Aoraki Mount Cook School

School Context

Aoraki Mt Cook School is situated in the Aoraki Mt Cook National Park village and is an integral part of the small community. The school has a roll of 13 children from Years 1 to 8, representing 6 ethnicities. A significant number of these children have English as a second language (ESOL).

 A new principal and a new part-time teacher both began at the beginning of 2018. Several of the board trustees are also new. 

‘Success for All’ is the school’s vision and the values are Respect, Responsibility and Relationships. The expected valued outcomes for all children are to achieve personal excellence in a learning culture which values all and reflects the unique mountain environment. 

The school’s current key aims, goals and targets for improving outcomes for children are to provide :

• a meaningful curriculum
• quality teaching and learning, relating especially to sustainability and EOTC
• opportunities for Pacific children to be engaged in learning and achieve success.

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

• achievement in reading, writing and mathematics
• outcomes for ESOL children.

The school is a member of the McKenzie District Kāhui Ako | Community of Learning.

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 very effective in achieving equitable outcomes for most of its students. In 2017 almost all children met or exceeded national expectations and those that didn’t made good progress. Achievement has been consistently high over time.

The small number of children enables a strong focus on individual needs, progress, achievement and wellbeing.

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

The school successfully accelerates the learning for those students who need it. The high number of ESOL children receive targeted support and the majority make good rates of progress and reach expected levels.

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 school’s localised curriculum is a major strength in enabling children to engage in learning and achieve success.  Activities and programmes are based around children’s interests and are adapted to respond to individual learning needs. Teachers use a variety of targeted teaching strategies to engage children and to ensure positive learning opportunities for all.

Teachers draw effectively on the rich, local environment to provide meaningful and comprehensive learning experiences. They are mindful of the specific needs of the children living in a remote community and focus strongly on broadening their skills, knowledge and understanding of the wider world.

The school’s values are well known and are actively promoted and embedded within the daily programme and school culture. Children and teachers have respectful and productive relationships. Cooperation, empathy and teamwork are highly visible within the learning environment. Māori values are clearly reflected in school practices. Teachers naturally use Te Reo in the daily programme. 

A strong, active partnership is evident between the school and both the parent and the wider community. Difference and diversity are accepted and valued, and children’s language, culture and identity are well understood and integrated. Teachers recognise and affirm what families and whānau bring to the school and community. They actively communicate with families and encourage participation. The school is an integral part of the local community and receives very good support. Teachers proactively identify and draw on community expertise and resources to enhance children’s learning and wellbeing.  

The principal has a strong child-centred vision and clear sense of direction for teaching and learning. The learning environment is well managed.  The principal is developing useful and appropriate ways to support children to have a greater understanding and ownership of their learning.

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

The board and principal agree that they need to develop a deeper understanding of, and planned approach to, internal evaluation. This will enable them to base decision-making on a knowledge of what is working effectively and what needs to change to ensure ongoing positive outcomes for children.

In order to ensure the sustainability and robustness of school systems and practices, school documentation should be reviewed and updated to reflect current practice and requirements.  

The principal recognises that there is a need to provide concise, useful reports to the board to ensure trustees are regularly and fully informed about children’s learning and achievement across all curriculum areas.

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 rich, localised curriculum that enables children to engage in meaningful learning opportunities
• powerful partnerships with families and the local community that enhance a sense of belonging and support positive outcomes for children
• strong leadership that provides cohesion and a clear sense of direction.

Next steps

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

• building a deeper understanding of internal evaluation in order to guide how the school plans for and takes action to enact its vision, values, goals, targets and practices. 

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson
Deputy Chief Review Officer

Te Waipounamu - Southern Region

11 May 2018

About the school 

Findings

Aoraki Mount Cook School is set in the unique environment of Mount Cook National Park. The school values and celebrates the rich diversity of its multicultural students. Students receive high-quality, individual class teaching. Students are highly involved in their learning and progress and achieve well. The school uses the rich environment within and beyond the Park to broaden students’ horizons.

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?

Aoraki Mount Cook School is set in the unique environment of Mount Cook National Park. It is a highly valued feature of a remote alpine village. All but two of the eleven students come from other countries and cultures. For them and their families English is a second language. The school values and celebrates the rich diversity these students bring with them.

The remoteness of this school and the sometimes temporary nature of employment within the village present ongoing challenges. The principal has been proactive in overcoming these challenges. For example, she has accessed early childhood education through the correspondence school for the preschoolers in the village. All families with preschoolers have taken advantage of this.

Since the October 2011 ERO review a new principal has been appointed. Most trustees are also new to their role. The principal sensitively supports those with English as a second language as they come to understand the New Zealand education system and their governance roles.

The school has a low number of students. The students learn in a single, multi-level class. They benefit from a high level of individual time with their teacher. They receive high-quality literacy learning support.

