Kawaha Point School

School Context

Kawaha Point School is located in the suburb of Kawaha Point, Rotorua. It provides education for students in Years 1 to 6. The school roll of 347 students includes 202 Māori, 37 Pacific and 24 students who are from a range of other nationalities.

The school’s mission is to use culturally responsive, 21^stCentury approaches to develop confident, connected, actively involved, life-long learners.

The school aims to develop students that will:

• have strength to believe in themselves and stand up for what is right – kia kaha
• be brave enough to take risks, lead their learning and demonstrate creativity – kia maia
• care for themselves and others and form genuine relationships – kia manawanui.

The school’s strategic aims focus on improving student achievement by ensuring all Māori and Pacific students achieve consistently with their Pākehā peers and to their considerable potential. The school prioritises having ‘quality relationships with whānau and students that focus on embracing personal challenge, whilst progressing with their learning progressions and the school’s graduate profile.’

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

• achievement in reading, writing and mathematics
• attendance and transience.

Since the previous review in 2015, there have been significant changes to the teaching and leadership team. The principal and majority of trustees are experienced and long serving in their roles.

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 yet to achieve equitable and excellent outcomes for all its students.

Attendance data shows that up to one third of the school roll changes each year.

The school’s data from 2015 to 2017 shows the majority of all students are achieving at or above expected levels in reading and mathematics and approximately half in writing. Overall levels of achievement have decreased over the past three years. There is significant disparity for Māori students in reading, writing and mathematics. This pattern of disparity has remained consistent but increased in reading in 2017. Girls are achieving at significantly higher levels than boys in writing. Boys are achieving as well as, or better than girls in reading and mathematics. Pacific students are achieving as well as, or better than their peers.

School data also shows that children with special needs make appropriate progress in relation to their individual goals.

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

The school is responding well to some Māori and other students whose learning needs acceleration.

The school has a well-developed understanding and definition of accelerated progress. Achievement data for at-risk students who have been at school for at least 12 months, shows accelerated progress, particularly for Māori students in reading and writing, and for boys in reading. This analysis was completed by leaders during the ERO review.

This data also shows an increasingly large percentage of Māori and other students are accelerating in their learning to be achieving above expected levels in reading and writing.

By the time these students reach year six, learning has been accelerated and most are achieving at or above their expected levels in reading.

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?

Leaders have a strategic and planned approach to leading change and school development. They build teacher capability through targeted professional learning and provide opportunities to develop internal leadership capability. Leaders improve learning and engagement for students through effective communication and quality partnerships for learning with parents, families and whānau. They have developed culturally responsive practices across the school. Effective liaison with local iwi contributes to learning progress and acceleration for Māori students. High expectations, positive relationships and collaboration are contributing to accelerated progress for all students whose learning is at risk.

Teachers foster positive and affirming relationships with students. They use a range of appropriate strategies to improve learning. Students at risk of not achieving are clearly identified and catered for. Teachers scaffold children’s learning successfully, make explicit use of learning intentions and encourage problem solving and risk taking. These deliberate strategies have led to accelerated progress for many at-risk students, particularly in reading and writing.

The school’s curriculum is highly inclusive and culturally responsive. Its vision and values are well embedded and support positive relationships and wellbeing for students. There is an appropriate emphasis on developing academic, social, emotional and cultural learning for all students. The curriculum responds effectively to Māori students’ and boys’ learning through the provision of bilingual classes and the Tama Toa boy’s class. There is a strong focus on inclusion for all children with additional learning needs and a personalised, planned approach to supporting their learning. Experienced and well-informed trustees generously fund learning support programmes to enable equitable opportunities and outcomes for students.

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

There is a need to develop a more strategically aligned approach to accelerating progress for all children whose learning is at risk, especially in mathematics. Priority should be given to:

• strengthening annual targets to focus on all students whose learning requires acceleration
• monitoring and reporting on rates of acceleration for at-risk learners over time
• strengthening the appraisal process to focus on reflective practice and align school processes to the requirements of Education Council New Zealand.

Targeted action and student agency require strengthening. Leaders and teachers should continue to:

• build students’ knowledge of their own learning and next steps, especially for at-risk students
• develop consistency of targeted action across the school, including teacher planning, assessment and ongoing monitoring.

