Katikati Primary School

Katikati Primary School - 24/04/2019

School Context

Katikati Primary School is a large, dual-medium, rural school catering for students in Years 1 to 6. At the time of this ERO review the school roll was 608, including 124 Māori and 37 Pacific students. Students come from a diverse range of ethnicities. Since the 2014 ERO evaluation the roll has significantly increased.

The majority of Māori learners affiliate to the hapu of Ngai Te Rangi. Whānau who wish their children to be educated through the medium of te reo Māori enrol in Te Whare Putake, the Māori medium unit, or Poutahi for students in Years 4 to 6. This is a ‘kaupapa’ class focused on supporting learners to strengthen knowledge and understanding of tikanga and te reo Māori.

The school values of ‘ERICA – excellence, respect, integrity, citizenship and attitude’ are the foundations for guiding learners to be ‘active thinkers, lifelong learners – Whakaarotiangoi, Akona mō ake tonu atu’.

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

  • Reading, writing andmathematics.

Teachers have participated in a range of internal and external professional learning and development initiatives to enhance their practice. These initiatives include,Accelerating Learning in Mathematics (ALiM), Teachers Learning Innovation Fund (TLIF) growth mind-sets, building the Te Whare Putake marau-a-kura, Incredible Years, and writing.

The school has a positive reporting history with ERO.Most trustees, leaders and teachers have continued in their roles since the previous ERO review.

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 working towards achieving equitable outcomes.

The school’s end of year National Standards data from 2014 to 2017 shows improving levels of achievement in reading, writing and maths over time. Achievement information for learners in English medium shows that most students continue to achieve well in relation to curriculum expectations in reading and mathematics, and a large majority in writing.

Overall achievement for learners in Te Whare Putake shows there have been significant improvements in achievement across all areas of the pangarau, tuhituhi, pānui and korero. Girls achieve at comparable levels of achievement to boys, across all of these areas.

Māori students overall do not achieve as well as their Pākehā peers. This disparity of achievement between these two groups is significant. Achievement information shows a significant improvement for Māori learners who remain at the school for more than two years.

Significant disparity of achievement for Tongan and Samoan learners compared to other students in reading, writing and mathematics is evident. The school reports that for all Pacific students, English is a second language and disparity has reduced in reading and mathematics.

Boys and girls achieve very well in reading. Achievement information also shows that boys achieve at similar levels to girls in mathematics. Overall achievement for writing shows there is significant and increasing disparity for boys when compared to girls.

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

For the tauira who have continued in the Māori medium class, Te Whare Putake, achievement information shows effective acceleration over time.

The school’s 2018 achievement information for English medium students shows that, the strategies and interventions used to accelerate learning were effective in reading, writing and mathematics overall. As a result of this acceleration, the disparity is closing in:

  • reading for Māori, Pacific and boys

  • mathematics for boys and Pacific learners

  • writing for Pacific learners.

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?

Collaborative relationships throughout the school community are focused on improving equity and excellence. Purposeful and genuine connections have been established with the hapū of Ngai Te Rangi. The recently developed Te Whare Putake marau-ā-kura has provided a strong foundation for learning in the Māori medium. Parents, whānau and the community are welcomed and are actively encouraged to be an integral part of the school learning community.

Leaders and teachers work alongside parents, whānau and external agencies to form productive and responsive partnerships to support learners with additional needs. Effective communication enables meaningful plans for student programmes, progress and achievement to be developed. There is a well-considered approach for transitioning learners with additional needs into, through and beyond the school.

School processes and practices effectively promote and support student wellbeing and engagement in learning. Leaders and teachers know their students well. The wide range of strategies, interventions and innovations are focused on improving outcomes for learners. Rich achievement information is gathered, tracked and monitored school wide. A holistic view of students supports meaningful programmes for learning.

Trustees utilise their networks and community knowledge to extend opportunities and support for learners. They actively represent and serve the school community. Decision making for resourcing is supporting the school’s commitment to improving equity, excellence and acceleration of learning. Students’ learning, wellbeing, achievement and progress are the board’s core focus.

Leaders and teachers have established a positive culture for learning underpinned by the school values. Emergent leadership is fostered school wide. Rich and diverse experiences enhance student participation and extend their curiosity for learning. Nurturing relationships between teachers and students strengthens children’s sense of belonging and motivation to learn.

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

Continuing to embed the school’s expectations for high quality teaching and learning including culturally responsive pedagogy is a key next step. This should further enhance the quality of teaching and learning and the school’s focus on acceleration for those students whose learning is at risk.

Extending the effective analysis of data to evaluate the impact that strategies, initiatives and interventions have on acceleration of learning is also a priority area of focus for the school.

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 Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

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

  • effective stewardship that is focused on equity and excellence

  • the holistic approach to student learning and wellbeing that actively responds to their needs

  • learning-focused relationships that underpin productive partnerships for progress and achievement.

Next steps

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

  • consistent implementation of effective teaching strategies to enhance equitable and excellent outcomes for learners

  • internal evaluation to inform ongoing improvement.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

24 April 2019

About the school

Location

Katikati

Ministry of Education profile number

1765

School type

Contributing (Years 1 to 6)

School roll

608

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori 20%
Pākehā 60%
Indian 8%
Tongan 5%
Other 7%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

Yes

Number of Māori medium classes

1

Total number of students in Māori medium (MME)

20

Review team on site

November 2018

Date of this report

24 April 2019

Most recent ERO report(s)

Education Review April 2014
Education Review November 2009
Education Review August 2006

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