Kea Street Specialist School - 06/11/2018

Findings

Kea Street Specialist School provides effective support, learning and care for its students. The school is well placed to sustain ongoing developments due to improvements in strategic planning, self review and refined systems and practices to meet the needs of students.

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

1 Background and Context

What is the background and context for this school’s review?

Kea Street Specialist School, located in Rotorua, provides education for children aged from five to 21 years who are receiving Ministry of Education (MoE) Ongoing Resource Scheme (ORS) funding. Students learn at the Kea Street School in western Rotorua, and at satellite classes located at Kaitao Intermediate School, Malfroy School, Western Heights Primary School and Owhata School in Rotorua, and Mountview School in Taupō. A new satellite class at Sunset Primary School, also in Rotorua was developed in 2016. The school's roll of 89 has increased since the 2017 ERO review and includes 52 Māori children.

The 2017 ERO report noted positive progress had been made in relation to aspects of governance and leadership. The report also identified the need for the newly elected board of trustees to continue to strengthen board practices, including health and safety processes, strategic planning, policy review and internal evaluation.

This report evaluates the progress the school has made in these areas.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

  • the school's charter in consultation with the community
  • strategic planning, and alignment of goals and targets with school operations
  • internal evaluation for ongoing school development, improvement and sustainability
  • embed the recently reviewed policies, systems and procedures to promote ongoing improvement and success for students, families and whānau, and staff.

Progress

Trustees and leaders have effectively addressed all of the priority areas for review and development.

The school's charter purposefully links parents' aims and aspirations to programmes and practices in the school, and the values of respect, independence, community and excellence. The annual plan includes clearly articulated student achievement targets that are appropriately aligned to student's Individual Education Plan (IEP) goals. This plan identifies the appropriate resourcing, as well as timelines and timeframes for monitoring progress. Through the principal reports, trustees are well informed as to the extent the school is meeting its strategic intentions and targets. The charter and strategic plan is a relevant document that underpins all programmes, operations and the culture of the school.

Self-review processes strongly focus on identifying school-wide strengths and needs. A range of data and information is used well to effectively inform ongoing planning and direction for improvement. This information is also used to maintain a focus on improvement in school operations. Robust systems for reviewing and monitoring student safety is supported by policy and procedural review that is ongoing and consistent with current legislative requirements. The area of non-compliance identified in the 2017 ERO report relating to health and safety has been addressed. Effective self review is helping to ensure that the school is responsive to the interests and needs of students.

3 Sustainable performance and self review

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

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

  • leaders and trustees have significantly strengthened aspects of charter development, strategic planning and self review
  • trustees bring a diverse range of skills and relevant expertise to their governance roles
  • leaders and teachers continue to build their capability through the appraisal process and targeted professional learning and development to meet the needs of students
  • students learn in a caring and supportive environment with teachers and specialists who are committed to ensuring positive outcomes for students.

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

Kea Street Specialist School provides effective support, learning and care for its students. The school is well placed to sustain ongoing developments due to improvements in strategic planning, self review and refined systems and practices to meet the needs of students.

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

6 November 2018

About the School

Location

Rotorua

Ministry of Education profile number

1772

School type

Special School

School roll

89

Gender composition

Boys 65

Girls 24

Ethnic composition

Māori
Pākehā
Pacific
Other

52
24
6
7

Review team on site

September 2018

Date of this report

6 November 2018

Most recent ERO report(s)

Education Review
Education Review

July 2017
February 2015