Opononi Area School

Findings

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Opononi Area School’s performance in achieving valued outcomes for its students is: Needs development.

ERO will maintain an ongoing, regular monitoring process with the school to monitor and evaluate. The school is required to use the findings of this report to inform an updated improvement plan.

1 Background and Context

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

Opononi Area School is located in the Hokianga, Northland. The school caters for students in Years 1 to 15. The majority of the 76 percent of students who identify as Māori are Ngāpuhi. The March 2016 ERO external evaluation identified significant concerns regarding leadership and school performance.

Key improvement priorities included student attendance, learning opportunities and achievement, curriculum design and assessment, internal evaluation and reporting. Improving relationships with whānau and the wider community and stewardship were also priorities. The school property required significant remediation to provide a suitable environment for students’ learning.

Since the 2016 ERO external evaluation, significant staffing changes have occurred. A new principal was recruited using the Principal Recruitment Allowance (PRA). A new senior leadership team and many new teachers and other staff have since been appointed.

Through additional resourcing provided by the Ministry of Education (MoE), the school appointed a special education needs coordinator (SENCO). The school was also able to resource an expanded senior leadership team to support curriculum redevelopment. The MoE has provided a Student Achievement Function (SAF) practitioner to support assessment practice and teacher inquiry. A MoE Positive Behaviour for Learning (PB4L) facilitator is also working with teachers and leaders.

To support effective governance, the MoE has continued the appointment of several trustees to the board. New parent representatives have been elected with strong community connections. The board is being supported with specialist help for governance by the MoE and New Zealand School Trustees Association (NZSTA).

ERO has worked closely with the school since the 2016 external evaluation. This has included regular monitoring and evaluation visits, classroom observations, and meetings with students, the board, leaders, staff, community and external support agencies. ERO continues to closely monitor and evaluate school improvement.

2 Review and Development

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

Priorities identified for review and development

The priorities for school improvement included:

• the provision of a positive and safe school culture and student wellbeing services

• learner outcomes: attendance, learning opportunities, progress and achievement

• teaching effectiveness including curriculum design

• leadership effectiveness including stewardship.

The breadth and depth of areas for improvement were substantial. The school has made some progress towards addressing the areas for review and improvement. More improvement is required for the school to address outcomes for students. Greater urgency is required and leaders are beginning to increase the pace of change. The school is being well supported by the MoE.

The provision of a positive and safe school culture and student wellbeing services

The school has made steady progress in promoting student wellbeing and positive learning conditions. The increased use of restorative practices by school leaders has contributed to a significant reduction in the number of student stand-downs over the past three years. Students can more easily access guidance and counselling support.

The school tone is becoming more positive and settled. A recent survey confirmed progress in student wellbeing and identified areas to continue to work on to promote engaged, confident learners. Students are becoming involved in more purposeful learning and require ongoing support to self-manage and achieve their next learning steps.

The re-introduction of the PB4L programme for students is progressing. Clear school values and expectations for behaviour are in place. Most staff and students build positive learning relationships. Further improving the implementation of the PB4L system is a key next step, including the use of evidence and data around student engagement.

The establishment of a health and safety committee in August 2019 is a positive step towards providing a safer school environment for students and staff. School leaders and teachers have a renewed focus on promoting student and staff safety. This must include providing rigorous supervision of students inside and outside the classroom and minimising hazards.

Learner outcomes: attendance, learning opportunities, progress and achievement

The school is not yet effectively improving learner outcomes. A major concern is the overall low levels of regular attendance. Systems are now in place to better monitor absence and respond to attendance issues. These are showing signs of early success. A strategy to improve the attendance of particular groups of students is required together with further work to strengthen partnerships with whānau.

Senior students have more leadership opportunities and work positively in tuakana/teina relationships. Students more regularly participate in school exchanges and meaningful education outside the classroom opportunities. Māori students regularly celebrate their culture, language and identity and are developing a stronger sense of pride in their heritage.

Improving students’ progress and achievement remains the key school priority. To achieve success in the senior school, more students need better targeted teaching to accelerate learning in Years 1 to 10. Achievement in writing is of particular concern.

A small number of individual students in Years 1 to 10 recently made accelerated progress in reading, writing and mathematics. However, school data show growing disparity over time with more students not reaching their expected curriculum level. This requires urgent action.

