Mahinawa Specialist School and Resource Centre

Mahinawa Specialist School and Resource Centre - 02/05/2018

School Context

Mahinawa Specialist School and Resource Centre provides individualised learning programmes for students aged from five to twenty one who have autism, intellectual and/or physical disabilities. At the time of the review there were 80 students on the roll, with 21 identifying as Māori and 18 as of Pacific heritage.

The base, Mahinawa Specialist School, is located in Porirua. Five satellites operate in five other schools that cater for primary and intermediate school students. A new community hub caters for students transitioning beyond school. Many students travel from the wider Wellington area to attend.

All students are funded by the Ongoing Resourcing Scheme (ORS). The school currently employs six specialists to provide therapy support to students, their families and whānau.

The school’s whakataukī ‘he taonga tatou katoa’ (where all are valued) underpins the culture of care and nurturing across the school. Strategic planning is focused on achieving the schools vision “to be New Zealand’s premier centre of expertise and resources for young people with autism and special needs”. In order to achieve this vision the school has identified three key focus areas: “to develop talented staff, to develop programmes to enrich student lives so that we are offering the best and to improve and extend our delivery network”.

Upgrading the learning environments has been a priority for the board. These promote the learning conditions for equity and excellence.

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

  • achievement in reading, writing and mathematics

  • achievement in relation to the key competencies

  • progress and achievement in relation to students’ individual goals.

The school is a member of Te Puna Matauranga Kāhui Ako.

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 school has a very clear focus on defining equity and excellence in relation to the individual learner. There are high expectations that each student will progress and achieve based on their individual abilities. Almost all students made suitable progress in relation to their individual goals, with many achieving them. These outcomes include reading, writing, mathematics and the key competencies.

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

Senior leaders use achievement data to appropriately identify target students. In 2017, of the students identified, a large majority were able to progress to the next level.

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, teachers and specialists have a cohesive approach to support the progress and achievement of all students, including Māori and Pacific learners.

The school has developed useful processes to track, monitor and report student progress in relation to their individual goals. Outcomes for Māori and Pacific learners are well known and documented.

Individual education plans developed in collaboration with teachers, specialists, parents and whānau guide teaching and learning. Goals are responsive to each student’s current learning needs and interests. These strongly support their learning in reading, writing, mathematics and the key competencies. An assessment framework enables teachers to monitor student progress and achievement in relation to each goal, across a range of learning contexts.

Strategic leadership is providing a strong framework across the school to promote improved and consistent systems and processes for equity and excellence.

The principal with the support of the senior management group has prioritised the provision of a supportive environment to promote consistent teaching practices for successful student learning and wellbeing.

A strategic approach to responding to learner needs through a range of well-considered and appropriate professional learning and development is building teacher capability and meaningful success for learners. Priority has been given to developing strategies that support student engagement in learning. A robust appraisal process supports teachers’ professional growth and development.

The Mahinawa School Curriculum is well aligned to The New Zealand Curriculum and clearly identifies the valued outcomes for students. Priority is given to literacy, mathematics and the key competencies. Useful frameworks have been developed and implemented to respond to each student’s individual needs, inform teaching programmes and monitor progress. High levels of collaboration and a shared understanding of these frameworks, enable teachers to identify small learning steps necessary to meet the complex needs of students.

Parent and whānau aspirations for their child are valued. They work in partnership with the school, to develop appropriate goals for learning.

Students engage and participate in purposeful learning environments where their successes are celebrated. Relationships between adults and students are positive, caring and respectful. Teachers view all students as capable learners.

Well-designed programmes and collaborative relationships with parents and specialists support learners’ successful transitions into and through the school. The recently established hub for students aged from 19 - 21 years is focused on preparing students for life beyond school. A well-considered transition curriculum supports planning for this.

Trustees actively support the school’s vision for ongoing improvement and are focused on promoting positive outcomes for all students and resource appropriately.

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

For sustained improvement and future learning success the school has identified these next steps for development:

  • building internal evaluation systems and practices to better understand the impact of improved systems and processes on outcomes for students. This includes strengthening the analysis of achievement information to better know about learner progress and to respond accordingly

  • the concepts of manaakitanga, whanaungatanga, ako and mahi tahi are evident across the school. Further promoting a shared understanding of these concepts and culturally responsive teaching strategies is a next step. Providing meaningful opportunities for Māori whānau and Pacific families to contribute to decision making will support this.

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.

4 Going forward

Key strengths of the school

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

  • strategic leadership that is focused on improved systems and processes for consistency of practice that promotes successful outcomes for all students

  • professional development that prioritises student needs and supports their engagement in learning

  • well-developed frameworks for curriculum delivery that enable teachers to identify the small learning steps necessary to meet the complex needs of students.

