Kuranui Primary School - 12/05/2011

• On this page:

• 1. Context
• 2. Learning
• 3. Curriculum
• 4. Sustainable Performance
• About the School 

1. Context

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

Kuranui School is a small rural school located in the Waikato, midway between Matamata and Putaruru, which caters for students in Years 1 to 6. Since its creation in 2004, following the amalgamation of Tapapa and Okoroire Schools, Kuranui has had a highly positive ERO reporting history. The picturesque school grounds and quality facilities reflect considerable community support, effort and pride in the school and the education it provides. The principal sets and maintains high standards and expectations for teachers, students and the school community. The board provides additional funding to maintain small class sizes and ensure that learning programmes are generously resourced. Since the last ERO review teachers have undertaken extensive professional development about teaching and learning in writing, numeracy, and information and communication technologies.

The school has worked closely with students and the wider parent community to develop a set of behaviours and attitudes that characterise the ‘Kura Kid’. This provides a common language and shared understandings of what it means to be part of the Kuranui School community and realise the school vision of ‘striving to be the best we can be in a safe learning environment’, Ko te whai it e tika kia manaakitia te tangata e te aroha huri noa i toona taiao.

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

Students are achieving and progressing very well. The school collects extensive and useful information about student achievement and progress, using externally referenced tools and teacher professional judgements. The principal and teachers are able to use this information to show that in reading, writing and mathematics, over 90% of students were achieving at and above national expectations for their year level at the end of 2010. The data also shows that students made substantial progress during the year. The principal and teachers thoroughly analyse achievement information to set relevant targets to further raise achievement for individuals and groups of students. The school has fully implemented the National Standards for achievement in reading, writing and mathematics.

Students participate and experience success in a range of cultural and sporting activities within the school and wider community. Those students requiring additional support or extension with their learning are identified and have their needs addressed through special programmes and initiatives.

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

Māori students are achieving well. Data gathered and analysed shows that Māori make substantial progress during their time at school. Māori students engage fully in classroom programmes and in the additional sporting, cultural and artistic learning experiences provided. Māori student engagement is enhanced by the use of appropriate learning contexts, participation in kapa haka and protocols within the school that include a Māori dimension. Māori parents feel welcome and affirmed in the school and are able to share their knowledge and skills about te ao Māori with students and the wider parent community.

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

The school curriculum was developed in consultation with the parents and families that constitute the Kuranui School community. The curriculum document is comprehensive in coverage of each learning area with a focus on literacy, numeracy, physical education and digital learning. It provides detailed guidelines for teaching and learning, and a clear pathway to achieving the school’s vision.

Student learning and success within the school curriculum is enhanced by:

• high quality learning environments
• effective teaching strategies that support and challenge students to achieve their next steps in learning
• high levels of student engagement in learning
• school-wide involvement in local authentic learning contexts such as Enviroschools
• positive and respectful relationships at all levels of school operations
• well-embedded values that provide clear expectations for student behaviour, learning and teaching
• comprehensive recording and reporting of progress and achievement to students and their families
• opportunities for students to develop leadership skills and set personal goals
• student participation in performing arts, technologies, cultural events, sports, and education outside the classroom activities.

The board and ERO agree that the next step for the school is to continue to develop the learning partnership between teachers and students. This includes:

• involving students more directly in decisions relating to their own learning
• building the language of critical thinking
• fostering the school inquiry-based approach to learning.

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

The school is very well placed to sustain and further improve its performance because there is clear evidence of:

• high quality self review within a culture of reflection and continuous improvement
• a clear, coherent and improvement focused charter and school curriculum
• the principal and teachers using student achievement information and other evidence to make decisions about school direction, strategic goals, achievement targets, professional development, learning and teaching priorities
• the implementation of rigorous, inclusive and improvement focused appraisal systems for teachers
• highly effective professional leadership that the principal is providing for teachers and students, and the positive relationships that she has successfully fostered between the school and its community
• a strong and respectful partnership for learning that is evident within the school, board and community.

Provision for international students

There are no international students enrolled at Kuranui School.

Provision for students in the school hostel

Kuranui School does not have a school hostel.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. 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 students' 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 four-to-five years. 

Richard Thornton

National Manager Review Services

Northern Region

12 May 2011

About the School