make strategic resourcing decisions. They are responsive to the needs of the parent community and facilitate parent involvement and engagement in the school.

Through internal evaluation and ERO's external evaluation, senior leaders identified relevant development areas that include continuing to:

  • build a future-focussed approach to learning
  • develop authentic bicultural and multicultural responsiveness
  • align school and home-based approaches to learning in ways that support valued outcomes for all children

ERO is likely to carry out the next review in four-to-five years. 

6 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 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
  • processes for appointing staff
  • stand down, suspensions, expulsions and exclusions
  • attendance
  • compliance with the provisions of the Vulnerable Children Act 2014
  • provision for international students.

7 Recommendation

ERO recommends that the school continues to use internal evaluation to achieve excellence and equity in outcomes for all children. 

Graham Randell
Deputy Chief Review Officer Northern

19 August 2016

About the school 

Location

Epsom, Auckland

Ministry of Education profile number

6939

School type

Full Primary (Years 1 to 8)

School roll

340

Number of international students

13

Gender composition

Boys      54%  
Girls       46%

Ethnic composition

Māori
Pākehā
Chinese
Indian
Korean
Pacific
Sri Lankan
Filipino
Japanese
Latin American
Middle Eastern
other Asian
other European
others

  4%
39%
29%
13%
  2%
  2%
  2%
  1%
  1%
  1%
  1%
  2%
  1%
  2%

Review team on site

July 2016

Date of this report

19 August 2016

Most recent ERO report(s)

Education Review
Education Review
Education Review

September 2011
October 2008
September 2005

1 Context

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

Kohia Terrace School, in Epsom, Auckland, is a small primary school catering for students from Years 1 to 8. Parents and families in the school’s multi-cultural community are well engaged with the school and are supportive of students’ learning. Senior leaders and trustees have responded positively to the areas identified for school development in ERO’s 2008 report. Their well planned strategic development supports ongoing improvements in teaching and learning.

Curriculum development since ERO’s 2008 review has included school-wide consultation on the school’s vision and values, and on the desired attributes of teachers and learners in the school. The descriptors developed as a result of this consultation provide a strong foundation for the implementation of the curriculum.

The expansion of the school’s information and communication technologies (ICT) infrastructure, and the provision of focused professional learning and development for staff, has had a significant impact on student learning. This year, technology programmes for Year 7 and 8 students are being provided at the school.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students are well engaged in learning and make good progress. The majority achieve at or above the National Standards for literacy and numeracy.

Students are increasingly knowledgeable about their learning and are developing skills in assessing their own and others’ progress. The senior leadership team is considering further ways to develop students’ ability to contribute to their own learning and progress.

Teachers know students well and have robust information about their learning and achievement. Achievement information is used purposefully to cater for students within their class or in withdrawal situations, with students grouped according to their ability and levels of achievement. The achievement of English Speakers of Other Languages (ESOL) and of gifted and talented students is closely monitored and appropriate interventions and initiatives are in place to promote and extend the learning of these students.

Teachers engage in focused reflections on the effectiveness of their teaching practices and their impact on student learning.

Two percent of the school student population identifies as Pacific. The achievement of these students is well monitored and closely tracked. Senior leaders and teachers work closely with families of Pacific students and have programmes and initiatives in place to promote the students’ learning and engagement. It would be beneficial to review the effectiveness of these initiatives and to evaluate their impact on Pacific students’ progress and achievement.

How well does the school promote Māori student success and success as Māori?

Two percent of the school student population identify as having Māori heritage. Māori students make good progress in reading, writing and numeracy. Information about the achievement of individual Māori students is monitored closely. Leadership opportunities enable Māori students to experience success as Māori.

Trustees and senior leaders are responsive to feedback from their annual consultation with Māori whānau. Senior leaders use the recommendations of Ka Hikitia- Managing for Success, the Ministry of Education Māori education strategy, to inform the school’s strategies for promoting success of Māori students.

3 Curriculum

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

The school curriculum promotes and supports learning effectively. Well considered goals and principles promote the school’s vision and provide a framework for learners and teachers. The principles and key competencies of The New Zealand Curriculum are reflected in the school’s curriculum framework.

Very good teaching practices used across the school include:

  • targeted teaching to increase students’ knowledge and understanding
  • programmes that are relevant to students’ ages and stages of learning
  • an emphasis on teaching and learning of literacy and numeracy
  • effective use of student achievement information for planning and for monitoring student progress.

Students are confident, articulate and contribute confidently to classroom and group discussions. They have many opportunities to participate in a wide range of activities and experiences, including learning foreign languages. All students have access to some Māori, Pacific and other cultural experiences. Senior leaders have identified the need to continue to integrate Māori perspectives into the learning programme.

In 2010 parents received two written, plain language reports on their child’s achievement in relation to the National Standards. Parents receive useful information about ways in which they can support their children’s learning at home.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

Transparent processes and systems for school operation are well established and effective. The futurefocused, well informed board of trustees is consultative and engages in robust self review. Trustees use student achievement information and their knowledge of the school curriculum to determine school priorities and future direction. The board has set targets for student achievement in relation to the National Standards for reading, writing and mathematics.

The school is well led. The principal focuses on continued improvements in students’ learning and is well supported by an experienced and capable senior leadership team. School leaders use effective practices for self review and provide a variety of opportunities for staff to discuss and reflect on their teaching. These reflections are successfully linked to the school’s supportive performance management system. The principal empowers teachers to develop leadership skills.

The school engages well with its community. Parents/whānau have many opportunities to participate in decision-making about the ongoing and future direction of the school. They freely contribute their time to build community relationships and support classroom programmes.

Provision for international students

The school uses highly effective processes to monitor its provision for international students. Processes are in place to help ensure that international students feel welcomed into the school. The school provides good pastoral care for international students and their progress and achievement is well monitored. Senior staff acknowledge that all staff should continue to participate in professional learning and development to further increase their levels of cross-cultural understanding.

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 seven international students attending the school.

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

ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

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
  • 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.

Richard Thornton

National Manager Review Services

Northern Region

30 September 2011

About the School

Location

Epsom, Auckland

Ministry of Education profile number

6939

School type

Full Primary (Years 1 to 8)

Decile

10

School roll

393

Number of international students

7

Gender composition

Girls 50%

Boys 50%

Ethnic composition

NZ European/Pākehā

Māori

Chinese

Indian

Sri Lankan

Australian

British/Irish

Fijian

Filipino

Latin American

Niuean

Samoan

Tongan

other Asian

50%

2%

21%

8%

4%

2%

1%

1%

1%

1%

1%

1%

1%

6%

Review team on site

August 2011

Date of this report

30 September 2011

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2008

September 2005

May 2002