The board now receives more regular reports on student progress and achievement in reading, mathematics, writing, National Certificates of Educational Achievement (NCEA) and attendance. Ensuring that the board now also receives Year 1 achievement information is a next step to inform transition programmes and targeted learning plans.

During 2019, a positive sign of change includes more Year 11 and 12 students meeting NCEA literacy and numeracy requirements. This is a first step towards raising the overall level of student success in NCEA. However, not being able to access suitable senior sciences and other curriculum areas impacts on the scope and quality of tertiary and employment pathways. Improving the breadth and depth of the senior curriculum remains a key priority.

Teaching effectiveness including curriculum design

Leaders have redeveloped the vision and values which underpin ongoing school curriculum development. New collaborative ways of working to deliver the curriculum have been trialled and are showing early success at engaging students in learning.

Junior students show enjoyment in their science, technology, engineering and mathematics (STEM) learning opportunities. Students now have increased access to digital technologies due to better resourcing by the board. A more strategic approach to enabling the digital technology curriculum is evolving.

ERO observed some examples of effective teaching practices and richer learning contexts linked to the local history and the area. While teaching overall is not yet effective at accelerating student learning outcomes, the school has recruited and appointed some capable teachers who are working towards developing more effective teaching approaches.

Regular professional learning meetings, some led by the SAF, are supporting teachers to share strategies to improve student learning. Teachers are now inquiring into their practices, particularly in teaching reading. Continuing to embed and strengthen these practices is a priority to improve the consistency of effective teaching strategies.

Teachers require more regular support and feedback from school leaders to improve the effectiveness of teaching. Leaders are introducing teaching practices to help teachers and students understand their next teaching and learning steps. Developing a seamless approach towards using assessment and instructional grouping, with deliberate acts of teaching, is critical to improving teaching effectiveness, particularly in Years 1 to 10.

SENCO systems and processes are in the early stages of development. Some targeted special programmes for students and access to external expertise is in place. The board needs to receive reports on the impact of these programmes on student outcomes to inform decision making and resourcing.

With the closure of the bilingual class, a clear te reo Māori learning pathway to Year 13 remains an area for development. Leaders acknowledge that it is critical to increase communication and consultation with whānau and the community to purposefully involve them in curriculum development, and to manage change effectively.

Leadership effectiveness including stewardship

Leadership is reintroducing termly action planning to manage change for school improvement and increase valued student outcomes. More evidence-based decision making, using current educational research and effective practice is necessary to improve leadership effectiveness. Leaders acknowledge external support is now required to help them build a coherent school curriculum.

The review of the teacher appraisal system has resulted in a process that meets the Teaching Council requirements. Leaders should ensure that all the required components are in place to help teachers meet their goals and improve teaching practices now that the system is better designed.

The new board has a sense of urgency around student-centred improvements. Trustees are better informed about student progress and achievement through regular reporting. They continue to strengthen their understanding and enactment of their governance roles and responsibilities. External support by the MoE is provided to support the board.

Improved health and safety policies and procedures continue to develop. Progress across a number of key areas such as hazards management, trial evacuations and education outside the classroom is evident. Ensuring there are sufficient procedures in place to guide school operations is a next step.

The board has used external advice from NZSTA to improve personnel and financial management. The board recently completed a property redevelopment plan in partnership with the MoE to upgrade a classroom block and design a whole site plan. This is a critical step to provide more adequate educational opportunities for students at Opononi Area School.

Key priority

Improve leadership effectiveness with a focus on:

• raising attendance and increasing student engagement in education

• promoting effective teaching and assessment practices, including targeting students’ learning needs to accelerate progress

• accessing external specialist support to develop a seamless, responsive school curriculum with individualised student pathways

• using data to inform leadership action, and regularly evaluate the impact on student outcomes of leaders’ decision making

• developing leadership capability and capacity to promote a positive working environment

• increasing communication and consultation with the whole school community.

3 Sustainable performance and self review

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

The school still requires ongoing targeted external support to achieve more equitable and excellent learner outcomes. The board, leaders and staff are responding positively to external support. The additional MoE supports are in the early stages of development and implementation.

The board and principal should now build on recent whānau hui to establish more productive partnerships with the community that enhance curriculum development, strategic planning and operational decisions.

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
• school policies in relation to meeting the requirements of the Children’s Act 2014.

