Mihi School

Findings

Students and staff are responding positively to the clear sense of direction and leadership of learning provided by the principal. The emphasis on improving student outcomes is promoting a school culture of high expectations for achievement and progress for all students.

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?

Mihi School, located south of Reporoa, provides education for students in Years 1 to 6. The school’s roll of 48 includes 31 Māori students.

Since ERO’s last review in 2016, leadership of the school and board has remained the same and there have been some changes to the teaching team and board. The school has engaged in professional learning and development designed to build capability in relation to accelerating progress and learning, management and use of achievement information and teacher appraisal. The school also actively participates in the Reporoa Community of Learning |Kahui Āko.

2 Review and Development

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

Priorities identified for review and development

The 2016 ERO review identified the following areas for school review and development:

• accelerated learning and achievement for students who need this
• management and use of achievement data to plan and implement programmes that are responsive to students' learning needs
• teacher appraisal.

Progress

Accelerated progress and achievement

The school’s strategic focus for accelerating progress and achievement has become effective. School achievement in formation for 2017 shows that most Māori and other students at risk of underachieving made accelerated progress in reading, writing and mathematics. The board, principal and teachers have developed systems to align achievement targets with teaching goals and classroom planning. This has included strengthening school-wide expectations and processes for ongoing monitoring of the progress and achievement of individual students, including those who are at risk of underachieving. Professional learning and development has strengthened teachers’ capability and confidence to respond more effectively to the needs of at-risk learners. This emphasis is resulting in accelerated progress for a significant number of Māori and other students.

Management and use of achievement data

Leadership of learning has been significantly strengthened. There has been an unrelenting focus on improving systems and processes for gathering and using student achievement information. This is resulting in teachers’ improved understanding of students learning needs. Teachers demonstrate greater levels of reflective practice, professional sharing and collaborative planning. Students’ understanding and ownership of their learning has been improved through the effective use of learning progressions in reading, writing and mathematics. This is further supported by learning focused classroom displays and the school-wide introduction of peer tutoring through the learning buddy approach.

Teacher appraisal

Effective processes and practices for teacher appraisal are developing. These are aligned to the requirements of the New Zealand Education Council. The principal engages in regular discussions with teachers to ensure shared understanding about appraisal expectations. The system includes observations and feedback about teaching practice and opportunities to discuss teaching goals and next steps. A school-wide model of teaching as inquiry is at an early stage of implementation.

Key next steps

In order to sustain the momentum of school improvement, key next steps are to:

• formalise systems and processes for school-wide internal evaluation
• continue to build culturally responsive practices and the localised curriculum.

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. The school has developed its capacity to:

• strategically focus on accelerating the progress of students who are at risk of underachieving in reading writing and mathematics
• improve systems and processes for gathering and using student achievement information to meet the learning needs of all students
• implement an effective processes and practice for teacher appraisal.

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.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that trustees and the principal access professional development to support the implementation of school-wide internal evaluation.

Conclusion

Students and staff are responding positively to the clear sense of direction and leadership of learning provided by the principal. The emphasis on improving student outcomes is promoting a school culture of high expectations for achievement and progress for all students.

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

6 December 2018

About the School