Aokautere School

School Context

Aokautere School caters for students in Years 1 to 6. At the time of the review there were 112 children on the roll, with 18 identifying as Māori and three as of Pacific heritage.

Respect, curiosity and resilience are the values which underpin the school’s vision of ‘learning together to create our future’. 

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

• reading, writing and mathematics
• wellbeing and engagement.

Since the December 2014 ERO report, a new board chair and new trustees have been elected. The principal was appointed in Term 1, 2016 and a new leadership team was established. The roll has increased, allowing recruitment of additional staff.

Teachers have had professional learning and development (PLD) in writing, mathematics and inquiry learning since 2015.

The school is a member of the Palmerston North City and Rural Kāhui Ako|Community of Learning. 

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Most students are achieving at or above expectations in reading, writing and mathematics.

Data for 2016, indicates that girls achieve better than boys in reading and writing, and boys achieve better in mathematics. It also indicates that the school has yet to have some Māori learners achieving to the same level as their peers in this school. There are suitable process to track and monitor Māori and Pacific learners.

Interim data for 2017 shows reduced disparity for Māori students in relation to their peers in writing and mathematics, however it remains in reading. The gap between boys and girls in reading and mathematics has reduced.

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

The school is taking steps to increase the effectiveness of their response to those Māori and other students whose learning and achievement need acceleration.

In 2017, evidence shows a greater rate of accelerated progress for many learners.

2 School conditions for equity and excellence

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

Processes and systems are being strengthened by the board and leaders’ team to provide a sound foundation for the school’s ongoing development. A key focus has been a well-considered consultation and review of the school’s vision, values and strategic direction involving members of the community. Connections between home and school are strongly promoted and clearly evident. Collaboration and consultation are actively fostered with a strong, purposeful emphasis on learning.

Trustees bring a range of skills and expertise to their roles.  They work collegially with the principal and receive useful information that assists them to prioritise and make decisions. The board has a commitment to resourcing the provision of support for teachers. Student achievement in writing and mathematics was identified in the 2017 annual plan as areas for improvement. Trustees and leaders responded with a range of PLD to strengthen teacher capability and improve student achievement.

Students interact positively and support each other. Routines are clear and well-understood.  Students engage fully in learning tasks in stimulating classroom environments. They respond well to positive and constructive feedback from their teachers.

Students have opportunities for leadership and participate in a range of cultural, sporting and academic activities. They are able to talk knowledgably about their learning, and know what they need to learn next. Digital tools are employed where appropriate. 

Students are regularly assessed using appropriate informal and standardised tools. Students at risk of not achieving or with additional needs are clearly identified. Their strengths, interests and needs are well known. Programmes to support these students are regularly reviewed by teachers and senior leaders. External support and agencies support staff, children and their families.

Teachers use a wide range of effective teaching practices that engage students in learning. They moderate assessment of writing schoolwide employing a wide range of evidence to make dependable assessment judgements. Achievement information is reported to families and to the board.

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

The school is well placed for the next phase of development that should include clear alignment of strategic direction, annual targets, PLD, curriculum, teacher inquiry and appraisal.

School leaders are using inquiry to reflect on practices and systems. The next step for the board, leadership and teachers is to strengthen the evaluation of strategies, to determine the impact on student outcomes and inform next steps for improvement.

The curriculum is under review. Leadership and teachers should continue to focus on developing a useful, working document that weaves together shared expectations and guidance for teaching and learning, and prioritises the school’s unique culture and identity.

Building stronger partnerships with whānau began with a hui held this year and is a key step in partnerships for learning. It is anticipated that this will continue on a more regular basis. The board resources support for teachers and students to speak te reo Māori. In 2017, a kaiako has been funded to support the junior team teachers and students. Plans are in place for this to become a schoolwide initiative.

The appraisal process requires further strengthening. To enhance and increase teaching capability, appraisal and teacher inquiry should be aligned and linked to the school’s annual targets.

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:

• a newly developed charter that gives strategic direction for the future, underpinned by a vision and values that are strongly shared by the board, school and community
• a culture of collaboration among leaders, teachers, families and whānau, that promotes high expectations for teaching and learning throughout the school
• pastoral care that systematically responds to students’ needs, promotes their wellbeing and supports learner success.

Next steps

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

• strengthening internal evaluation, to inquire, deeply analyse and evaluate student information and the impact of teaching, to target and resource student learning
• an inclusive and responsive curriculum with key expectations and understandings of quality teaching practice, learning and achievement, and how culture and identity will be recognised
• strengthening the appraisal process so that teachers’ goals and inquiries are aligned to the school’s identified priorities for raising achievement.

ERO’s next external evaluation process and timing

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

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

8 February 2018

About the school