Awapuni School (P North)

Awapuni School (P.North) - 05/06/2019

School Context

Awapuni School (P.North) is located in Palmerston North and provides education for students in Years 1 to 6. The school's current roll of 86 includes 36 Māori, 17 Pacific and a number of students from a range of diverse cultural backgrounds. The school has a highly transient roll. Data from 2016 to 2018 shows approximately 46% of the roll changes each year.

Education through the medium of te reo Māori is provided in one bilingual class catering for students in Years 4 to 6.

The school's vision aims to provide learning that is innovative, relevant to the community, unique to Aotearoa, engaging for students and makes school an exciting place to learn.

School values are based on the concepts of:

  • manaakitanga/respect
  • mana tangata/responsibility
  • mana atua/confidence
  • mahi tahi/collaboration.

The school's strategic goals focus on:

  • improving student achievement
  • improving staff and board capabilities
  • creating educationally powerful connections and relationships
  • promoting a healthy work environment.

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

  • reading, writing and mathematics.

Since the previous review in 2016 the roll has increased and a fifth classroom has been established. There has been an increase in the number of children with additional learning needs and English language learners. There have been some changes to the teaching team and trustees. A new school improvement team has been established as a middle leadership structure. The experienced principal is long serving in his role.

The school has responded well to some of the areas identified in the previous ERO report. Leaders and teachers have undertaken professional learning and development in the Treaty of Waitangi, cultural responsiveness, writing, mathematics, inquiry and strategies to improve achievement for Pacific students in mathematics.

The school is a member of Te Oro Karaka Community of Learning (CoL)I Kahui Ako.

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 achieving equitable outcomes for most students and is working towards excellence for all.

The school's data from 2018 shows most students are achieving at or above expected levels in reading and mathematics and the majority in writing.

Māori students are achieving as well as or better than their Pākehā peers in all areas.

Pacific students are achieving at higher levels than their Pākehā peers in reading and writing, but not achieving as well in mathematics achievement.

Boys and girls are achieving at comparable levels in reading and mathematics, however, boys are not achieving as well as girls in writing.

Students with additional learning needs are well supported and make appropriate progress in relation to their individual goals.

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

The school is effectively accelerating learning for some Māori and other students who need it.

Leaders and teachers can show effective acceleration in literacy for groups of students in classroom programmes and as a result of targeted interventions.

Leaders have yet to collate, analyse and report on school-wide acceleration data for all students at-risk of not achieving at expected level.

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?

Leadership is highly focused on building teacher capability. Professional learning is prioritised to develop shared knowledge and consistency of school-wide practices. Effective professional guidance is provided to teachers through clear feedback on planning, observations of practice and formal appraisal. Leadership is fostering staff and student wellbeing by reviewing and refining school processes and practices. Opportunities for emerging leaders to contribute and develop their skills supports a collaborative team culture.

Teachers use effective strategies to enhance learning. Students at-risk of not achieving are clearly identified through a range of assessment information and their progress is closely tracked and monitored. Detailed and targeted planning, reflection and evaluation supports learning and acceleration. Positive and affirming relationships between teachers and students support calm and settled environments and promote student wellbeing.

The school has a highly inclusive culture for learning. Children with additional needs are well catered for through a personalised approach to teacher planning. Respectful relationships with families contribute to positive transition into the school. Effective liaison with external agencies supports students' learning and behavioural needs. Trustees make informed decisions about resourcing to enable equitable opportunities to learn.

Cultural identity and values are well embedded in the school's curriculum. Māori students are affirmed in their language and culture and the bilingual class allows students to extend their knowledge and learning in te reo Māori. Respectful tikanga practices support student behaviour and contribute to a positive whānau school culture.

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

The management and use of student achievement information requires strengthening. Priority should be given to:

  • ensuring achievement targets focus on accelerating learning for all at-risk students

  • strategically monitoring and reporting on rates of progress and acceleration for at-risk students over time.

There is a need to further strengthen:

  • students' knowledge and understanding of their own learning pathways, especially for at-risk students

  • partnerships for learning to support progress and acceleration

  • communication and consultation with parents, whānau and community to gather views and aspirations and develop a shared vision for the direction of the school.

3 Other Matters

Provision for international students

The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

4 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Awapuni School (P.North)’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

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

  • leadership for learning that focuses on improving outcomes
  • teaching practice that prioritizes raising student achievement
  • an inclusive culture for learning that supports the individual needs of students.

Next steps

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

  • targeted action to accelerate learning

  • empowering students in knowledge of their learning goals

  • strengthening a shared vision for the school and community.

Areas for improved compliance practice

To improve current practice, the board of trustees should undertake general policy review with a particular focus on improving health and safety procedures and practices.