Next steps

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

  • practices that consistently respond to the cultural aspirations of Māori whānau and Pacific families to foster meaningful contribution to decision making

  • internal evaluation processes and practices to better identify what is working well for students’ learning and where improvements are needed

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

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

2 May 2018

About the school

Location

Porirua

Ministry of Education profile number

2872

School type

Special School

School roll

80

Gender composition

Male 56, Female 24

Ethnic composition

Māori 21

Pākehā 34

Pacific 18

Other ethnic groups 7

Provision of Māori medium education

No

Review team on site

February 2018

Date of this report

2 May 2018

Most recent ERO report(s)

Education Review August 2014

Education Review December 2011

Education Review May 2006

Mahinawa Specialist School and Resource Centre - 26/08/2014

Findings

Senior leaders, staff and trustees have effectively addressed the areas for improvement identified in the 2011 ERO report. All staff work collaboratively to promote positive outcomes for students. Students are engaged in their learning and respectful relationships are clearly evident. There is a strong ethos of student care and wellbeing.

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

1 Background and Context

What is the background and context for this school’s review?

Mahinawa School is a specialist school located in Porirua. It caters for a diverse range of students from five to twenty one years of age with high and complex special needs. The majority of students are funded through the Ongoing Resourcing Scheme (ORS). The school employs a range of specialists to meet students’ needs. Many students travel from a wide geographical area to attend. There are six classes at the base school and four satellite classes located at Titahi Bay Intermediate, Porirua Primary, Ngāti Toa and Raumati Beach schools.

The school’s whakatauki ‘he taonga tātou katoa” (where all are valued) underpins the culture of care and nurturing across the school.

The December 2011 ERO report identified significant areas for review and development in governance, leadership and management. The focus was on guiding practice and operation, and to meet legislative requirements.

Since the 2011 ERO report there have been significant changes to leadership. A new principal, and senior leaders, were appointed in 2013.

Over the past two and half years the school has participated in an ongoing ERO evaluation process to support improvement. School leaders developed a plan for review and development, in consultation with ERO. This has provided a framework to guide positive change in priority areas. During this time leaders, staff and trustees have received valuable assistance from the Ministry of Education and accessed other external expertise. The board and senior leaders have worked positively with these providers.

This report evaluates the progress made since 2011 and how well placed the school now is to sustain continuous improvement.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

An action plan was developed. Key priorities were to:

  • strengthen assessment processes
  • develop a cohesive, relevant school curriculum
  • review and implement appraisal for all staff
  • ensure trustees access professional development in governance and their involvement in strategic planning, setting direction for the school
  • develop a rigorous, planned and structured self review leading to improvement-focused strategic planning
  • strengthen systems to support consistent school wide practices.

Actions and outcomes were monitored throughout the process.

Progress

The school has made significant progress in addressing the areas identified in the 2011 ERO report. This is evident in schoolwide documentation, policy and practice. Leaders have developed and implemented appropriate systems that guide operation, practice and legislative requirements.

Teaching and learning initiatives cater for specific needs of each student. Teachers make good use of assessment data to plan explicit teaching for individuals. They develop Individual Education Plan (IEP) goals collaboratively with parents and specialists. There is an appropriate focus on students’ personal and social development and on English and mathematics. Students are ably supported by specialists and specific interventions.

Appraisal has been developed and implemented for all staff, with focus on school priorities and student achievement. The process is well considered, aligned to the Registered Teacher Criteria and Tātaiako: Cultural Competencies for Teachers of Māori Learners. It provides opportunities for teachers to reflect and discuss progress towards their goals.

The school-identified next step is to review and refine the appraisal process. Further professional development, to strengthen goal setting and reflective practice, should result in ongoing professional growth for teachers.

The school’s charter underpins and informs teaching and learning. Clear expectations guide consistent practice. A planned and deliberate approach supports senior leaders and teachers’ development of a curriculum that reflects their school and community’s context. Leaders are investigating how to further align the Ministry of Education's Expanded Core Curriculum and The New Zealand Curriculum priorities.

3 Sustainable performance and self review

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

The school is well placed to sustain and continue to improve and review its performance.

Self review effectively informs decision making across the school to improve outcomes for students. The principal reports purposeful information to the board about student achievement, next steps for teaching and learning and school operation. Trustees are highly interested in and use this information to make decisions about future planning and resourcing. They are well supported to understand their governance roles and responsibilities.

Appropriate priorities and direction have been identified in the strategic plan for future school improvement. Through the board’s strategic and annual planning process, a sustainable cycle of self review is in place. The board and school leaders continue to seek and are responsive to external support.

The principal has effectively led the school through significant change. She is supported by a recently appointed leadership team who are extending their delegated responsibilities. This collaborative approach should further sustain continued improvement.

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

Senior leaders, staff and trustees have effectively addressed the areas for improvement identified in the 2011 ERO report. All staff work collaboratively to promote positive outcomes for students. Students are engaged in their learning and respectful relationships are clearly evident. There is a strong ethos of student care and wellbeing.

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

Joyce Gebbie

National Manager Review Services Central Region

26 August 2014

About the School

Location

Porirua

Ministry of Education profile number

2872

School type

Special School

School roll

63

Gender composition

Male 41,

Female 22

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Other ethnic groups

14

33

11

5

Special features

Base school and satellite classes at four schools

Review team on site

June 2014

Date of this report

26 August 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2011

May 2006

September 2003