Ngati Haua School - 22/05/2012

1 Context

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

Ngāti Haua is a small rural Year 1 to 8 primary school. The roll is currently 52 which represents a significant increase from the previous year. Since the previous ERO review in 2009 there have been changes to staffing and in 2010 a new principal was appointed. There are three classrooms operating with experienced teachers in each class.

Students learn through the medium of te reo Māori. The school is using the Marautanga o Aotearoa curriculum document as the basis for developing and implementing teaching and learning programmes and experiences for students.

The school enjoys a strong and supportive relationship with whānau, families and the wider community. The principal and staff have been instrumental in re-establishing a positive and constructive relationship with Ngāti Haua, kuia and koroua, and with other kura.

In the past two years the board of trustees, in consultation with its school community, has focused on reviewing and establishing the future direction for the school. To this end the board is in the process of working closely with the Ministry of Education to become a special character school (Kura-a-Iwi). The board has undertaken this work in order to support the community's ambition of providing a school that is more responsive to the needs, strengths and aspirations of students and their whānau and families.

The school has had a mixed ERO reporting history. The previous ERO report identified the need to improve aspects of teaching including assessment practice. Good progress has been made in these areas.

2 Learning

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

The principal and teachers have worked to ensure students are engaged in meaningful learning programmes that support their ongoing progress and achievement. There are many opportunities for students to experience success in sporting, cultural events and competitions.

Student achievement information from 2011 indicates that students made expected progress throughout the year. The information also shows that by the end of 2011 a significant majority of students was achieving at or above national expectations in reading and numeracy. The school has identified writing as a priority area for development. Information about students' progress and achievement in writing has yet to be collected and reported to parents and the board.

High expectations are promoted in all classrooms. Students learn values of ako, manaakitanga and aroha. ERO observed respectful relationships between teachers and students and there was a settled tone in classrooms. Students demonstrated a positive attitude towards their learning. They willingly share their ideas, which are valued by teachers and peers.

Teachers continue to develop and refine processes for the implementation of the Ngā Whanaketanga. They are committed to supporting students whose achievement does not meet the Ngā Whanaketanga. A next step for teachers is to ensure they cover of all strands of mathematics in relation to Ngā Whanaketanga. There is also a need for the principal to continue to build assessment systems and practices to guide and inform teaching practice. Strengthening assessment practices should also ensure the principal is in a position to provide the board with regular and comprehensive student achievement information so trustees can make informed resourcing decisions.

How well does the school promote Māori student success and success as Māori?

The school is committed to ensuring positive outcomes for Māori students. Students' language, culture and identify are acknowledged and affirmed through the curriculum and various programmes and initiatives. There is a strong and supportive staff and whānau who have a clear vision for the school and for promoting Māori student success as Māori.

3 Curriculum

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

The principal and teachers are in the very early stages of developing a school curriculum that effectively promotes and supports student learning. Features of the curriculum that support students learning include:

  • high expectations for student learning and behaviour that are reflected in settled and purposeful classroom environments
  • effective teacher role modelling of te reo Māori
  • meaningful learning in response to strong community involvement and local collaboration with surrounding kura
  • regular trips and camps that support curriculum values and objectives, including learning about Ngāti Haua history
  • a strong focus on literacy and mathematical learning
  • the integration of information and communication technologies (ICT)
  • English instruction for students in Years 6 to 8.

ERO and the board agree the next steps for development are to:

  • undertake a review of the current state of the curriculum to establish priority areas for further development
  • initiate community consultation to further identify whānau aspirations for the curriculum
  • consider the implications of a possible change of status to a Kura-a-Iwi on the development of curriculum
  • identify the professional learning and development needs of teachers.

4 Sustainable Performance

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

The school has made considerable progress and is now suitably placed to sustain and improve its performance. Indicators include:

  • a committed board, led by an experienced and hardworking chairman, who has a clear strategic focus for the ongoing development of the school
  • good mentoring and a high level of board support for the principal
  • a strong drive to build positive relationships between the school, the iwi of Ngāti Haua and other kura
  • examples of effective self review to inform board decision making
  • a high level of whānau commitment and involvement with the school.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.
  • Recommendation

ERO recommends that the principal and board develop a coherent action plan that includes clear timelines, roles and responsibilities, and planned actions and outcomes to support the development of the school's curriculum and assessment practices.

When is ERO likely to review the school again?

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

Makere Smith

National Manager Review Services

Northern Region (Acting)

22 May 2012

About the School

Location

Cambridge

Ministry of Education profile number

1851

School type

Full Primary (Years 1 to 8)

Decile

3

School roll

52

Gender composition

Boys 29

Girls 23

Ethnic composition

Māori

52

Review team on site

March 2011

Date of this report

22 May 2012

Most recent ERO report(s)

Supplementary Review

Education Review

Supplementary Review

March 2009

December 2007

October 2004