Hiwinui School located near Palmerston North, is a growing full-primary school that draws its Year 1 to 8 students from the surrounding rural district and nearby urban area. At the time of this review the roll was 147 students, including eight who are Māori.
The school states that its desired values and outcomes are for learners to have skills and attitudes of an effective learner as well as attributes of respect and honesty for self, others and the environment.
Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:
Hiwinui School is a member of the Feilding Kāhui Ako.
Student achievement information for the end of 2018, shows most of students, including Māori achieve at or above expected curriculum levels in reading, writing and mathematics. There has been a general trend upwards in literacy over time.
Māori and Pacific student achievement is suitably tracked and monitored showing positive achievement outcomes. There is some disparity with boys achieving slightly lower than girls in mathematics and reading.
All students who graduated at the end of Year 8 for 2018 achieved learning success at or above the expected curriculum levels.
There is deliberate responsiveness to those Māori learners and other students whose achievement needs acceleration. The school clearly identifies in teachers’ inquiries, planning and reflections the target students across the curriculum.
End-of-year 2018 data shows that some of these students have made accelerated progress to meet school curriculum levels.
The school learning environment promotes high levels of participation, engagement and student agency in learning. Classroom teaching fosters the positive participation of students through relevant authentic learning situations and experiences. Their individual learning is well supported through the sharing of relevant goals and use of the school-developed learning progressions.
The school provides a positive and inclusive culture to assist students’ involvement in the life of the school. This has been sustained over time and during roll growth. Parents and whānau are well informed in relation to the achievement of their child, including any involvement in additional learning programmes. There is appropriate use of external agencies and purposeful use of teacher aide input to support learners.
Partnerships for learning are effective in supporting positive student and parent engagement. Parent forums share curriculum initiatives and information to foster learning at home. Student transition in, through and out of school is well considered and flexible to meet the needs of children, families and whānau.
Well-developed educational partnerships between the school, parents, external specialists and the wider community provide opportunities to share and actively support delivery of the curriculum.
School leaders, trustees and teachers work cohesively to manage ongoing improvement. Leaders and teachers use well developed self-review frameworks to promote improvement and innovation for all students. Well-designed strategic and annual planning goals reflect ongoing school priorities. Professional capability and practice ensures a cohesive response promoting equity and excellence for learners.
Trustees receive relevant and timely information to support their decisions about providing additional resources. Governance is effectively supported by relevant training and resources to support trustee roles and strengthen their understanding of responsibilities.
Further development of some internal evaluation processes is necessary to support better understanding of the impact of practices and processes.
Review of assessment tools and development of guidelines are needed to further grow leaders and teachers collective knowledge and practices. This should contribute to a clearer picture of progress and achievement for learners.
Māori and Pacific students’ language, culture and identity are valued. Te ao Māori is visible in te reo me ngā tikanga protocols. The school identifies this as an area for ongoing development. ERO’s evaluation affirms the need for this further work.
Leaders and teachers should review and redevelop their curriculum statements. This should support a shared understanding between staff and provide expectations to support evaluation and the sustainability of practice.
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:
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.
On the basis of the findings of this review, ERO‘s overall evaluation judgement of Hiwinui School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
strategic and annual planning that includes relevant priorities to guide ongoing development and sustain current practices.
school leadership that provides clear guidance and promotes positive learning and achievement outcomes for students
a culture of collaboration among leaders, teachers, parents and whānau that contributes to high expectations for teaching, learning and wellbeing across the school.
For sustained improvement and future learner success, priorities for further development are in:
improving systematic evaluation to better understand the impact of practices, processes and curriculum change
reviewing assessment tools and guidelines to progress teachers’ shared expectations, collective knowledge and practices to provide a clearer picture of progress and achievement.
Phillip Cowie
Director Review and Improvement Services
Central Region
23 May 2019
|
Location |
Palmerston North |
|
Ministry of Education profile number |
2364 |
|
School type |
Full Primary School |
|
School roll |
147 |
|
Gender composition |
Male 52%, Female 48% |
|
Ethnic composition |
Māori 6% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Review team on site |
February 2019 |
|
Date of this report |
23 May 2019 |
|
Most recent ERO report(s) |
Education Review May 2016 |