Ahititi School

Education institution number:
2150
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
11
Telephone:
Address:

State Highway 3, Ahititi, Urenui

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Ahititi School - 11/10/2018

School Context

Ahititi School is located in rural North Taranaki for students in Years 1 to 8. Of the 10 children enrolled 50% are Māori. As a result of local demographic changes, the school has experienced a decreasing roll since the September 2015 ERO report.

All children from the widespread rural community travel to school by bus each day.

The school’s vision, “to ensure children have a strong foundation for their future education”, underpins school operation and practices.

The school’s strategic aim is to enable all students to access the curriculum and improve learner outcomes.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in progress and achievement in reading, writing and mathematics.

Longstanding and newly elected members make up the board of trustees.

Recent teacher professional learning and development (PLD) has focused on developing students’ learning to learn strategies and improving their outcomes in literacy.

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?

Achievement data from the end of 2017 show that most students achieve well in reading. The majority of learners achieve at expected curriculum levels in writing and mathematics.  

Learners at risk of not achieving successfully are well known by trustees, and the sole charge principal. Appropriate strategies are in place to support these students.

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

School data looked at by ERO shows a number of students have made better than expected progress in literacy, as a result of targeted teaching and classroom programmes.

Consistently reporting rates of progress and acceleration for students is a next step for the school.

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?

The principal, trustees and staff have a clear, improvement-focused strategic vision to support learners to meet their full potential. They are committed to providing a caring, inclusive and safe environment that effectively responds to the diverse learning and wellbeing needs of their students.

Students at risk of low achievement, including those with additional needs, are well identified using assessment data and information from a range of sources. Staff respond purposefully to individual students through meaningful and authentic learning contexts that promote successful outcomes. External agencies are accessed when required. The principal’s professional learning and development is clearly aligned to school priorities and student need.

Students’ opportunities to be successful learners are enriched by the school’s natural environment, access to local resources and the use of digital technologies. Educational experiences are further enhanced by flexible learning spaces that are well used to promote participation and engagement. Individualised, responsive transition practices effectively support students in to and out of the school.

A deliberate approach through the school charter, curriculum and policies recognises and promotes te ao Māori. Māori learners have increasing opportunities to engage in learning experiences and contexts that reflect and affirm their language, culture and identity. External expertise has been appropriately used to support the ongoing integration of te ao Māori across the school for all learners. Throughout the school whanaungatanga, manaakitanga, ako and mahi tahi are consistently fostered. 

Relationships across all levels of the school are respectful and productive, underpinned by a positive school culture. Trustees and staff use a suitable range of strategies to engage with the community and share information. Whānau voices are appropriately sought to contribute to direction setting and decision making for improvement. Participation in the local school cluster provides valuable opportunities for teachers and students to connect with the wider community.

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

Refining school targets to specifically focus on accelerating the progress of learners at risk of underachievement is needed. Improving the use of student achievement information data through ongoing analysis, monitoring and reporting of progress should assist trustees and staff to more clearly know the impact of teaching programmes and interventions on learner outcomes.

Developing a shared understanding of inquiry and evaluation across all levels should also support the school to more fully understand the impact of practices on improving levels of equity and excellence, and contribute to ongoing strategic direction and decision making.

Trustees bring a range of useful skills and knowledge to their roles that support ongoing school developments. The addition of new board members creates the opportunity for trustees’ continued access to learning about stewardship, to build their capacity to fully meet their statutory responsibilities.

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. 

Actions for compliance

ERO identified a non-compliance. In order to address this, the board of trustees must:

  • ensure that its policies, practices and procedures on surrender and retention of property and searches of students meet legal requirements.
    [Sections 139AAA to 139AAF of the Education Act 1989 and the Education (Surrender, Retention, and Search) Rules 2013]

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • develop an emergency plan, including emergency/evacuation procedures and traumatic incidents responses, notification and duty of care for students  [Emergencies and traumatic incidents, MOE website]
  • ensure updated policies and procedures include current legislative requirements, are signed and dated, and easily accessible to parents and whānau
  • ensure that the principal’s performance agreement and appraisal processes are completed annually and meet Education Council good practice requirements
  • strengthen reporting to the board on progress towards valued outcomes for students during the year, and student attendance.

4 Going forward

Key strengths of the school

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

  • an inclusive and caring environment that effectively promotes students’ learning and wellbeing
  • a range of appropriate learning opportunities in the school and wider community that is responsive to the needs of each student
  • positive and purposeful relationships that promote success for learners with diverse needs.

Next steps

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

  • better monitoring and reporting of progress and acceleration of all groups at risk of not achieving educational success
  • building internal evaluation processes and practices, to better understand the impact of programmes and initiatives on acceleration and achievement
    [ERO will provide an internal evaluation workshop for trustees and leaders]
  • ensuring trustees are appropriately trained to build their capability to fulfil their statutory requirements.

