Kaiti School

Education institution number:
2584
School type:
Contributing
School gender:
Co-Educational
Definition:
Bilingual Year 7 and Year 8 School
Total roll:
422
Website:
http://www.kaiti.school.nz
Telephone:
06 867 7831
Address:

517 Wainui Road, Kaiti, Gisborne

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Kaiti School - 21/07/2020

School Context

Kaiti School is a Years 1 to 6 state school located in Gisborne. In 2018, the school was re-designated to include special character provision for te reo Māori immersion learning for Year 7 and 8 students. The roll has grown steadily over the past few years. The current roll of 351 includes 90% who identify as Māori and 7% of Pacific heritage. Just over half of the students whakapapa to Ngāti Porou.

The school’s vision is built around ‘Kia tū maia – be brave; Kia tū pakari – stand strong andKia tū rangatira – be a leader’. The vision is supported by the values of ‘Manaakitanga, Pono, Whakaute, Rereketanga and Harikoa’.

Students are expected ‘to be persistent in their learning, know their whakapapa, look after their hauora and wellbeing, strive to be the best they can be, be confident and technology capable and make a difference for themselves and others’.

The school promotes a Māui Rau approach which focuses on being ‘adaptable and able to transform in order to thrive in a range of conditions.’ A social services team on site supports students and whānau.

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

  • language, culture and identity
  • reading, writing and mathematics
  • student hauora and wellbeing
  • attendance.

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 and excellent outcomes for student’s identity, language and culture.

Students have a strong understanding of their iwi, tīpuna, whakapapa, whenua and te reo me ngā tikanga Māori. There has been a strategic approach to the development of school wide knowledge and systems to embrace and champion tikanga and te ao Māori. The school reports on the progress of students in relation to the valued outcomes of being connected to their whakapapa and demonstrating Ngati Poroutanga.

The valued outcome for all students to grow in their proficiency of te reo Māori is being realised. Through a targeted and deliberate approach to the development of te reo Māori, the 2019 achievement data reported to the board indicates that 90% of students’ schoolwide show an increased understanding and use of te reo Māori as they progress through the school. The introduction of the Tu Rangatira classes offering te reo level 3 immersion at Year 7 and 8 has responded to community aspirations. This has seen a significant increase in the number of students able to learn in a predominantly te reo Māori environment. At the end of 2019 data for the Tu Rangatira class showed 100% of students had increased their levels of fluency in te reo Māori.

The school continues to work towards achieving equity and excellence for all students in reading, writing and mathematics. The large majority of students are achieving at and above curriculum levels in reading and mathematics. Most students are achieving at and above curriculum levels in writing. Overall achievement has remained consistent over the past three years.

Pacific students perform well in reading, writing and mathematics. Achievement information for 2018 and 2019 shows that girls achieve at higher levels than boys in reading, writing and mathematics.

In 2019, the school had a target based on improving formative assessment practices. These assessment practices were part of an overall strategy to improve student agency and ownership of their learning as a key contributor to progress and achievement. This valued outcome is reported to the board of trustees. By using the specific measures associated with this target, most students in Years 5 to 8 were able to knowledgeably discuss their learning intentions with the majority able to discuss success criteria. Most students in Years 1 to 4 were able to knowledgeably discuss learning intentions.

Improved attendance was another valued student outcome as defined by the school. Schoolwide data about attendance shows the school target of 90% was achieved in 2019.

Wellbeing is a valued student outcome. An externally referenced survey about student wellbeing shows that students are happy and feel safe at school.

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

The school can show effective acceleration for Māori, Pacific and other learners who need it, in reading, writing and mathematics. The positive acceleration outcomes for Māori and other learners are the result of the school’s systematic approach to the identification, tracking, monitoring and response to at-risk learners.

School data for students who were new to the school in 2019, shows effective acceleration in reading, writing and mathematics.

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?

Strong leadership works collaboratively to develop and implement the school’s vision, goals and targets. Leadership undertakes meaningful consultation with teachers, staff and whānau. Key priorities are evident throughout the school’s charter, annual plan, communication with parents and in classrooms. This clear sense of purpose and alignment means that students have access and are well supported to achieve across the curriculum.

Leaders deliberately build teacher capability and collective capacity, relational trust, effective participation and collaboration at every level of the school community. Leaders promote and participate in a coherent approach to professional learning and practice. A targeted approach to professional learning and development that is collegial, and collaborative enables staff to continually look at ways to improve their practice.

Teachers closely monitor the achievement and progress of students, identifying students that need further acceleration. Senior leaders collate and analyse this information to identify, prioritise target students and put in place interventions to accelerate their progress.

Students benefit from a rich, authentic, culturally connected curriculum. He kaupapa mo te kura provides a programme that values the language, identify and culture. Students learn the stories, knowledge, understandings and history of their ancestors. The programme makes active use of all aspects of the local environment to promote students’ understanding of the connectedness to tipuna, whenua and moana. The school has continued to indigenise the curriculum to incorporate Mahi Atua and kaupapa Māori pedagogies.