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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. No international students were enrolled at the time of the ERO review.

4 Going forward

Key strengths of the school

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

• leadership for learning that accelerates progress for many students at risk
• effective relationships and partnerships that enable student learning
• an inclusive culture for learning that supports the individual needs of students.

Next steps

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

• internal evaluation to inform targeted action to address in school disparity
• empowering students in learning pathways to accelerate achievement.

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

29 June 2018

About the school

Location	Rotorua
Ministry of Education profile number	1766
School type	Contributing (Years 1 to 6)
School roll	347
Gender composition	Boys 53% Girls 47%
Ethnic composition	Māori 58% Pākehā 24% Pacific 11% Other 7%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	Yes
Number of Māori medium classes	3
Total number of students in Māori language in English medium (MLE)	67
Number of students in Level 3 MLE	67
Review team on site	May 2018
Date of this report	29 June 2018
Most recent ERO report(s)	Education Review February May 2015 Education Review March 2012 Education Review June 2009

Findings

Kawaha Point students are well supported to learn, achieve and develop a range of knowledge and skills. High priority is placed on providing a supportive and caring school culture, strong and effective leadership and quality teaching. Trustees provide effective governance for students, their families and the community.

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?

Kawaha Point School continues to place a strong emphasis on improving educational outcomes for its students. The school is characterised by its wide range of educational opportunities, including bilingual education and a strong focus on enhancing teaching practice.

Since the 2012 ERO review, school leaders and teachers have continued to participate in purposeful professional development in literacy and numeracy. They continue to provide a warm, welcoming and supportive environment, where values of manaakitanga and whanaungatanga are evident.

Ongoing property upgrades by the board of trustees have enhanced an attractive physical environment that includes a wide range of play areas and promotes learning. Students, teachers and parents value being part of the school’s community, and display a strong sense of pride in the school.

The school has a history of positive ERO reports. The 2012 ERO report noted a collaborative approach to professional leadership, effective governance, a collegial staff culture and a commitment to ongoing improvement. These aspects continue to be features of the school. The 2012 report recommended enhancing the school curriculum, engaging students in self assessment and developing self review. 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 very well to make positive changes to learners’ engagement, progress and achievement. Teachers’ analyse and use assessment information to plan purposeful reading, writing and mathematics programmes. There is a strong culture of teachers improving outcomes for students who are achieving below expected levels. These students are closely monitored in weekly team meetings and their progress monitored each term by senior leaders.

Teachers are increasingly using student achievement outcomes to evaluate and strengthen their teaching practice. This process is further enhanced through frequent peer observations, collegial and professional dialogue, and appraisal discussions. Students receive effective feedback from teachers about their progress in relation to their learning goals.

The principal and leadership team have continued to strengthen the school’s effectiveness in improving student achievement, particularly for those who are achieving below expectation. The leadership team effectively analyse and use robust data to identify students requiring learning support and intervention, set relevant and meaningful schoolwide targets, monitor trends and patterns of achievement, and report to parents.

A next step for senior leaders is to use achievement data to consider the learning needs of boys, particularly Māori boys, further develop the consistency of teaching as inquiry, and embed the progressions as the basis for student's self assessment.

The board are well informed about student achievement. They take a keen interest in students and are focused on providing a positive school environment where students can achieve success. They regularly discuss student achievement at monthly meetings and receive detailed school-wide information twice a year in relation to National Standards. This information is used by trustees to make informed resourcing decisions and ratify and approve charter targets.

2014 data shows that the majority of students were achieving at or above the National Standards in reading, writing and mathematics.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. Features include:

• documented expectations for teaching and assessment in reading, writing and mathematics
• the increasing use of information and communication technologies (ICT) to enhance learning
• an emphasis on children leading their learning and developing higher order thinking skills
• a focus on students developing a broad range of experiences such as life skills, food technology, gardening, and cultural and dramatic performances
• progressions in reading, writing and mathematics that provide the basis for student self and peer assessment.