The board was not able to attest it is meeting the requirements of providing a safe physical and emotional environment for staff and students. A recent staff wellbeing survey identified workplace bullying as a concern. The board of trustees must ensure the:

• provision of a safe physical and emotional environment.
  [NAG 5]
• provision and maintenance of a work environment that is without risks to health and safety.
  [Health and Safety Work Act 2015 (HSWA)].

In order to improve current practice, the board of trustees should:

• ensure leadership provides sufficient, relevant procedures to guide school operations
• continue to strengthen health and safety practices
• develop even more targeted strategies to improve student attendance
• ensure all teachers are appraised in relation to the school’s policy and procedures, including observations with feedback of teaching and suitable support to improve teacher performance
• ensure the school’s complaints policy shows a clear record of how complaints are managed and resolved.

4 Recommendations

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

ERO recommends that the Ministry of Education provide support in order to bring about the following improvements:

• a higher level of specialist support for curriculum leadership and professional development to improve the school curriculum
• continued support of SAF to help teachers target their teaching and improve the use of assessment to accelerate students’ learning
• additional staffing resources for mathematics and/or science through to senior levels of the school
• additional staffing for the SENCO role to better provide learning support for students
• continued support with implementing the PB4L initiative.

Conclusion

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Opononi Area School’s performance in achieving valued outcomes for its students is: Needs development.

ERO will maintain an ongoing, regular monitoring process with the school to monitor and evaluate. The school is required to use the findings of this report to inform an updated improvement plan.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

17 February 2020

About the School

Findings

Opononi Area School is entering a new stage of development. The challenge is to improve student achievement and engagement in learning. Working on meaningful changes and sustaining successful initiatives is a priority for the board. Stable school leadership is key to assisting all stakeholders to positively identify with the school and its vision.

ERO intends to carry out another review over the course of one-to-two years.

1 Context

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

Opononi Area School, Northland, caters for students from Years 1 to 15. Nearly 80 percent of students are Māori, of whom a significant proportion whakapapa to Ngāpuhi. In previous years parents have been able to choose between the school’s Whānau Kotahi te reo Māori immersion unit or English medium classrooms for their children’s learning. In 2016 the Whānau Kotahi closed due to small numbers of students enrolling in the unit.

Since 2007 significant challenges have faced the school. Ongoing change in school leadership is affecting student progress, achievement and engagement in learning. These changes have also made the sustainability of improvement initiatives difficult. High levels of student movement between schools has also had a detrimental impact on the progress and achievement of affected students.

School governance is now stable with an alternative constitution board in place since 2012, comprising Ministry of Education appointees and elected trustees. In 2014 the board decided to appoint an interim acting principal for a two-year tenure to develop required administrative and management systems to ensure that the day-to-day running of the school promoted good teaching and learning.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school is at the beginning stages of introducing processes to support the effective use of achievement information. The school charter has achievement targets that identify students who are underachieving and whose progress needs accelerating in relation to the National Standards for reading, writing and mathematics. Priority areas for senior leaders to focus on relate to improving the school’s capacity to use achievement information well to respond to the learning needs of these target students. Work in this area includes the need to:

• integrate assessment information into a cycle of programme planning and evaluation
• use assessment information to inquire into the effectiveness of teaching approaches
• strengthen quality assurance practices to ensure teachers make well-evidenced judgements about student progress and achievement in relation to the National Standards.

Publically available school achievement information shows just over half the students in Years 1 to 8 are achieving at National Standards in reading, writing and mathematics. Challenges for the school are to raise student achievement levels in National Standards, increase students’ literacy and numeracy levels in Years 9 and 10, and improve senior student success in the National Certificates of Educational Achievement (NCEA). It could be beneficial to reintroduce an academic mentoring approach with Year 11 to 13 students to promote their engagement in learning, motivation and educational success.

A further area for prioritising is to improve students’ engagement in learning across the school. While teachers show genuine interest in student wellbeing, there is a need to strengthen interactions with students that promote learning. Developing a shared understanding of teaching practices that support student engagement in the learning process is needed.

Work over the past year to raise expectations for students’ behaviour and the introduction of a new school uniform is helping to lift the school’s profile within the community. A next step in supporting the school’s promotion of, and response to, student and staff wellbeing is to ensure there is a shared ownership of behaviour standards by staff, students and their families, and consistency in expectations and consequences. Achieving this consistency should impact positively on classroom management and enable an increased focus on learning.

