Otane School

Otane School - 11/06/2019

School Context

Otane School, a rural school located in the village of Otane, Central Hawke’s Bay has students in Years 1 to 8. Since the December 2016 ERO report, the school roll has grown significantly. The current roll of 67, includes 47 students who identify as Māori.

The school’s vision for learning is ‘KAPAI: For children to act, think and be KAPAI’. This is enacted through: ‘kindness, attitude, participation, achievement and identity’.

Current goals and targets are focused on accelerating the learning of all students below expectation in literacy and mathematics, educational success for Māori learners and strong school, whānau and community relationships.

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

  • achievement in reading, writing and mathematics.

Professional learning and development (PLD) in literacy has been sustained over three years. The focus for 2019 is mathematics, Developing Mathematical Learning Inquiries (DMIC).

The school is part of Te Angi Angi 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 continues to steadily move towards equitable and excellent outcomes for all its students. Overall achievement levels are improving for all students, including Māori, in reading, writing and mathematics. Girls are achieving better than boys in reading and writing. There is evidence that disparity for boys is reducing over time.

The end-of-year 2018 achievement information, showed that a high majority of students achieved at or above curriculum achievement expectations in reading with the majority in writing and mathematics. Māori students are achieving as well as their peers in reading and writing, less so in mathematics.

Inclusive practices and collaboration with external agencies, parents and whānau enables students requiring additional learning support to learn alongside their peers. Appropriate use of resourcing for students with high needs further promotes their participation and engagement in the programme.

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

Acceleration for students at risk of not achieving is evident. Teachers know these students and their needs well. There is a shared focus on improving outcomes for these learners.

In 2018, the school was successful in accelerating the learning of almost all those Māori and other students who need this, in reading and most in writing. The school was not successful in accelerating many students in mathematics. The school has identified this is a priority for development in 2019.

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?

Highly evident in practice for learners is a sustained focus on KAPAI values that promotes a shared understanding and a sense of belonging and connection to the school. Parents and whānau have identified that these values are upheld and demonstrated at home and in the community. This has a positive impact on student participation, engagement and improved learning outcomes.

Students learn in a positive, caring and supportive learning environment where they are acknowledged for who they are and what they bring. The curriculum is responsive to their individual strengths and interests and provides a range of meaningful and authentic learning opportunities. Student choice and leadership are promoted. A focus on developing students’ hauora and wellbeing is actively prioritised in collaboration with iwi and other community agencies.

Parents, whānau and community are respected and valued partners in learning. They participate in a wide range of school activities and contribute constructively to decision making. Relationships of care and connectedness are fundamental. Whanaungatanga and manaakitanga are highly evident.

A well-considered and strategic approach to change and improvement puts improving outcomes for students at the centre of all decision making. Leadership in collaboration with staff, uses a wide range of information, inquiry and knowledge building activities to inform future direction. Planning is underway to implement an innovative learning environment to support continuity of learning and relationships as the roll continues to grow. There is a focus on increasing students’ responsibility and management of their own learning and sharing this with parents and whānau.

The appraisal process and the use of an on-line system is strengthening teachers’ inquiry into how specific teaching strategies impact on the learning of priority students. Teachers are collaboratively tracking, monitoring and discussing the progress and achievement of these students, including what is working or not working for them.

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

Review of the curriculum is underway to better reflect localised place-based education. The school is working alongside kaumatua to do this. Curriculum review provides the opportunity to update and have: clearly stated guidelines for effective teaching, learning and assessment practices; provision for careers learning and second language options for students in Years 7 and 8.

New trustees to the board bring a range of relevant knowledge and skills. They actively seek external advice and guidance to inform decision making. To sustain and grow practice, trustees should undertake further training to strengthen their understanding of their roles and responsibilities as stewards of the school.

Reflection and inquiry are used to inform decisions for improvement. Continuing to develop a shared understanding of internal evaluation should enable trustees, the principal and teachers to better know the impact of newly implemented initiatives and teaching practices on supporting successful outcomes for students.

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 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Otane School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • the sustained focus on KAPAI that promotes connectedness of students with their school and learning
  • a curriculum that is responsive to the individual strengths and interests of students
  • strong community relationships and involvement in the school.

Next steps

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

  • ensuring a shared understanding of internal evaluation across the school to know what is or is not working for student learning
  • strengthening trustees’ understanding of their stewardship role to support ongoing improvement and positive outcomes for students.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • ensure the Ministry of Education guidelines in relation to physical restraint are followed.

Phillip Cowie

Director Review and Improvement Services

Central Region

11 June 2019

About the school

Location

Otane

Ministry of Education profile number

2634

School type

Full Primary Years 1 to 8

School roll

67

Gender composition

Male 37, Female 30

Ethnic composition

Māori 47
NZ European/Pākehā 20

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

May 2019

Date of this report

11 June 2019

Most recent ERO report(s)

Education Review December 2016
Education Review July 2014
Education Review December 2011

Otane School - 13/12/2016

Findings

Otane School has made sound progress since the 2014 ERO review. Strong, respectful relationships are clearly evident. Trustees and staff are focused on improving learning, progress and achievement for all students.  They are continuing to build their knowledge and understanding of internal evaluation to inform ongoing improvement and future priorities for sustainability.

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?

Otane School is a rural school for Years 1 to 8 students, situated in Central Hawkes Bay. The roll of 41, includes 24 Māori students. The school is currently undergoing significant roll growth.