There is a strong emphasis on strengthening teaching practice. Teachers have participated in targeted professional learning and development. As a result, they continue to develop their capacity to effectively respond to the learning needs of students. The school has a high number of teachers with specialised skills and some are involved in post graduate studies. Lead teachers of literacy and mathematics provide ongoing support for teachers to sustain and embed professional learning and development. Expectations for effective teaching are continually reviewed and revised in light of professional learning and development.

ERO observed consistently high-quality teaching practice which included:

• teacher planning clearly linked to students learning needs
• welcoming, print rich learning environments where students work is celebrated
• high levels of engagement and on task behaviour
• positive and affirming relationships among teachers and students
• the use of instructional strategies to meet the identified learning needs of students
• inclusion of all students from different backgrounds and with a range of needs.

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

The school effectively promotes Māori student success. Student achievement information shows significant improvement in the overall achievement of Māori students in both mainstream and bilingual classes. The data also shows that Māori students achieve below their non-Māori peers in relation to National Standards. The board has developed a strategic plan to provide direction for continuing this positive trend.

Success as Māori is well promoted in bilingual classes where students have continual opportunities to use te reo Māori and learn about tikanga and te ao Māori. Students in bilingual and mainstream classes participate in kapa haka, pōwhiri and waiata. New carvings and signage is increasing the visibility of te reo and Māori culture and creating a sense of belonging.

The majority of students affiliate to Te Arawa. The board and senior leaders agree the next step is to design a curriculum based on the language, culture and identity of Te Arawa and Ngāti Whakaue. This approach should strongly influence how the school supports and provides meaningful contexts for learning for both bilingual and mainstream classes.

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 because:

• trustees bring a range of skills and expertise to their roles and responsibilities. They are dedicated and highly committed to seeing every child succeed
• the principal provides strong professional leadership to guide teaching and learning with a continual focus on raising student achievement. Together with the leadership team, they work collaboratively to support improved teaching practice. They have established a student-centred culture where there are high expectations for teaching and learning
• there is an increasing partnership between the school and its community
• teachers are reflective practitioners and are continually improving their practice
• a number of informal self-review processes have resulted in positive changes to teaching practice, school culture and environment.

ERO, the board and senior leaders agree that there is a need to further develop:

• a formalised framework, and documented processes for strategic self review
• aspects of assessment and curriculum and the achievement of Māori students identified in earlier sections of this report.

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

Kawaha Point students are well supported to learn, achieve and develop a range of knowledge and skills. High priority is placed on providing a supportive and caring school culture, strong and effective leadership and quality teaching. Trustees provide effective governance for students, their families and the community.

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

Dale Bailey

Deputy Chief Review Officer Northern

15 May 2015

About the School

Location	Rotorua
Ministry of Education profile number	1766
School type	Contributing (Years 1 to 6)
School roll	297
Gender composition	Boys 53% Girls 47%
Ethnic composition	Māori Pākehā Pacific Other	63% 25% 4% 8%
Special Features	Three bilingual classes
Review team on site	February 2015
Date of this report	15 May 2015
Most recent ERO report(s)	Education Review Education Review	March 2012 March 2009

Education Review Report: Arotake Paerewa Kawaha Point School

The purpose of ERO’s reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. An ERO school report answers the question “How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements.

1. Context

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

Kawaha Point School is located in Rotorua and caters for Years 1 to 6 students who come from diverse cultural and family backgrounds. Over half of the school roll are identified as Māori. Students in the three bilingual classes benefit from instruction in English and Māori. Since the 2009 ERO review, school leaders and teachers have engaged in purposeful professional development aimed at raising student achievement in numeracy and literacy. Recent property upgrades have enhanced an attractive physical environment that promotes learning, and provides facilities for a wide range of all-weather sports and recreation activities.

School leaders and teachers have established a warm, welcoming and supportive environment, where manaakitanga and whanaungatanga are clearly evident. The school's inclusive culture for learning is positively influenced by its recently revised values and behaviour management system. Teachers demonstrate caring and affirming relationships with students and have a strong focus on enhancing their well-being and sense of belonging. A planned pre-school programme helps students and their families become familiar with the school's expectations and environment.

Students are articulate, confident and welcoming. They appreciate the variety of academic, cultural, sporting and outdoor opportunities provided by teachers.

2. Learning

How well are students learning – engaging, progressing and achieving?