3 Curriculum

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

The school’s curriculum continues to change as school leaders seek ways to better engage students in learning. The use of digital technologies is increasing the range of learning options at senior levels of the school. However, continuing change in curriculum approaches also provides challenges for students, staff and parents. Three changes in senior school curriculum timetabling within the last three years has been difficult for senior students studying for NCEA.

In 2016 the school has made the change to a bilingual curriculum for all students in Years 1-8. Further planning and monitoring is needed to ensure students are well catered for, as they transition from English medium to a level two bilingual learning programme, where between 51- 80% of teaching is delivered in te reo Māori. More clarity is also required around whether The New Zealand Curriculum or Te Marautanga o Aotearoa (The Māori curriculum) will guide this new direction. The board is now planning to consult more widely with the community about the school curriculum to identify community preferences and priorities. The outcomes of this consultation should help school leaders to document a curriculum and supporting vision that set the direction and goals for student learning. The curriculum implementation plan needs to cover all curriculum areas, agreed curriculum delivery approaches, standards and expectations at the different year levels and assessment and reporting requirements. Once in place, this plan should help students to experience a coherent progression of learning. It may be necessary for the school to seek external support to guide this process and ensure timely completion.

Identifying and prioritising specific steps for the realisation of the curriculum vision in the school’s annual plan, and systematically evaluating progress made toward achieving these steps should help the board to know how well the school’s curriculum is meeting its goals for learners.

Consolidating and embedding new learning from teacher professional development programmes have been fragmented. Changes in school leadership have led to a lack of shared understanding about teaching practices amongst staff and an absence of a planned approach of how to manage the changes necessary to support school improvement. The return of professional development for teachers in 2016 is having a positive impact on their teaching practice. A continued focus on providing teachers with access to high quality professional development has the potential to lead to further benefits for both students and teachers. Annually including all 12 criteria for meeting the requirements of the NZ Practising Teacher Certificate in the school’s performance management systems should also help teachers and school leaders better reflect on their practice and strengthen their performance.

How effectively does the school promote educational success for Māori, as Māori?

As the school roll is nearly 80% Māori, all sections of ERO’s report relate to this question.

4 Sustainable Performance

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

The board of trustees, senior leaders, staff and the community report a willingness to improve outcomes for students. The board and acting principal are establishing systems to sustain and improve school performance. They have a focus on improvement and what the school can do differently to raise student achievement and have developed a strategic plan to guide the school through this period of change. The plan is aligned to addressing school management systems and the day-to-day running of the school.

Trustees are realistic and understand the challenges the school faces. They are proactive in accessing good quality external advice to keep current in their governance role. In addition to support from the New Zealand School Trustees Association (NZSTA), the board has engaged an education change consultant to help trustees focus on the future direction of the school. Trustees are confident in their role to scrutinise the work of the school. The board has recently expanded to include a student trustee and co-opted two student council members onto one of the board subcommittees.

A new school leadership structure, very recently put in place, is directed strategically at sustaining good practices in the school. This structure identifies individual responsibilities for senior managers. This new leadership structure now needs to be shared and resourced well to achieve its purpose of improving outcomes for students.

The board and senior leaders recognise that the school is entering a new stage of development. This stage will involve the appointment of a new permanent principal. It will also include the board leading consultation with all stakeholders as part of work on reviewing the school charter and curriculum, and on building stronger partnerships between staff and board and between the school, home and community. The board acknowledges wide consultation is required to inform decision making, help with transparency of choices made and assist all stakeholders to identify with the school and its vision.

The board is working towards establishing effective processes for self review to sustain and improve school performance. Its self-review processes could now be strengthened by including contributions from different groups of people, including students. Outcomes of ongoing review and regular consultation should help guide the school’s next steps and future directions.

ERO considers the board, staff and community have the capability to bring about improvement in student outcomes. It is imperative, however, that the new permanent principal has the skills to bring people together to work on meaningful change and support the sustainability of successful initiatives.

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

Opononi Area School is entering a new stage of development. The challenge is to improve student achievement and engagement in learning. Working on meaningful changes and sustaining successful initiatives is a priority for the board. Stable school leadership is key to assisting all stakeholders to positively identify with the school and its vision.

ERO intends to carry out another review over the course of one-to-two years.

Graham Randell

Deputy Chief Review Officer Northern

20 April 2016

About the School