The school has successfully addressed the recommendations from the last ERO report.

2 Learning

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

The school uses achievement information very effectively to support students’ learning. The principal has accessed programmes of support through the Ministry of Education with pleasing results. Each student receives frequent individual teaching time. Students achieve and progress well in relation to the National Standards. Writing has been identified as a priority for improving student achievement.

Students are fully involved in assessment as learning. They have useful guidelines to help them to make judgements about their own learning and to know their next learning steps. They are learning about the processes of learning. This is helping them become confident and make choices about independent, life-long learning. Progress books help students, and their parents, to track their achievement throughout the year and over their years at school.

The principal keeps parents well informed about their child’s progress and achievement. This is done in many ways, with parents preferring the use of e-media. Reports to parents clearly state their child’s progress in relation to the National Standards and how they can support their child’s learning at home.

The principal and teacher very effectively support students in their learning to make accelerated progress in relation to the National Standards. Nine of the eleven students entered school with little or no English language. They have made significant progress in gaining fluency in English and reaching the National Standards. The principal is aware of the difference between a superficial and deeper understanding of English learning. She uses effective teaching practices to lift the level of understanding of students with English as a second language. Teachers make reliable judgements about students’ progress and achievement.

The board receives regular, well-analysed information about students’ progress and achievement in relation to the National Standards. Trustees use this information to make informed decisions about how best to support teaching and learning.

Area for review and development

Analysis of variance reports to the board could more clearly show the progress students have made towards reaching targets. The reports could better show the effect of the many teaching practices and programmes and whether students are making expected progress.

3 Curriculum

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

This school provides a rich, broad curriculum that is built on the needs and interests of its students and serves to extend their thinking and broaden their experiences.

Teachers build trusting, caring relationships with students and their families. The school supports a family-like atmosphere where students support each other’s learning and parents feel comfortable to visit. Students come from a variety of countries and cultures. They quickly learn the school’s expectations for learning alongside others.

Teachers effectively use the unique local environment to support students’ learning and to establish a sense of belonging and identity. Students are introduced to a wide variety of learning experiences within the National Park and beyond.

Parents’ cultural expertise is highly valued and well used by the school to support and enrich students’ learning. Because of the high number of students with English as a second language, literacy and numeracy learning are a high priority. There is a particularly strong focus on oral language and building students’ fluency in English. At the same time the principal recognises the importance for students to maintain fluency in their first language.

Teachers plan for the differing levels of age and learning. Each student has an i-Pad. The use of these is well integrated into the daily programme for learning. Students’ opinions are sought in many ways, formally and informally. The information gathered is used to identify interests and needs and to inform future planning and set next learning steps.

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

The cultures of Māori, Pasifika and of all students are valued and very evident in the school. As a small school with many nationalities, there are effective processes for supporting the learning of all students and to ensure that their cultures are shared and respected.

The principal and teacher model and build caring relationships with Māori/Pasifika students and their whānau.

The principal and teacher provide meaningful experiences for all students to share and learn about Māori/Pasifika cultures. This includes practising their mihi and kapa haka skills and learning about their unique heritage.

The involvement of parents and whānau in the school is highly valued. Parents often share their knowledge and expertise. A kaumatua has helped affirm the relevance of local knowledge and what occurs for students in the school. The principal and teacher receive expert advice and support to develop their capability to use te reo and tikanga Māori/Pasifika in the daily programme.

There is relevant planning in place to promote Māori/Pasifika languages, culture and identity. A Pasifika Education Plan is in place.

4 Sustainable Performance

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

Under the able leadership of the principal the school is well placed to sustain and improve its performance and meet the diverse needs and challenges it is faced with.

The school is highly valued within the community. It receives generous support from local businesses.

The board appreciates the value of teachers receiving professional development. This is selected carefully by teachers to meet their needs and the needs of students. The principal is currently building her capability in self review with professional support. This has resulted in some good reporting of student achievement. She acknowledges that curriculum review is still in the early stages.

Parents are consulted frequently on an informal basis. This informs short and long-term curriculum planning. Formal consultation informs strategic planning. Areas for development

The charter and strategic plan could be refined to better reflect the school’s key priorities, and be more easily understood by the school's culturally diverse families.

The principal’s appraisal process needs to be more rigorous, based on a written contract and include the teaching component each year.

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

Aoraki Mount Cook School is set in the unique environment of Mount Cook National Park. The school values and celebrates the rich diversity of its multicultural students. Students receive high-quality, individual class teaching. Students are highly involved in their learning and progress and achieve well. The school uses the rich environment within and beyond the Park to broaden students’ horizons.

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

Graham Randell

National Manager Review Services Southern Region

14 November 2014

About the School