Lake Rotoma School

School Context

Lake Rotoma School is a small rural school located on Manawahe Road at the western end of Lake Rotoma, approximately 40 kilometres from Rotorua city. The school caters for students from Years 1 to 8. There are currently 10 students at the school, most of whom identify as Māori and whakapapa to Ngāti Pikiao.

Te Whare Tapawha, a holistic model for wellbeing that reflects Māori concepts and values, continues to strongly underpin the curriculum and school practices. The school continues its involvement with the Matawhaura network, a local cluster of Ngāti Pikiao schools, to identify and take action on areas for school development.

Since the previous review the roll has declined significantly. The school is now a sole-charge principal school.

‘Na to rourou, na toku rourou, ka ora ai tatou’ is the school’s guiding whakataukī. Through the beliefs of te taha hinengaro, te taha wairua, te taha tinana and te taha whānau and the values of respect, integrity, kindness and honesty, the school’s mission is to enable all tamariki to be:

• self-directed learners through inquiry using resources and people in the Ngati Tamateatutahi Ngati Kawiti rohe
• active and able citizens of society
• given valuable and meaningful learning opportunities
• respected.

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

• reading, writing and mathematics.

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?

The publicly available achievement information shows the school is yet to achieve equitable outcomes for all its students.

In 2016, the majority of students achieved well in reading, writing and mathematics. Achievement data for writing and mathematics shows improvements over time. However, reading data shows a significant decline. Boys achieved less well than girls in writing. Girls’ achievement was significantly lower than boys in mathematics and reading.

Achievement data for the end of 2017 was reported against curriculum expectations.

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

The school is unable to identify rates of acceleration in progress, learning and achievement of students.

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?

Student’s language, culture and identity are supported and nurtured. Learning is fostered in a culturally inclusive environment. Purposeful experiences are planned to build students’ competence and confidence in te ao Māori. The Matawhaura network is building collaboration across the local schools enhancing opportunities, interactions and connections for students, teachers and principals. Students have a strong sense of belonging that is providing a foundation for enabling equity.

The localised school curriculum makes meaningful connections to learners’ lives through real-world contexts. A diverse range of learning experiences are provided that responds to students prior knowledge, emerging interests and ideas. The surrounding environment is utilised to extend learners’ understanding and knowledge of the world around them. Students’ understanding and awareness of who they are and where they come from is deepened and celebrated.

The school proactively identifies and draws on community resources to enhance learning opportunities. Parents and whānau are welcomed and actively participate in the life of the school. Strategies used to communicate and engage parents, whānau and community are strengthening relationships. The school is supporting parents to become increasingly involved in their child’s learning journey.

Whānau partnership is welcomed and fostered to support learners with additional needs. A wide range of learning experiences offers opportunities for challenge and risk taking. Strong relationships with external agencies and experts enhance progress and achievement of these students’. Learners with additional needs are actively encouraged and supported well to fully participate in all aspects of school life.

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

Extending the leader’s and teacher’s understanding of the effective use of achievement information to accelerate learners progress is needed. This should include:

• building school-wide understanding of acceleration of learning
• ensuring appropriate decisions are made in relation to curriculum expectations for learners are based on sufficient evidence for consistency and reliability
• programme planning that intentionally identifies specific strategies to respond to individual’s learning needs
• continuing to develop more frequent tracking and monitoring of progress and achievement towards robust school-wide targets
• strengthening reporting to the board about progress of learning and achievement towards expectations.

Establishing school-wide understanding of evaluation, inquiry and knowledge building should support sustainability and inform ongoing improvement and innovation. This should include inquiring into the impact that strategies, programmes and interventions have on accelerating progress and achievement of those learners who require acceleration.

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 Vulnerable Children Act 2014.

Actions for compliance

ERO identified non-compliance in relation to principal’s appraisal.

In order to address this, the board of trustees must:

1. undertake annual appraisal of the principal including observations of teaching practice.
   [Part 31 Education Act 1989]

4 Going forward

Key strengths of the school

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

• educationally powerful connections to learners experiences, identities, whānau and iwi that enhances student motivation and engagement for learning
• community collaborations that enrich opportunities for learning.

Next steps

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

• extending the leader’s and teacher’s understanding of the effective use of achievement information to accelerate learners progress and achievement
• establish school-wide understanding of evaluation, inquiry and knowledge building
• targeted planning to accelerate learning [ERO will monitor and discuss progress with the school.]
• internal evaluation processes and practices

[ERO will provide an internal evaluation workshop for trustees and senior leader.]

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

29 June 2018

About the school