Katikati Primary School - 09/04/2014

1 Context

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

Katikati Primary School is a large rural school catering for students in Years 1 to 6. It draws students from Katikati township and surrounding districts. There are currently 496 students enrolled and 131 identify as Māori, the majority of whom affiliate to the hapū of Tamawhariua. Parents who wish their children to be educated through the medium of te reo Maori enrol in Te Whare Putake, the Māori immersion unit. Trustees, school leaders and teachers value and embrace students from a large number of cultural backgrounds, and they are welcomed into the school.

There are many opportunities for student leadership to emerge and develop. Relationships between student and teachers and among students are positive. Students are engaged and experiencing successes in their learning. There is a high level of pastoral care and a strong commitment by trustees, and staff to student wellbeing.

Since the ERO review in 2009 a new principal has been appointed. She is providing effective, well-informed professional leadership for staff, students and the wider school community. During 2012, teachers were involved with a major professional learning initiative about the teaching of writing. More recently the school focus is on developing teaching strategies that more effectively address the learning needs of Māori students.

A notable feature is that parents are included in school activities, events and classroom programmes. There is a positive tone throughout the school. Trustees, school leaders and teachers value the input of parents and are continuing to explore ways to further enrich the partnership and participation of parents and whānau in the life of the school.

The board of trustees is effectively led by the chairperson. Trustees are committed to school improvement and those new to their roles have undertaken school governance training. The school has a positive ERO reporting history.

2 Learning

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

The school uses student achievement information effectively to make positive changes to learners’ engagement, progress and achievement. Both achievement and engagement are strongly influenced by effective teaching and high levels of student motivation. Student assessment data is gathered, monitored, collated and analysed. Teachers use an appropriate range of nationally referenced tests and observations of student learning to moderate consistency and reliability of teacher judgements. Self review examples include:

  • effective monitoring of annual targets to raise student achievement levels overall
  • specific resourcing of school priorities in teaching and learning, particularly professional development and intervention programmes
  • a curriculum that is responsive to the needs of students and the school community
  • teachers identifying students achieving below expected levels and a systematic approach to addressing the specific learning needs of priority learners
  • linking teacher appraisals to planning for and addressing the specific needs of priority learners
  • teachers reflecting on ways to improve their practice and their effectiveness.

The 2013 student achievement information shows that most students are achieving at and above the National Standards in reading, writing and mathematics. A greater proportion of Māori and Pacific students are achieving below the National Standards. For these students, focused intervention programmes and in class support shows accelerated progress over time. Classroom teachers are able to show where individual students have made significant progress through targeted efforts and ‘deliberate acts of teaching’. The school’s approach to using achievement information is providing a sound foundation for continued school improvement and improving outcomes for all students.

A group of students continue to achieve below National Standards. ERO and the school have identified a need to more clearly determine how effectively the school is accelerating the progress of this group of students.

3 Curriculum

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

The school’s curriculum is consistently effective in promoting and supporting student learning. While emphasising literacy and mathematics, the curriculum covers all subject areas and is responsive to students’ interests. These interests are built upon by teachers in the classroom, who know their students and families well. All students are actively involved in classroom decision making about their learning. This is being achieved through inquiry learning topics and processes.

The curriculum is underpinned by the vision of ‘active thinkers, life-long learners and student well being’. The well-established values of ‘E.R.I.C. the Pukeko,’ are the symbol to the way things are done at this school. Excellence, Respect, Integrity and Citizenship are clearly visible throughout the school and in daily interactions among teachers and students. Learning programmes provide students with contexts that are challenging, meaningful and include local content and many opportunities for parent input and involvement.

A strength of the school curriculum is the established culture of regular and systematic review. These processes contribute to continual refinement and improvement for students and families.

Teachers actively model and maintain high expectations for student learning and behaviour. They take time to get to know each student’s interests, strengths and learning needs, and consistently use strategies that promote student wellbeing and success.

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

A strong partnership is developing between the school, whānau, hapū, and the iwi ō Ngai te Rangi. The principal, with the support of trustees, school leaders and teachers, demonstrate a strong commitment and determination to promoting the success of Māori students as Māori.

This has been achieved through self review focusing on an understanding of the Treaty of Waitangi and its implications for the school. Community consultation and engagement and professional development are used to build teacher capability to raise achievement for Māori students. Teachers are enthusiastic about exploring a planned approach to developing a progressive te reo and tikanga Māori programme across the school to accelerate Māori success.

The school has engaged with local hapū Ngai Tamawharuia to build stronger links among the school, students and whānau. Visits to Rereatukahia Marae to learn and build relationships have been undertaken by trustees, teachers, students and their families. These visits have included the sharing of the school’s vision, values and strategic direction and have strengthened the partnership relationship. Ongoing communication has resulted in school leaders and Ngai Te Rangi Iwi working collaboratively to improve Māori success and achievement. All students benefit from these developments and relationships.

How effectively does the school promote educational success for Pacific?

The school recognises and embraces its Pacific community. The culture, language and identity of Pacific students is valued. There is a strong home and school partnership with families where aspirations and successes are shared. English is a second language for many of the students. The school has implemented effective programmes for students whom English is a second language. They are well supported through personalised programmes, take on leadership roles and are active participants within the school. Tongan parents, with the help of the school, have developed a Tongan dance and music culture group, and these groups are celebrated within the school programme.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance because:

  • comprehensive, well-understood and consistently effective school-review systems are focused on continual improvement outcomes for students, parents and whānau
  • highly effective school governance is focused on ‘what is best for the children’ in this school
  • there is clarity of school vision and direction
  • student achievement information is used in a highly effective way to provide a foundation for school review and development.
  • strong, knowledgeable, collaborative and well-informed professional leadership encourages a high-performing school culture
  • teachers are dedicated to their roles and enthusiastic about improving their professional practice
  • there is an effective strategic focus on improving student achievement.

Provision for international students

While the school is signatory to the code it does not have any international students enrolled at the time of this review.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

9 April 2014

About the School

Location

Katikati, Bay of Plenty

Ministry of Education profile number

1765

School type

Contributing (Years 1 to 6)

School roll

496

Gender composition

Boys 50% Girls 50%

Ethnic composition

NZ European/Pākehā

NZ Māori

Indian

Tongan

Other

Asian

Pacific

Samoan

58%

26%

6%

5%

2%

1%

1%

1%

Special Features

Māori Immersion class

Review team on site

March 2014

Date of this report

9 April 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2009

August 2006

January 2005