Kaukapakapa School - 24/08/2015

Findings

Kaukapakapa School provides opportunities for students to successfully learn. It has a welcoming and inclusive school culture that engages students well. The school values its place in the community, its history, rural learning opportunities, and its long standing family associations. The school’s curriculum and values impact positively on student wellbeing and achievement.

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?

Kaukapakapa School is a full primary school catering for students from Years 1 to 8. It is located in the semi rural area of Kaukapakapa in the north west of Auckland. This long established school values its place in the community, its history, rural learning opportunities and its long standing family associations.

The school has a growing roll. Significant rebuilding developments over recent years have been well handled. The Board of Trustees and the senior leadership team are currently finalising plans for further new building development which will include incorporating modern learning environments. This will help accommodate expected roll growth and could help equip the school for twenty first century learning.

The school’s culture is welcoming and inclusive. There is a strong focus on student wellbeing and achievement. Respectful and affirming practices help students to have a sense of belonging and security while at school.

The school has a positive ERO reporting history. The 2011 ERO report noted that students made good progress in reading, writing and mathematics and could talk knowledgeably about their learning. These good outcomes and practices have continued and been embedded. The 2011 ERO report recommended that school leaders and teachers strengthen the use of achievement data, bicultural practices and self review processes. Good progress has been made in these areas.

2 Learning

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

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. School student achievement data indicates that overall students achieve very well in relation to the National Standards in reading, writing and mathematics. In 2014, ninety-one percent of students achieved at and above National Standards in reading. Eighty-nine percent of students achieved at and above National Standards in writing, and eighty-eight percent of students achieved at and above National Standards in mathematics. Māori students at Kaukapakapa School achieve above the level of the national Māori cohort of students. However, their overall achievement is not yet consistent with that of other groups of students at Kaukapakapa School. To achieve greater consistency of achievement teachers will need to continue to identify ways to accelerate the progress of Māori students.

The board of trustees and senior leaders use achievement information to set school priorities and inform their resourcing decisions. Senior leaders and teachers use achievement information to plan differentiated learning programmes. Teachers work collaboratively and share strategies and teaching approaches to meet the needs of individual students.

Teachers and students are using achievement data to set learning goals and identify next steps in learning. This is supporting children to become lifelong learners as they continue to take responsibility and ownership of their own learning.

There is a positive and settled tone in the school. Students are very well engaged in classrooms and benefit from respectful relationships between teachers and students. Teachers have high expectations of students and view them as capable learners. They provide opportunities for students to talk about, discuss and share their learning with their peers.

Parents are well informed about children’s progress and achievement in all learning areas, through student led three-way conferences and online portfolios. Student goal setting and the three-way conferences assist students to increasingly manage their own learning. Parents currently receive one written report annually about their child’s progress and achievement in relation to the National Standards. The school is aware that they must ensure that parents receive two written reports annually about children’s achievement in relation to the National Standards.

School leaders and ERO agree that future priorities for positive learning could include:

  • collecting and analysing achievement information for groups of students over time at the school
  • exploring ways that charter targets can be used to accelerate the progress of students yet to achieve at or above National Standards in reading, writing and mathematics.

3 Curriculum

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

The Kaukapakapa School curriculum is aligned to The New Zealand Curriculum (NZC) and promotes student learning effectively. The school’s curriculum emphasises school values through its CARE programme. This effectively supports and promotes positive relationships and student wellbeing.

Reading, writing and mathematics are central to the curriculum as the foundations for learning. Other learning areas are integrated into various topics and themes called inquiry learning. Teachers collaborate well to plan learning programmes. This results in a high degree of consistency in providing good teaching approaches across classrooms and teams. Teachers know their students very well. The students are confident and secure in the learning environment and enjoy their learning activities and experiences.

The curriculum provides genuine opportunities for students to apply knowledge and develop leadership abilities and interests. Teachers successfully integrate agriculture, enterprise and market days into the curriculum. This helps make education more relevant and authentic for students.

The Year 7 and 8 programme prepares students to transition well to secondary school. The programme includes varied opportunities for leadership, career education, and opportunities for students to begin to learn other languages and extend their technology skills.

An increasing emphasis on e-learning is impacting positively on student engagement. Teachers and students are increasingly using a variety of digital devices and approaches as tools for learning. The board of trustees and school leaders are progressively extending e-learning opportunities. They have increased the number of digital devices and invested in building student and teacher e-learning capability. It is now timely to review the e-learning curriculum, to accurately document the evolving (e-learning) opportunities for students.

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

Kaukapakapa School leaders and teachers are continuing to explore ways to encourage and support educational success for Māori. Seventeen percent of students identify as Māori.

Māori students engage well with their learning in classrooms and benefit from an inclusive culture that promotes their sense of belonging and identity. Te reo Māori is used widely in assemblies and in classrooms with regular opportunities for korero through mihi and greetings. School leaders are committed to the further development of programmes that promote te reo and tikanga Māori.

At the time of this review the principal had just secured the services of a new tutor to re start the school’s Kapa Haka group, ERO endorses this initiative.

During the course of the review the board of trustees, school leaders and ERO discussed the following steps to further promote educational success for Māori as Māori:

  • developing a sequential school-wide teaching and learning programme for te reo and tikanga Māori
  • identifying ways to accelerate the progress of Māori students
  • Identifying specific improvement focussed Māori student achievement targets in the annual charter.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. The school’s board is representative of the community and includes experienced trustees and new members. They bring expertise and knowledge to their roles and work effectively with school leaders to sustain and improve the school.

The board is well informed about the curriculum and student progress and achievement. Trustees have a commitment to the school’s vision, traditions, leadership team and to all learners.

The school has a supportive community. There is a sense of community belonging and intergenerational commitment to the school. Parents are actively involved in school events and in supporting learning programmes. High levels of parent support provide opportunities for large numbers of students to compete in sports teams. The board and school leaders strongly value community engagement and have successfully used a variety of strategies to consult the community about its views.

The principal has ensured that changes in personnel have been well managed. Curriculum programmes and teaching practices have been guided by clearly documented expectations for student progress, engagement, wellbeing and consistent school systems.

ERO identifies that to support the next phase of school development school leaders:

  • review the appraisal policy and practices so that they reflect the registered teacher criteria and legislative requirements
  • continue to strengthen and document the school’s self review processes.

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.

In order to address the following area of non- compliance, the school is required to:

  • report to students and their parents on the student’s progress and achievement in relation to the National Standards

[National Administration Guidelines 2A].

Conclusion

Kaukapakapa School provides opportunities for students to successfully learn. It has a welcoming and inclusive school culture that engages students well. The school values its place in the community, its history, rural learning opportunities, and its long standing family associations. The school’s curriculum and values impact positively on student wellbeing and achievement.

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

Graham Randell

Deputy Chief Review Officer Northern (Acting)

24 August 2015

About the School

Location

Kaukapakapa, Auckland

Ministry of Education profile number

1326

School type

Full Primary (Years 1 to 8)

School roll

264

Gender composition

Boys 55% Girls 45%

Ethnic composition

Māori

Pākehā

Indian

British/Irish

Chinese

German

other European

other

17%

76%

2%

1%

1%

1%

1%

1%

Review team on site

June 2015

Date of this report

24 August 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2011

June 2008

June 2005