Kaingaroa School (Chatham Islands) - 15/10/2018

Findings

The board has established improved systems and processes to support learning and achievement, and sustainable school management and governance. Reports to the board on student progress and achievement show that positive gains are being made. The principal and teacher are working collaboratively and with other schools and the wider community to provide meaningful and effective programmes of learning for Kaingaroa students. The school curriculum and framework for internal evaluation are being progressively improved and/or developed.

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

1 Background and Context

What is the background and context for this school’s review?

Kaingaroa School (Chatham Islands) is a very small school for students in Years 1 to 8. Located on the north-east end of Rēkohu/Wharekauri, the school is the hub of the local fishing village and rural community. It currently has a roll of eight children, almost all of whom identify as Māori.

At the time of the last ERO review in 2016, the school had a relieving principal and many new board members. They were working to re-establish systems and processes to support the school’s operation, including records of teaching and learning. 

Since that time, the school has continued to make positive changes and sustainable improvements. A new principal was appointed in 2017. A relief teacher regularly supports classroom learning. A new chair leads the board of trustees. An experienced local person is employed to keep school records. Some significant refurbishment of classroom, administration, swimming pool and toilet areas have been made.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

The school is effectively addressing most of the areas identified as needing review and development.

Priorities identified for review and development

ERO’s 2016 review report identified that while teaching and learning for children was being well addressed there was still much needing to be done. School-wide systems to support student achievement had not been sufficiently established. Areas needing development included the moderation of assessment judgements with other schools, setting of specific targets for raising the achievement of identified students, regular reporting of achievement information to the board of trustees, aspects of curriculum design and a robust programme of internal evaluation.

ERO recommended that New Zealand School Trustees Association (NZSTA) provide training for the board to understand its governance role, and that the Ministry of Education provide support for the new principal to ensure the learning needs of all children are effectively met.

The 2016 ERO review also identified several areas of non-compliance relating to the reporting of student achievement to the school community, career education for students in Years 7 and 8 and consultation with the school community on the health curriculum. This ERO review in 2018, has found that the school has adequately addressed these areas of non-compliance.

Progress

The principal, with teachers and board of trustee members:

  • have adequately built their knowledge of the children whose learning and achievement need to be accelerated
  • place a strong focus on meeting the needs of children and providing the necessary conditions for raising and/or accelerating their achievement
  • have consulted with the local community to develop a vision for education and valued outcomes for Kaingaroa School children to equip them for leaving the school and island at the end of Year 8
  • are working in collaboration with schools, on and off the island, to promote best teaching and assessment practices and to provide wider, meaningful opportunities for students’ learning
  • are developing an authentic, relevant place-based curriculum, that links closely with the island context and the aims of the school community
  • are seeking to extend board membership.

Key next steps

The principal, with support from board of trustee members, needs to:

  • report more frequently to parents and the board, information showing student progress and achievement
  • ensure student achievement in mathematics is assessed against all strands of the mathematics curriculum, and not solely against numeracy
  • continue to build the board capacity and capability, to support effective succession of board members and sustainable self-governance practice
  • further develop the positive working relationships formed with other island schools to provide wider opportunities for children’s learning and improved outcomes
  • strengthen ways to support all children to achieve the school’s valued outcomes for being confident, life-long learners, who are technologically literate, socially prepared and resilient.

3 Sustainable performance and self review

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

Children, including those needing to make accelerated progress, are making positive gains in their learning and achievement. They are provided settled, well-supported and well-resourced environments for learning, in and out of the classroom.

The principal and relief teacher work positively with each other and with parents to promote children’s learning. They are collaborating with other schools on and off the island, to improve teaching and assessment practices and to broaden opportunities for students’ learning. 

The school has established meaningful partnerships with its local community and other island stakeholders. This includes positive relationships with local iwi/imi, and the inclusion of Māori/Moriori perspectives in the school’s curriculum.

The board has established more useful systems and processes to support school management and governance. Strategic planning is in place and a framework to support school review and improvement established. Trustees are building their knowledge of their roles and responsibilities for effective governance.

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.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the Ministry of Education consider providing support for the board in order to bring about the following improvements:

  • trustees have a shared understanding of the trustee role and responsibilities, including as a board who evaluates the effectiveness of the school in achieving its plans.

Conclusion

The board has established improved systems and processes to support learning and achievement, and sustainable school management and governance. Reports to the board on student progress and achievement show that positive gains are being made. The principal and teacher are working collaboratively and with other schools and the wider community to provide meaningful and effective programmes of learning for Kaingaroa students. The school curriculum and framework for internal evaluation are being progressively improved and/or developed.

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

Alan Wynyard
Director Review & Improvement Services Southern

Te Waipounamu - Southern Region

15 October 2018

About the School 

Location

Chatham Islands

Ministry of Education profile number

3387

School type

Full Primary (Years 1 to 8)

School roll

8

Gender composition

Boys:   6

Girls:   2

Ethnic composition

Māori
Pākahā

6
2

Review team on site

August 2018

Date of this report

15 October 2018

Most recent ERO reports

Education Review:
Education Review:
Education Review:

November 2016
July 2013
May 2010