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 and Improvement Services Central

Te Tai Pokapū - Central Region

11 October 2018

About the school

Location

Urenui

Ministry of Education profile number

2150

School type

Full Primary (Years 1 - 8)

School roll

10

Gender composition

Female 5, Male 5

Ethnic composition

Māori                                 5
Pākehā                              5

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

11 October 2018

Most recent ERO report(s)

Education Review         September 2015
Education Review         November 2012
Education Review         December 2009

Ahititi School - 17/09/2015

Findings

Ahititi is a well led, small sole-charge rural school in North Taranaki. A strong whānau atmosphere is evident in the way students interact and work well together. Students with high needs are well supported. Trustees are reviewing policies and procedures for consistency and evaluating their impact on raising student achievement.

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?

Ahititi School is situated in a rural setting in North Taranaki. Of the 20 students, 13 identify as Māori and there is a high proportion of students identified with high needs. The eleven boys and nine girls range across the year groups from Year 2 to Year 8.

Since the November 2012 ERO report, the roll has decreased and the school has returned to sole charge. The board and principal have strategically prepared for this. They have effectively managed the transition and sustained good quality learning opportunities for students.

The school has a good ERO reporting history.

2 Learning

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

The teachers gather a range of appropriate student achievement information. These data are used to inform teaching and learning. The board uses this information to make appropriate resourcing decisions.

The school has strategies in place to improve the National Standards for literacy. In particular the principal and board intend to investigate ways to improve boys' success in literacy. Students achieved well in mathematics.

The small school size enables the principal to have a sound knowledge of each student’s achievement level and next steps. Students are becoming increasingly able to reflect on their learning. This is supported by prompts and exemplars on the classroom walls. The principal should support students to understand and use strategies to further empower them as independent and self-aware learners.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. The move from two teachers to sole charge has been strategically and effectively managed to enable each child to learn at their own level. The curriculum is focused on independent learning.

There is a clear vision that has been collaboratively developed and shared. The focus for all is on student wellbeing and success. There is high trust between adults and students.

The curriculum design is responsive to students’ interests and needs. They increasingly lead their learning to improve their skills, attitudes and competencies. Educational experiences reflect the local context and provide meaningful learning opportunities across the curriculum.

Some learning areas, such as science, technology and careers for Year 7 and 8 students, are covered incidentally. The next step is to formally monitor and evaluate effectiveness to inform curriculum review and to determine how well the students are learning to learn.

The principal appropriately manages a class of students with a wide range of ages, stages and diverse needs. The way the school recognises and responds to the needs of students with varying abilities and needs, is strength. Considerable use is made of the range of support services and very capable teacher aides to meet individual needs.

The children in Years 1 to 3 begin the day working as a group to build foundation literacy and numeracy skills. This facilitates a smooth transition into the senior classroom and enables the teacher to identify strengths and specific learning needs. They understand the routines and respect the high expectations.

Senior students develop independent skills and are expected to organise and complete given tasks in a set timeframe. They access appropriate resources, work together and seek help when required. Students are learning to use information that helps them understand and work on their next steps.

Students are well engaged, enjoy school, feel successful and interact well. They participate in an orderly, industrious, harmonious environment.

Most past students respond to an annual survey. They believe they have been very well prepared for secondary school.

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

The school’s curriculum framework expresses a commitment to Māori students succeeding as Māori. Trustees and teachers value te reo me ngā tikanga Māori and provide a strong place-based curriculum. Most children identify as Māori and in many cases whānau actively contribute to their children’s education.

Local cluster schools and their whānau meet biannually at marae. Students have opportunities to participate in pōwhiri and adults continue to learn alongside families across the wider district.

4 Sustainable Performance

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

Trustees are participating in ongoing professional development to enable the school to sustain and improve its performance. The board is well organised and has established a clear vision and expectations. The strategic and annual plans are well considered. The board should consider refining future charter targets by seeking accelerated progress for students at risk of under achieving.

There is strong support for the principal, who has a clear sense of purpose and provides sound leadership. Trustees are well informed about student achievement. The next step, at principal and board level, is to review the self-review procedures to provide more evaluative information on the effectiveness of key aspects of school practices in raising achievement.

An extensive review of policies and procedures was undertaken because the board recognised they were not always consistent with practice. The board should review the appraisal policy and procedures to document how requirements for endorsing teachers' practising certificates are met.

There is a strong community-school relationship. Whānau are regularly consulted and school activities are well reported.

The board has an appropriate focus on health and safety and student wellbeing.

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

Ahititi is a well led, small sole-charge rural school in North Taranaki. A strong whānau atmosphere is evident in the way students interact and work well together. Students with high needs are well supported. Trustees are reviewing policies and procedures for consistency and evaluating their impact on raising student achievement.

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

About the School

Location

Urenui

Ministry of Education profile number

2150

School type

Full Primary (Years 1 to 8)

School roll

20

Gender composition

Boys 11, Girls 9

Ethnic composition

Māori
Pākehā

13
  7

Review team on site

August 2015

Date of this report

17 September 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

November 2012
December 2009
February 2007