Ōpaki School

School Context

Opaki School, north of Masterton, caters for students in Years 1 to 8. There are 195 students of whom 14% are Māori.

The school’s stated vision for students is to ‘provide learning experiences that enable student success and to encourage an awareness that learning is lifelong.’ The AROHA concepts: Appreciative, Respectful, Open Minded, Honest and Aware underpin all aspects of school life.

Strategic aims include expanding future-focused collaborative learning, developing school culture and character, maintaining positive community relationships and achieving the best possible learning outcomes for students. A key 2018 goal is to improve outcomes in writing.

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

• reading, writing and mathematics
• other curriculum areas
• wellbeing.

Since the February 2015 ERO review, there have been significant changes to the teaching, support staff and leadership teams. Leaders and teachers have participated in externally facilitated professional development on collaborative and future focussed learning.

The school is a member of the Masterton (Whakaoriori) 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 achieves very good outcomes for its students. Almost all achieve at or above expectations in reading, writing and mathematics. There is some minor variation of achievement between year groups but overall the pattern is consistent over time. Māori students achieve at similar levels to their peers.

Students with more complex learning needs are well identified. Their progress is appropriately monitored against specific, personalised development plans.

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

School data shows that a number of students at risk of not achieving, including Māori, make better than expected progress in reading, writing or mathematics.

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?

Students experience a purposeful learning environment. Relationships are positive and respectful. This promotes students’ wellbeing, sense of identity, belonging and engagement in their learning. Their voice is valued. Increasing student responsibility and choice with their learning is a key school goal.

Leaders have high expectations for teaching and learning. They recognise and use the knowledge and skills of teachers to lead aspects of the curriculum. Extensive professional development is appropriately focused on introducing new methodologies and growing collaborative teaching practice.

Leaders and teachers use an appropriate range of assessment tools to gather sound baseline data and identify students at risk of not achieving. Individual student achievement is well monitored. Teachers use this data to identify and respond to students’ interests and learning needs. The introduction of shared learning spaces promotes a collegial and collaborative approach to addressing student needs.

There are strong links with the school community. Regular surveys provide trustees and leaders with information to support planning and improvement. A range of events and activities give many opportunities for parents, whānau and the wider community to share and participate. Through student led conferences with teachers and parents, children reflect on progress and set goals for the next steps in their learning. Leaders acknowledge enhancing regular engagement with whānau and iwi is a priority.

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

The school has yet to have a shared understanding or definition of acceleration. Systems and processes are not fully developed to monitor, respond to and report on the rate of progress of individuals or groups of students. School targets that sit under the strategic goals should be more specific about students at risk of not achieving.

The school’s curriculum provides extensive opportunities for students to engage in a wide range of cultural, sporting, artistic, academic and leadership activities. However, significant developments in teaching and learning are not explicitly recorded in an overall curriculum guideline. It is timely to review and document expectations for key aspects particularly, culturally responsive practice and the celebration of culture, language and identity. There should also be specific expectations for teaching practice and the robust implementation of the new appraisal process.

Leaders recognise the importance of continuing to enhance internal evaluation. By clearly identifying intended outcomes of programmes at the planning stage they should be better able to evaluate the impact of the newly introduced approaches and initiatives on student learning.

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.

Appraisal audit

The appraisal process has not been consistently implemented. School leaders have introduced a new, externally developed, framework to support appraisal. There must be a rigorous and robust approach to ensure meaningful appraisal happens for all staff, and appropriate evidence is available to support the renewal of teacher practising certificates.

4 Going forward

Key strengths of the school

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

• the positive and respectful learning environment that supports students’ engagement and learning
• a collaborative approach and high expectations from trustees, leaders and teachers that promote improved outcomes for students
• the school’s broad curriculum that provides extensive opportunities for students to engage in a wide range of cultural, sporting, artistic, academic and leadership activities.

Next steps

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

• monitoring, tracking and responding to the rate of progress for students at risk of not achieving to support improved outcomes
• enhancing internal evaluation to better measure the impact of programmes and initiatives on improving student outcomes.
• reviewing and documenting expectations of the curriculum related to cultural responsiveness, language and identity to better align with existing practice.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review and Improvement Services

Te Waipounamu - Southern Region

11 December 2018

About the school