Phil Cowie

Director Review and Improvement Services

Central Region

5 June 2019

About the school

Location

Palmerston North

Ministry of Education profile number

2339

School type

Contributing (Years 1 – 6)

School roll

86

Gender composition

Female 43 Male 43

Ethnic composition

Māori 36
NZ European/Pākehā 17
Cook Island Māori 7
Other Pacific 6
Other Asian 6
Tokelau 4
Filipino 4
Other 6

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

Yes

Number of Māori medium classes

1

Total number of students in Māori medium (MME)

19

Review team on site

February 2019

Date of this report

5 June 2019

Most recent ERO report(s)

Education Review June 2016
Education Review December 2012
Education Review November 2009

Awapuni School (P.North) - 07/06/2016

1 Context

Awapuni School in Palmerston North is a Years 1 to 6 primary school. At the time of this review, 82 students were on the roll, with 46 identifying as Māori and 12 as Pacific. Students learn in four classes including a bilingual class

The school has completed a two year, externally facilitated, focus on writing. This focus is continuing in 2016, led from within the school, to embed new learning.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are stated in the ABC mission: Academic achievement, Best Behaviour and Community Pride. Each week one of the school values is focused on by the whole school.

The school’s achievement information shows that the majority of students, in relation to National Standards, achieve well in reading and mathematics. The recent schoolwide focus in writing is having a positive impact on lifting student achievement in that learning area. Teachers use data well to identify the learning needs of students. Planning matches student needs, and learning is supported by targeted teaching.

Since the December 2012 ERO evaluation, teachers' professional development in mathematics and writing has had a positive impact on overall student achievement.

Trustees receive a useful range of assessment information during the year, showing student progress over time.

3 Accelerating achievement

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

The school is highly effective in responding to Māori students’ learning and achievement needs in reading and mathematics, and increasingly effective in writing. Teachers know individual students well. Each term, teachers evaluate where each individual is achieving in relation to the National Standards. Teachers detail the strengths, needs and next learning steps of each learner at risk of not meeting National Standards' expectations. Effectiveness is evaluated of strategies and actions used to accelerate the progress of these students.

Schoolwide data show that Māori student achievement is being accelerated. In 2016, there is a charter target to lift the writing achievement of Māori students in Year 6.

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

Other students at risk of not achieving equitable outcomes are well identified, along with their strengths, gaps and next learning steps. Teachers regularly review the actions and strategies they are using and how well these are working to promote positive outcomes in the core learning areas of reading, writing and mathematics. Student achievement is tracked and monitored.

Schoolwide data show that accelerated improvement is being made for a proportion of the students identified.

Trustees and staff should use The Pasifika Education Plan 2013 – 2017 (PEP) to guide and promote the learning, language and culture of Pacific students.

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 priorities for equity and excellence?

Curriculum planning and implementation provide good opportunities for students to learn and progress towards achieving in relation to National Standards in reading, writing and mathematics.

The board has a strategic goal linked to curriculum effectiveness. It is timely to review the Awapuni Curriculum to ensure that it reflects current practice and uses local contexts that draw from students, parents, families, whānau and the community. The school is seeking ways to engage with the community.

Classes are calm, settled learning environments. There is a positive and respectful tone throughout the school. Teachers use a range of effective strategies to engage and support students’ learning at different levels within each class.

Student ownership of learning is an identified next step. The school has strategic goals in 2016 to increase cultural responsiveness and build students' confidence to enable them to be successful learners.

Leaders have responded to teachers' development needs to access professional development. Ongoing sharing of teaching practice occurs, with staff actively learning from each other. Extending school moderation practices in writing to other areas should support ongoing progress in this area.

Teaching as inquiry is developing. A next step is to build the depth of teachers' understanding of inquiry and its use to strengthen their teaching practice.

An established approach to appraisal includes the professional standards, Practising Teacher Criteria and teacher goals that link to the current professional development focus. Strengthening appraisal to inform areas for staff individual development and to align with strategic planning is a next step.

Understanding of internal evaluation needs further building across the staff team. It is important to develop a systematic approach, as part of overall school operation, to support leaders and teachers in their focus on improving outcomes for students.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

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.

The focus on individual students' needs provides a good basis for further developing capability in internal evaluation.

ERO is likely to carry out the next review in three 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-downs, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendations

Trustees, leaders, and teachers should continue to build on current practice to strengthen and align internal evaluation. This should include refining the links between student learning needs and teachers' practices. Giving some attention to provision for Pacific students should be part of the revision of the school's curriculum. 

Joyce Gebbie

Deputy Chief Review Officer Central

7 June 2016

About the school

Location

Palmerston North

Ministry of Education profile number

2339

School type

Contributing (Years 1 to 6)

School roll

81

Gender composition

Male 42, Female 39

Ethnic composition

Māori

Pākehā

Pacific

Other ethnic groups

46

14

12

9

Review team on site

April 2016

Date of this report

7 June 2016

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

December 2012

December 2009

February 2009