Since the July 2014 ERO report, the school has experienced changes in personnel. Before the appointment of the principal in July 2015, an emergency supply principal was in place for two terms. A new principal release teacher was employed in 2016.

A new board of trustees was elected in May 2016.

The board, leaders and staff have focused on rebuilding community confidence in the school.

2 Review and Development

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

Priorities identified for review and development

The July 2014 ERO report included the following recommendations:

  • increase rates of student progress and achievement
  • strengthen assessment practices
  • complete the Otane School curriculum development
  • increase community engagement
  • continue to develop internal inquiry review and evaluation
  • continue to build trustees’ capability.
  • develop a strategic approach to promoting Māori success as Māori, including building teachers' cultural competence.
Progress

In response to the 2014 ERO report, the then board and principal developed a plan with three goals to:

  • increase rates of student progress and achievement
  • promote Māori success as Māori
  • develop and strengthen self-review practice.

In July 2015, the principal, with support from the Ministry of Education Student Achievement Function (SAF) practitioner, redeveloped a plan in response to the areas for review and development identified in the previous ERO report. Some good progress is evident in addressing these areas.

Significant improvement has been made in the following key areas:

  • increasing community engagement
  • promoting Māori success as Māori
  • building teachers' cultural competence.

The school is continuing to seek ways to provide opportunities for parents, whānau and the community to connect with the school and strengthen learning partnerships.

A welcoming, positive and respectful tone prevails. Students are nurtured through affirming interactions with their peers and teachers.

Trustees, the principal and staff have begun to rebuild the Otane School curriculum. Through consultation with the school community they have:

  • developed KA PAI Otane (Kindness, Attitude, Participation, Achievement, Identify), the valued outcomes for learners. These are linked to the school values and key competencies of the New Zealand Curriculum
  • recognised the importance of developing a place-based curriculum.

Māori language, culture and identity are key parts of this curriculum development, including connecting with and using iwi and community expertise. Teachers have high expectations for themselves and their learners to achieve success.

Ongoing curriculum development should include:

  • clear expectations to guide effective teaching in reading, writing and mathematics and processes for monitoring effective implementation
  • provision for careers education in Years 7 and 8.

School reported data from Term 1 to Term 2 2016, shows some progress in reading, writing and mathematics. Trustees, the principal and teachers acknowledge that raising student achievement in all three areas remains a priority. Through the school’s involvement in a literacy cluster, teachers are developing their knowledge, understanding and use of the Progress and Consistency Tool (PaCT) to support assessment judgements about students' achievement in writing.

Staff should continue to improve assessment systems, processes and practices and include:

  • review of the range, use and purpose of assessment tools
  • guidelines for moderation and making overall teacher judgements
  • tracking, monitoring and reporting the progress and achievement of all students, especially those most at risk.

The development of a programme to deliver the health curriculum is underway.

3 Sustainable performance and self review

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

The principal has actively sought external advice and guidance to inform change and improvement across the school. This includes:

  • participating in the First-time Principals' Programme (FTPP)
  • working with other local school principals within a range of clusters focused on improving outcomes for students.

The principal has valued and responded well to the support given by the SAF process.

Building teacher capability is supported through responsive professional development and learning linked to school priorities. An appraisal process provides a useful guide to support teacher development and teaching as inquiry. The implementation of appraisal and teaching as inquiry needs strengthening. Goal setting, observations and feedback should link to teachers' developmental needs and student outcomes. Robust, useful teacher appraisal must be a priority.

Trustees have a range of skills, knowledge and expertise. The board chair has attended initial governance training and has acknowledged that continuing to build stewardship is a priority. The board is working through policies and procedures to ensure these meet current practice and legislative requirements. Trustees are well informed about school operation and progress towards strategic goals.

Charter targets are focused on increasing achievement in reading and writing. A next step is to strengthen these to be more focused on those students most at risk, and to promote equity and excellence for all students.

Trustees, leaders and teachers are continuing to build their knowledge and understanding of internal evaluation to inform ongoing improvement and future priorities for sustainability.

Key next steps

The school has identified that the following next steps, affirmed by ERO's external evaluation, are to:

  • raise student achievement
  • build teacher capability and effectiveness
  • fully develop the Otane School curriculum
  • build internal evaluation capability.

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.

During the review a non-compliance was identified.

  • The appraisal of the principal has not occurred. The board of trustees should annually assess the principal against all of the professional standards for principals and the Practising Teacher Criteria.
    [s77C State Sector Act 1998]

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

  • continue the review and development of policies and procedures in line with Health and Safety and Vulnerable Children Acts
  • ensure that consultation about the health curriculum occurs at least once every two years.

Conclusion

Otane School has made sound progress since the 2014 ERO review. Strong, respectful relationships are clearly evident. Trustees and staff are focused on improving learning, progress and achievement for all students. They are continuing to build their knowledge and understanding of internal evaluation to inform ongoing improvement and future priorities for sustainability.

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

Joyce Gebbie

Deputy Chief Review Officer Central

13 December 2016

About the School

Location

Otane

Ministry of Education profile number

2634

School type

Full Primary (Years 1 to 8)

School roll

41

Gender composition

Boys 25, Girls 16

Ethnic composition

Māori

Pākehā

Other ethnic groups

24

15

2

Review team on site

November 2016

Date of this report

13 December 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2014

December 2011

August 2008