Kopuarahi School

School Context

Kopuarahi School is situated on the Hauraki Plains between Thames and Ngātea. It caters for students in Years 1 to 8. At the time of the review the school roll was 18, including 11 Māori students.

In 2018, in response to student and community voice, the school reviewed and refreshed their vision and values. ‘Pointing kids in the right direction’ is the guiding mission of the school. The intent is that ‘through a supportive learning environment, and by encouraging reflective thought and action’ learners will develop their BEST (behaviour, excellence, strength, truth) learning – Taumata Ako, BEST Service – Taumata Whai Koha, and BEST Self (Taumata Mana).

The school’s key strategic aims are that through a rich and engaging curriculum leaders’ and teachers will accelerate learning for all children across the school. These aims includes ensuring effective school leadership and governance to improve outcomes for students and to actively take part in the Hauraki Kāhui Ako.

Trustees, leaders and teachers have participated in the following internal and external professional learning and development initiatives: personalised training with New Zealand School Trustees Association (NZSTA), developing the key dispositions of a Kopuarahi learner, understanding and implementing rich tasks, strengthening the local curriculum, and digital technologies.

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

• reading, writing and mathematics.

Since the 2016 ERO review a new principal has been appointed. There has been several changes to members on the board of trustees and to staffing.

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?

Kopuarahi School is working towards achieving equitable and excellent outcomes for all learners.

The majority of learners achieves well in relation to curriculum expectations for reading, writing and mathematics. Achievement information shows that there has been improvement over time for all groups of learners in mathematics, for boys and Māori in writing, and for girls and Māori in reading.

Most Māori learners achieve well in mathematics and the majority in reading and writing. Māori learners achieve at higher rates than non-Māori in reading, writing and mathematics.

Girls achieve significantly higher than boys in mathematics, reading and writing. This achievement gap has narrowed in writing. However, it has widened in mathematics and reading.

Students with identified learning needs are well monitored and are making progress against their individual learning goals.

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

Kopuarahi School is effectively accelerating learning for Māori and other learners who need this.

In 2018, the strategies, interventions and initiatives used to accelerate learning were effective in reading, writing and mathematics overall. As a result of this acceleration, the achievement gaps are closing for boys in writing.

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?

Trustees, leaders and teachers have a common vision for improvement. A well-considered and reflective approach to implementing school-wide change is evident. Trustees have undertaken professional learning and development to further their understanding of their stewardship roles and responsibilities. A cohesive strategic plan and appropriate supporting systems effectively guide practice schoolwide. Trustees and the wider community are well informed about school operation, events and successes.

Authentic experiences across the curriculum are being introduced that promote participation and extending students’ confidence in learning. A wide range of strategies is used to motivate and build students’ understanding and thinking about the world around them. Community views are actively sought to inform change in relation to students’ ongoing learning. Dependable achievement information for every learner is now gathered, tracked and monitored. This information is being better used to identify strategies and plan programmes focused on accelerating progress for at-risk learners in reading, writing and mathematics.

Leaders and teachers know their students well and nurture learning relationships to deepen students’ sense of belonging and connectedness to the school. Students demonstrate a growing confidence to share their individual learning journey with teachers and parents. Learners with additional needs experience a proactive collaborative approach that supports their progress, achievement and wellbeing. Professional development is contributing to improved outcomes for students and engagement across the wider community.

Leaders and teachers are undertaking effective internal evaluation that is building teacher capability to accelerate progress and achievement. Leadership has established an effective culture, through empowering teachers, to robustly reflect and inquire into their practice to best meet the needs of all learners.  Leadership communicates clear expectations for teacher practice. This supports the solid foundation that has been established for building consistency of practice school wide. Student’s contributions to learning are acknowledged and celebrated schoolwide.

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

For ongoing improvement in achieving equity, excellence and acceleration of student learning outcomes, leaders and teachers should continue to:

• consolidate and embed the recent advancements to schoolwide practices
• evaluate and extend learning opportunities to strengthen the visibility of children’s languages, cultures and identities in guiding the emerging bicultural curriculum.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Kopuarahi School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

• highly effective leadership that builds capability and empowers teachers
• effective stewardship that is successfully focused on equity and excellence
• clear frameworks that have been developed for high quality teaching practice.

Next steps

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

• consolidating and embedding the changes throughout school operation
• enhancing te ao Māori throughout the school’s curriculum.

Phillip Cowie

Director Review and Improvement Services

Central Region

24 June 2019

About the school