Kio Kio School - 10/10/2014

Findings

Kio Kio School provides an effective broad curriculum that supports student learning. The school’s achievement information shows high levels of achievement in reading, writing and mathematics. A school feature is the continued community support. Students benefit from positive relationships with their teachers and learn in spacious well-resourced environments.

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?

Kio Kio School, located 7 kilometres north of Otorohanga, provides education for students from Years 1 to 8. The school’s roll of 155 includes 38 students of Māori descent. The school caters for students from surrounding rural areas and an increasing number come from Otorohanga. The school continues to operate a Ministry of Education enrolment scheme designed to manage potential roll growth. A special feature of the school is the long standing intergenerational links that many families have with the school.

Since the 2011 ERO review there has been some changes to the teaching staff and a new senior teacher has been appointed to the leadership team. Three new trustees were elected at the 2013 board elections. Teachers have undertaken professional learning and development in writing, the use of information and communication technologies (ICT), mathematics, and ‘Incredible Years for Teachers’.

The school motto, 'Whakatangata – playing the game of life' and the values associated with the school’s 'Kio Kio Learner' model are well known and contribute to the positive atmosphere for learning evident in the school.

Students and teachers benefit from the work of an active supporters committee which organises community fundraising events and supports the general operation of the school.

Kio Kio School has a positive ERO reporting history. The areas of strength identified in the 2011 ERO report continue to be evident. Good progress has been made in addressing the area for development in the last report about documenting the school’s curriculum.

2 Learning

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

The school makes good use of student achievement information to promote positive outcomes for students.

School leaders have established useful guidelines to collect appropriate achievement information in the areas of reading, writing and mathematics. They make good use of this information to report school-wide achievement results to the board of trustees and community. School leaders are effectively using achievement information to identify students that require additional support and to monitor the achievement of groups of students over time. There is a need for school leaders to strengthen moderating processes to assist teachers to make reliable judgements in relation to the National Standards.

Trustees are well informed about school-wide student achievement. They use this data well to set appropriate charter targets and to inform their decision making.

Teachers use achievement information to group students for instruction in reading, writing and mathematics. Some teachers are using this information to effectively plan and implement targeted learning programmes for students. ERO and the principal agree that this needs to be applied consistently across the school.

Parents are well informed about their children’s progress and achievement. They receive two comprehensive written reports each year that includes useful information in relation to the National Standards. The school also holds two learning conferences each year where teachers are able to share with parents key aspects of their children’s learning, progress and achievement.

The school’s student achievement data from 2012 and 2013 indicates that a significant majority of students achieved at or above the National Standards in reading, writing and mathematics. This information shows Māori students achieved at similar levels to their non-Māori peers at the school. The school is well placed to meet the government’s target of having 85% of students at or above the National Standards by 2017.

3 Curriculum

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

Kio Kio School’s curriculum effectively promotes and supports student learning.

An appropriate priority is placed on literacy and mathematics learning in the school. There is a good range of programmes in place for those students who require additional support, especially in the area of literacy. The principal, board and teachers have an inclusive approach to supporting students with high health and learning needs.

Particular features of the school’s broad curriculum include:

  • regular camps and trips in the local and wider community
  • opportunities for senior students to develop their leadership skills and to take on school responsibilities
  • school-wide events that reflect the rural nature of the school’s community
  • many opportunities for students to participate and experience success in sporting and cultural activities and competitions.

The school’s curriculum is strengthened by the long-standing and active support that it receives from parents and the wider community of Kio Kio.

Students benefit from learning in spacious, well-resourced and attractively-presented learning environments. These environments include extensive playing fields, a well-stocked library and a modern school hall. A feature of many classrooms is the displays of high-quality art work that reflect student creativity.

Teachers have positive and affirming relationships with their students. They make good use of relevant contexts that engage students in learning. ERO observed examples of teachers using highly-effective practices. In order to develop the consistent use of these strategies priority should be given to:

  • developing an agreed school-wide understanding of effective teaching at Kio Kio School
  • providing teachers with regular feedback about their practice, including implementing a more robust teacher appraisal process.

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

Māori students’ sense of identity and belonging at the school is supported by:

  • increasing use of te reo Māori by teachers with students
  • opportunities to participate in kapa haka and school pōwhiri
  • recognition and celebration of special occasions such as Matariki.

The board of trustees is currently seeking to build stronger partnerships with whānau of Māori students and local iwi to support an increased Māori dimension at the school.

ERO, the principal, and the board of trustees agree that urgent priority should be given to:

  • developing and implementing an appropriate sequential te reo and tikanga Māori programme for all students at the school
  • incorporating the history and traditions of tangata whenua as part of the school’s curriculum.

Regular professional development should be provided for teachers to support them to address these matters.

4 Sustainable Performance

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

Kio Kio School is well placed to sustain and improve its performance.

The board of trustees provides effective governance for the school. Trustees, led by a knowledgeable chairperson, bring a wide range of knowledge and skills to their governance roles. They undertake regular training to support them to undertake their responsibilities. The school is now in a strong financial position. Trustees undertake regular and meaningful consultation with the community.

The knowledgeable principal is strongly focussed on school improvement and the best possible outcomes for all students. She is respected by trustees, parents and teachers. The principal is well supported by the deputy principal and recently-appointed senior teacher.

Teachers work well together in the best interests of students. Many of the teachers have long connections with the community that supports the positive partnerships that they have with parents. Teachers have a strong focus on providing quality teaching and learning for students and have responded positively to school-wide professional learning and development.

The board and principal have an increased understanding of effective self-review processes that will enable them to continue to evaluate key aspects of school operations.

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

Kio Kio School provides an effective broad curriculum that supports student learning. The school’s achievement information shows high levels of achievement in reading, writing and mathematics. A school feature is the continued community support. Students benefit from positive relationships with their teachers and learn in spacious well-resourced environments.

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

Dale Bailey

National Manager Review Services Northern Region

10 October 2014

About the School

Location

North of Otorohanga

Ministry of Education profile number

1779

School type

Full Primary (Years 1 to 8)

School roll

155

Gender composition

Boys 78 Girls 77

Ethnic composition

NZ European/Pākehā

Māori

Indian

Other Asian

72%

25%

2%

1%

Review team on site

August 2014

Date of this report

10 October 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

September 2008

October 2005