Findings
Kaikoura Primary provides an inclusive environment. Teachers know students well and are focused on accelerating their achievement and wellbeing. Students achieve well and are provided with a wide range of learning experiences. In 2015, the school was in a state of change with the development of new learning spaces and the retirement of a long-serving principal.
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?
Kaikoura Primary provides an inclusive and caring environment for students. The board, principal and teachers know students and their whānau well. There are positive relationships between adults and students.
The school has responded well to the 2013 ERO review, particularly the development of practices in writing and a greater focus on the school’s values.
At the time of the 2015 ERO review, the school was in a state of major change. The long-serving principal was retiring the end of the school year. An administration block and learning hub had recently been opened and two large learning spaces are almost complete. This has caused considerable disruption within this small school for some time.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The principal and teachers make good use of achievement information to recognise, meet and monitor individual students’ learning and progress. There is a strong school-wide focus on raising student engagement, progress and achievement.
The school’s achievement information shows that most students are achieving at or above expected national levels in literacy and mathematics. These achievement levels have been consistent for some time.
Students most at risk of not achieving are very well supported to increase their independence. The school’s annual achievement targets clearly reflect students of concern and identify ways to address their learning needs. The board regularly receives comprehensive student achievement information. End of year 2015 information shows that many targeted students have made accelerated progress in reading.
Parents are kept well informed about their children’s learning, including how teachers have made decisions about achievement levels. The next step for the teachers is to ensure that reporting in relation to the National Standards for students in Years 1 to 3 is accurate and timely. Teachers also need to increase the ways students understand their own learning and next steps.
The teaching staff have developed useful guidelines and use a range of ways to assess achievement in reading and writing. They have identified that it is timely for professional learning and development (PLD) in mathematics. This should help leaders and teachers to extend the assessments they use to develop a robust assessment and reporting programme in mathematics.
The principal and teachers should provide the board with collated analysed information on students’ progress and achievement in learning areas other than literacy.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is effective in promoting student learning and engagement. Students are provided with a wide range of learning opportunities. The local context is clearly reflected throughout learning programmes.
Teachers have participated in useful PLD which is having a positive impact on improved outcomes for students. They have made very good use of external programmes to support positive behaviours and extend students’ understanding of the school’s values. Teachers are reflective and work collaboratively to make decisions about students’ learning and wellbeing.
All students have good opportunities to learn about Māori culture and language. This includes kapa haka and involvement in local and district events.
The school has increased its online learning resources. The principal and teachers have developed a well-considered digital technology plan to support the appropriate use of these resources to extend students’ learning.
The principal and teachers have close relationships with social and educational agencies and make good use of teacher aides to assist teachers in meeting students' individual learning needs.
Area for Review and Development
The principal and teachers agree that it is timely for the curriculum to be reviewed. This should include:
- consulting with the community to ensure the vision and values are still relevant and reflective of the community
- considering ways for students to have increased input into their learning and curriculum decisions
- ensuring modern learning practices are reflected within the new modern learning spaces.
How effectively does the school promote educational success for Māori, as Māori?
The school is highly effective in promoting educational success for Māori. The school’s Māori roll has steadily increased over time. The principal and teachers know their Māori students and whānau well. They have close links to the local marae and there is active runanga representation on the board.
School information shows that Māori students achieve well in mathematics and reading and are making accelerated progress in reading, particularly in the middle school.
The school’s Māori achievement and cultural responsiveness plans are regularly reviewed. They provide specific expectations and useful guidelines to support teachers’ understanding about how to support Māori success as Māori.
The board shows it values New Zealand’s bicultural heritage and students’ achievement through prioritising strategic goals and annual achievement targets to promote Māori success.
There is expertise within the school and community to lead learning of te reo and tikanga Māori for all students. The positive impact of this is particularly strong in the middle school. The next step is to continue to use this expertise to increase the confidence of all staff in supporting Māori students’ success as Māori.
The board, principal and teachers have identified that they want to continue to build positive relationships and learning partnerships with whānau to help students succeed. ERO agrees that this is an important next step.
Teachers should also consider ways to assess students’ te reo Māori ability on school entry and how they can progressively build on this as students move through their schooling.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is well placed to continue to sustain and improve its performance.
The board, principal and teachers have a shared approach to decision making. The board has well considered charter targets. School and national priorities are clearly reflected and plans show how the school will meet these goals over time.
Teachers are inquiring more deeply into their practice to show how they are making a difference to students’ learning. They are using a consistent framework, which is effectively supporting them to make changes that benefit students.
The teachers’ appraisal process should be further strengthened to affirm and challenge teacher practice. There is also a need to update and fully implement the school appraisal policy.
The board and principal value self review and are responsive to external support and evaluation. They have a clear overview that shows the school’s strategic approach to self review, using a range of tools. The board has appropriate processes in place to assist review, including a systematic approach to policy review. Self review should be extended to build evaluative capacity across the school.
The board is highly supportive of the school. Trustees have a range of expertise and experience. There have been opportunities for some board training. The board regularly reviews its performance.
The board and principal are keenly interested in contributing to student learning across the wider community. They have a positive attitude towards the formation of a joint schools initiative (Community of Learners) and the possibilities this presents.
The board and principal have identified, and ERO agrees, that a planned approach to manage change carefully will assist the the transition to new leadership. It is also timely to review and update the school’s charter and strategic plan.
Provision for international students
The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. No international students were enrolled at the time of the ERO review. The school has thorough systems and procedures in place to meet the needs of international students.
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
Kaikoura Primary provides an inclusive environment. Teachers know students well and are focused on accelerating their achievement and wellbeing. Students achieve well and are provided with a wide range of learning experiences. In 2015, the school was in a state of change with the development of new learning spaces and the retirement of a long-serving principal.
ERO is likely to carry out the next review in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
25 January 2016
School Statistics
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Location
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Kaikoura
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Ministry of Education profile number
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3391
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School type
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Contributing (Years 1 to 6)
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School roll
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67
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Gender composition
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Girls 33; Boys 34
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Ethnic composition
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Pākehā
Māori
Other Ethnicities
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27
33
7
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Review team on site
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November 2015
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Date of this report
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25 January 2016
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Most recent ERO reports
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Education Review
Education Review
Education Review
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February 2013
November 2009
October 2006
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