Students are well engaged in learning. Senior leaders are able to show that overall achievement in literacy and mathematics has steadily improved during the past four years. About three quarters of the students achieve at or above national expectations in reading and mathematics. Nearly two thirds achieve at or above the national expectations in writing. Teachers are in the early stages of giving priority to raising writing achievement across the school.

Student achievement information is well used school wide. Teachers use this assessment information to group students for instruction and increasingly to plan for targeted teaching. The special education coordinator analyses assessment data to determine learning and teaching priorities, and effectively coordinates the allocation of targeted programmes and resources. Trustees provide generous funding for high-quality teacher-aide support.

Teachers recognise that there is now a need to further engage students in self assessment and identification of their next learning steps. They also understand that documenting indicators and processes for determining overall teacher judgements in relation to National Standards is an area for continuing development.

How well does the school promote Māori student success and success as Māori?

The school effectively promotes Māori student success. Analysed achievement information shows significant improvement in the overall achievement of Māori students in both mainstream and bilingual classes since the previous ERO review. In consultation with parents, the board has developed a strategic plan to provide direction for continuing this positive trend.

Success as Māori is well promoted in bilingual classes where students have continual opportunities to use te reo Māori and learn about tikanga and te ao Māori. In accordance with parents' wishes, the level of Māori language used for instruction has increased. Students in bilingual and mainstream classes participate in kapa haka, pōwhiri and waiata. The school has provided tuition opportunities for parents and teachers in te reo Māori. Senior leaders agree that there is now a need to implement a progressive programme for teaching Māori language in mainstream classes.

3. Curriculum

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

Class programmes effectively promote and support student learning. The curriculum includes a strong emphasis on raising literacy and numeracy achievement. Teachers are beginning to implement a new approach to topic studies. This has been designed to ensure that science, social science and technology are taught in meaningful contexts aligned with students' interests. The use of information and communication technologies (ICT) is increasing and will be a continuing focus for teacher professional development. The curriculum is well resourced.

Senior leaders and teachers set high expectations for behaviour and learning. They have trialled new approaches and implemented strategies that enhance students' motivation and engagement. Stimulating classroom displays celebrate students' good quality art, writing and topic studies, and include examples of a range of thinking tools and strategies. Students are increasingly encouraged to reflect on their progress.

School leaders agree that their next step is to continue documenting the school's local response to The New Zealand Curriculum and to formalise procedures for curriculum review.

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. Trustees are enthusiastic, well informed, reflective and committed to improving outcomes for students. They bring complementary skills to their roles and responsibilities, and demonstrate a high level of support for the principal and staff. The board provides clear strategic direction and appropriate annual targets to address underachievement.

The principal and senior leadership team work collaboratively to drive positive change and foster professional growth. They model and promote supportive staff relationships, and have identified the need to further strengthen the rigour of the appraisal process in order to sustain continually improved outcomes for students.

A collegial, cooperative staff culture provides a basis for continuing reflection and the development of shared professional knowledge and understandings. Students' learning needs, progress and interests guide decision-making.

Community partnership is strongly encouraged. Parents and the wider community appreciate the school's open-door policy. They are well informed about school activities, curriculum developments and student achievement. Parents are regularly consulted for their views about school processes and suggestions for school improvement.

Agreed areas for review and development

ERO, the board and senior leaders agree that there is a need to further develop:

• a formalised framework, and documented processes, for planned and spontaneous review of school operations
• aspects of assessment and curriculum implementation identified in earlier sections of this report.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act of 1989. No international students were enrolled at the time of the ERO 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
• 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 three years.

 

Makere Smith

National Manager Review Services Northern Region (Acting)

30 March 2012

About the School

Location	Rotorua
Ministry of Education profile number	1766
School type	Contributing (Years 1 to 6)
School roll	261
Gender composition	Boys 57% Girls 53%
Ethnic composition	NZ Māori NZ European/Pākehā Pacific Other groups Asian	60% 30% 5% 3% 2%
Special Features	3 Bilingual classes
Review team on site	February 2012
Date of this report	30 March 2012
Most recent ERO report(s)	Education Review Education Review Education Review	March 2009 May 2006 April 2003