Students participate and learn in a caring and inclusive learning community. Children have equitable opportunities to learn. Culturally responsive pedagogy supports and promotes student learning and reflects the specific needs of the school. Effective assessment for learning is evident in classroom practice that supports students’ self-assessment and learning-to-learn opportunities.

Students and whānau are well supported by on-site social services that provide a wide range of programmes and services to improve outcomes and wellbeing. Leaders and teachers have high expectations for students and whānau to engage in learning and community activities. Community partnerships extend and enrich opportunities for students to become confident, connected, actively involved, lifelong learners. A range of communication tools and school events support and strengthen reciprocal learning-centred relationships with whānau and families.

Students with additional learning needs are well catered for using in-school support and learning programmes and expertise, when appropriate, from external agencies. Whānau of these students are actively engaged and included in learning programmes. There are clear processes for the identification of students’ learning needs and individualised programs to improve their outcomes. Progress and achievement for these learners are closely monitored and celebrated.

The board of trustees effectively represents and serves the school community in its stewardship role. Trustees support students and whānau wellbeing, resourcing several programmes and actively seeking external funding to find creative ways to provide this support.

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

To sustain current high-quality practice and support further future-focused, innovative developments, ERO and the school agree that steps to enhance the school’s performance are for:

  • leaders and teachers continue to develop a shared understanding of effective strategies for acceleration and tracking rates of progress
  • leaders to continue to analyse and evaluate schoolwide trends and patterns of student achievement over time.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Kaiti School’s performance in achieving valued outcomes for its students is: Strong.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • leadership that provides a clear strategic direction and continual school improvement
  • a localised curriculum that engages and meets the needs of students
  • learning focused partnerships with whānau that support students’ achievement and wellbeing.

Next steps

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

  • understanding of schoolwide acceleration and rates of progress to clearly identify what works best for students
  • more closely analysing and evaluating schoolwide trends and patterns of student achievement to know and report outcomes over time.

Phillip Cowie

Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

21 July 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Kaiti School - 18/08/2015

Findings

Kaiti School strongly promotes Māori and Pacific students’ language, culture and identity. Progress is lifting and accelerating achievement continues, with more students achieving at and above the National Standards in reading, writing and mathematics. Strong school leadership and governance continue to support an inclusive community approach to ongoing improvements in student outcomes.

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

1 Context

What are the important features of this school that have an impact on student learning?

Kaiti School caters for students in Years 1 to 6 in Gisborne. Since the August 2012 ERO review, the school roll has grown by over 50% to 310 students. Over 88% of students enrolled are Māori and 10% have Pacific heritage, mainly Tongan.

The school vision statements: Kia Tū Pakari, Kia Tū Maia, Kia Tū Rangatira - Stand Strong, Be Brave and Be a Leader, are strongly evident in the school curriculum and in how students and adults conduct themselves.

School values of fun, innovation, honesty, respect and care are woven into learning opportunities. A deliberate approach to growing school leadership based on building ‘connections, coherence and clarity’ is in place.

The Pacific unit, Fale Maama, provides bilingual education in Tongan. Te reo Māori bilingual education is available for students. The school recently participated in a Whānau Ora partnership with Te Puni Kokiri and Te Kura Reo o Waikirikiri.

The value of this three-way learning partnership was recognised in the school being a finalist in the 2015 Prime Minister’s Excellence in Engaging – Atahāpara Award. The board continues to fund and operate this initiative to strengthen community connections with the school.

Parents, whānau and families are not charged fees or asked for donations and students’ stationery is provided. The board continues to focus their resourcing decisions to impact positively on students, whānau and families.

Very good progress is evident in building on strengths and addressing areas identified in the 2012 ERO review. Flexible development and management of teaching spaces and targeting school resources to best effect during a time of strong roll growth, remain ongoing focus areas for trustees, school leaders and staff.

2 Learning

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

School leaders and teachers continue to strengthen their use of achievement information to improve engagement, progress and achievement.

Thorough processes for tracking and promoting attendance contributes to improved continuity in learning. School leaders and teachers know each student well and careful monitoring focuses on lifting individual progress.

Consistent and robust practices for moderation enable teachers to make more reliable assessment judgements about students' achievement, based on a clear understanding of the expectations for the National Standards.

Students’ progress and achievement in reading, writing and mathematics in relation to the National Standards have steadily increased over the past three years. Good progress in 2014 was particularly evident in the Pacific unit and in increased schoolwide mathematics achievement.

Students achieve well in writing and mathematics with most students at or above the National Standard. Reading remains an area for ongoing focus. Teachers are deepening their understanding of what constitutes successful reading programmes based on sound assessment practices.

Processes to strengthen students’ early literacy and mathematics learning are continuing to develop well. Boys’ achievement remains an ongoing area for attention. Many students made sustained, accelerated progress in 2014 due to close monitoring and improved teaching strategies.

Students’ ownership of learning is deliberately strengthened through Ako Hui. These provide students with a clear focus to review and share their progress in relation to individual learning goals with their parents and whānau. Clear and high expectations for this process are well understood and monitored for consistency.

