Summary
Kiwitea School is a Years 1 to 8 school, situated north of Feilding in the Oroua District. At the time of this ERO review there were 41 students and ten identify as Māori. The roll has significantly increased in 2017 and half of the current students have been enrolled for less than a year. The school is a focal point for community facilities and activities.
Two of the three teachers, including the principal, are new to the school in 2017.
The vision and valued outcomes for children have been redefined since the April 2013 ERO report. The agreed vision is to develop confident, enthusiastic, educated ‘Kiwis’. The school values are being revisited to support their integration into school practices. Whānau Groups have been established in 2017 to further promote these outcomes, including increased opportunity for student leadership.
The school has a very positive ERO reporting history.
How well is the school achieving equitable outcomes for all children?
School-provided assessment information indicates there continues to be a very effective response to the varying learning needs of children. At the time of this ERO review, the achievement data shows that high proportions of children achieve at or above in relation to the National Standard each year in reading, writing and mathematics.
Well-considered processes and classroom practices effectively promote students’ progress and achievement. The new principal is systematically enhancing existing processes to further strengthen school effectiveness and student outcomes.
Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school successfully addresses in-school disparity in educational outcomes.
ERO is likely to carry out the next review in four-to-five years.
Equity and excellence
How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?
School-provided and nationally-standardised assessment information indicate very effective responses to Māori and other children whose learning and achievement need acceleration.
A range of assessment tools is used to identify the learning needs of individual students. Targeted teaching and interventions successfully promote their accelerated progress and successful outcomes.
The school’s data shows that most children achieve at or above in relation to the National Standards each year in reading, writing and mathematics. A significant proportion are at the above level. In the past three years, the school has reported that all students are at or above the National Standards by the end of Year 8.
Student achievement information is regularly reported to trustees. Targets are set to support acceleration of learning for children below the National Standards. The 2017 achievement targets are for writing and mathematics. Actions to support target learners have been identified and their progress is tracked and monitored in a structured way. Mid-year data indicates these children are making significant progress.
Teachers collaboratively consider National Standard judgements. These are informed by appropriate assessment information, teacher observations and conversations with students. Across school moderation strengthens the dependability of judgements.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
Well-considered processes and classroom practices effectively promote children’s progress and achievement.
Children participate and learn in caring, collaborative, inclusive learning communities. They are confidently and enthusiastically involved in learning. There are regular challenges and high expectations to support achievement. Learning environments promote and celebrate learning.
The curriculum supports authentic opportunities for children to learn across a range of areas. It is relevant, engaging and successful in developing skills and dispositions likely to contribute to lifelong learning. There are expectations and opportunities for students to manage and lead their own learning. These abilities are well developed in the senior room.
An increase in the number of children identifying as Māori in 2017 has contributed to the development of more learning contexts that include Māori language and culture. Whānau contribute to up skilling adults and children to support the integration of te reo me ngā tikanga Māori in school practices.
The well-informed board of trustees provides competent stewardship that is strongly focused on supporting and sustaining successful outcomes for all students. Regular involvement in training assists individual trustees to effectively carry out their roles and responsibilities. Regular feedback is sought from parents to support board decision making.
Effective communication practices support and strengthen reciprocal, learning-centred relationships. The school identifies and draws on community expertise to enhance children’s learning opportunities. Recently introduced student portfolios have the potential to further enhance home-school partnerships.
The principal leads the development of plans and activities to pursue the school’s vision, goals and targets for achieving high quality student outcomes. This collaborative approach promotes a supportive environment, conducive to children’s learning and wellbeing.
Systems are being strengthened to ensure effective planning, coordination and evaluation of the school’s curriculum and teaching. Inquiry and knowledge building are promoted to support decision making and improvement.
Sustainable development for equity and excellence
What further developments are needed in school processes to achieve equity and excellence?
The new principal is systematically enhancing existing processes to further strengthen school effectiveness and outcomes for learners.
ERO’s evaluation affirms these as key next steps:
- the documented curriculum is being updated to reflect the current and developing teaching and learning practices. A collaborative approach to its review has been implemented, involving a range of stakeholders, with a particular emphasis on including children’s ideas. Current priorities include the Year 7 and 8 programme and unpacking key school values
- a significant recent increase in the number of learners identifying as Māori provides the opportunity to partner with whānau and iwi to influence the direction of how the school promotes Māori culture, language and identity. This should include developing a shared understanding of culturally responsive teaching to support Māori children’s success
- written reports to parents are being reviewed in Term 3 as part of wider review of communication.
A strengthened, comprehensive appraisal process has the potential to support teacher capability and improve children’s outcomes. It is aligned to student needs, teacher professional learning goals and the board’s strategic targets. It is expected that teachers will improve their practice through engaging in collective and individual inquiry.
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
- 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.
Going forward
How well placed is the school to accelerate the achievement of all children who need it?
Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school successfully addresses in-school disparity in educational outcomes.
ERO is likely to carry out the next review in four-to-five years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
12 July 2017
About the school
| Location | Feilding |
| Ministry of Education profile number | 2382 |
| School type | Full Primary (Years 1 - 8) |
| School roll | 41 |
| Gender composition | Female 26 Male 15 |
| Ethnic composition | Pākehā 31
Māori 10 |
| Review team on site | May 2017 |
| Date of this report | 12 July 2017 |
| Most recent ERO report(s) | Education Review April 2013
Education Review April 2010
Education Review November 2006 |