Parents receive personalised information about student progress in written reports and through the Ako Hui information sharing process. Students’ understanding and use of digital technologies is becoming stronger.

Students with additional learning needs are well monitored and appropriate external expertise is accessed. Trustees are well informed about special programme provisions. Extending reports to the board to include the learning impact of interventions and progress towards individual education goals is a next step.

3 Curriculum

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

The school curriculum supports student learning through building connections. A sense of culture, language and identity is a priority that underpins all decision making. Local history is integral to creating a strongly place-based curriculum.

The Positive Learning for Behaviour (PB4L) framework provides clarity around high expectations for learning behaviours. Student wellbeing and active engagement in learning are carefully tracked and appropriately responded to. School systems contribute to a productive, calm environment where students are motivated to learn.

Community engagement and connections are supported through a range of targeted learning opportunities. This includes a programme that focuses on growing students’ participation in a wide range of sports and leadership activities. Continued work on providing new entrants with seamless transitions from early childhood education and older students to the next phase of education remains an ongoing focus.

Rich curriculum themes are developed by teaching teams to provide relevant and high-interest experiences. Modern learning practices are beginning to be trialled, particularly in the new purpose built classroom block. Literacy and mathematics remain key priorities for students.

Teachers continue to improve the effectiveness of their teaching strategies, supported by individual ongoing inquiries into professional practices. Teachers trial strategies based on up-to-date education theory and practice. Systematic monitoring by school leaders encourages teachers to more deeply reflect and identify what works in increasing progress.

Teachers new to the school and to the teaching profession are provided with sustained personalised induction, mentoring and guidance. Processes that affirm individual staff strengths provide a platform for ongoing development.

The Pacific unit Fale Maama has made very good progress in developing culturally responsive approaches to enhance students’ sense of culture, language and identity. The support for learners with Tongan first language enhances their literacy development. Continuing to build on biliteracy knowledge and language is a next step.

Te reo Māori bilingual education continues to be an option for students and their whānau. Curriculum themes are adapted to reflect kaupapa Māori themes and build on teachers’ strengths and collegiality. It is timely to undertake the planned review of this area and build on good practices to clearly articulate the intended curriculum outcomes of the bilingual programme.

Ongoing improvements in curriculum review and internal evaluation should contribute to an improved understanding of effectiveness of the curriculum.

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

The school effectively promotes educational success for Māori, as Māori. The school vision, values and curriculum are strongly focused on inclusive te ao Māori. Kapa haka, te reo Māori bilingual learning, waka ama and leadership opportunities for students and staff are embedded.

Students show a sense of holistic wellbeing and readiness to learn in a highly supportive environment. Regular school trips to Pacific nations enable students to celebrate and share their culture and build cross-cultural understandings of the wider world.

The key role whānau play is supported and recognised by the provision of programmes based on their aspirations for their children. A high proportion of staff are Māori, which provides students with many positive role models. Te ao Māori is highly evident in teaching strategies across the school.

4 Sustainable Performance

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

Kaiti School is very well placed to continue to sustain and improve its performance.

Students’ progress continues to improve over time and some groups are experiencing accelerated progress. School processes actively monitor each student’s learning and wellbeing. Trustees, school leaders and teachers are continually improving practices to increase positive student outcomes.

Strengthened whānau, family and community partnerships are providing momentum for enhanced learning. Ongoing information sharing and responsiveness to students, staff and the school community are central to school operations.

The board provides well-considered collaborative governance based on community aspirations and conditions that support student learning. Trustees focus their actions on identifying strategies that make the biggest positive difference for students and their families.

Robust policy review processes are in place and sound evidence informs actions taken. Appropriate external expertise and collaborations support ongoing learning by trustees and members of the Kaiti School community.

Strong school leadership is firmly focused on improving students’ holistic learning by increasing the effectiveness of teaching. The principal and deputy principal work collaboratively to model clear expectations for high quality teaching.

The school leadership team is participating in an ongoing programme of development that includes a deeper inquiry into their roles and impacts on student outcomes. Succession planning is an integral part of this approach.

Appraisal processes strengthen leaders’ and teachers’ reflection through ongoing feedback and appropriately challenging questions. A key next step is to continue to develop the appraisal process relating to teacher inquiries and the range of evidence linked to the Registered Teacher Criteria.

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

Kaiti School strongly promotes Māori and Pacific students’ language, culture and identity. Progress is lifting and accelerating achievement continues, with more students achieving at and above the National Standards in reading, writing and mathematics. Strong school leadership and governance continue to support an inclusive community approach to ongoing improvements in student outcomes.

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

Joyce Gebbie
Deputy Chief Review Officer Central

18 August 2015

School Statistics

Location

Gisborne

Ministry of Education profile number

2584

School type

Contributing (Years 1 to 6)

School roll

310

Gender composition

Male 54%, Female 46%

Ethnic composition

Māori
Pacific
NZ European/Pākehā

88%
10%
  2%

Special Features

Fale Maama Pacific Unit

Review team on site

June 2015

Date of this report

18 August 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

August 2012
May 2009
October 2005