Potaka School - 30/05/2017

Summary

Potaka School caters for children in Years 1 to 8. At the beginning of 2017 there were 15 children on the roll. Almost all children are Māori and whakapapa to Te Whānau Apanui and Ngāti Porou iwi.

The current principal, and new release teacher, were both appointed in 2015. Since the December 2013 ERO review a new board chairperson and trustees have been elected. The board has been well supported in governance matters by personnel from the Ministry of Education and the New Zealand Schools Trustees Association.

The school continues to be involved in the Ngāti Porou schools’ cluster. This group of schools is in the early stage of setting up a Community of Learning|Kahui Ako.

How well is the school achieving equitable outcomes for all children?

Potaka School responds well to Māori and other children whose learning and achievement needs acceleration.

There are some processes that contribute to the achievement of equity and excellence outcomes for children.

Further development is needed in curriculum, internal evaluation and professional learning for teachers.

At the time of this review most Māori and Pākehā children were achieving the National Standards in reading, writing and mathematics. However, the continuity of the school’s achievement data has been affected by changes to staffing and the makeup of the roll prior to 2015. The school does not have comparative achievement data over time for groups of learners.

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated

  • need to develop and implement approaches that effectively meet the needs of each child

  • need to improve the school conditions that support the acceleration of children’s learning and achievement

  • need to build teacher capability to accelerate children’s learning and achievement. 

The school agrees to:

  • develop more targeted planning to accelerate learning for children

  • monitor targeted planning, improved teaching, and children’s progress

  • discuss the school’s progress with ERO.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

Potaka School responds well to Māori and other children whose learning and achievement needs acceleration.

School achievement data in National Standards 2016 shows that most children are achieving at or above National Standards in reading, writing and mathematics. This pattern has remained consistent from 2015 to 2016. It is now important for leaders to collate achievement information year to year in order to identify learning patterns and trends over time, and any emerging disparities between groups of learners.

Teachers provide group and individualised learning opportunities that enable children to experience positive learning outcomes, and some to make accelerated progress.

Teachers use information from a range of assessment tools to make overall teacher judgements about individual achievement in relation to National Standards. Moderation of these judgements needs to be strengthened.

The principal and teachers have developed a culturally appropriate, welcoming and inclusive school culture that promotes children’s learning and development.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has a range of processes that enable achievement of equity and excellence for children.

School has developed tikanga Māori processes that enable Māori children to experience success.

‘To ringaringa ki nga rakau a te pakeha, hei orange mo to tinana, hingangaro ki ngā taonga a o tipuna, hei tiki tiki mo tou matenga ko to wairua ki te atua nana nei hanga ngā mea katoa’

Potakatanga values provide an open and welcoming environment. Children, parents, whānau, teachers and members of the community have a sense of shared ownership and a strong focus on culturally responsive values and practices that contribute to children’s wellbeing and learning.

The school’s culturally rich curriculum values integrity, self-confidence and positive attitudes which are well integrated into the curriculum.

Collaborative parent partnerships for learning are contributing to accelerated achievement for all children. Parents of those children who are at risk of under-achieving are well informed and work with teachers to progress the achievement of their children.

Teachers work collaboratively with teacher aides. They have high expectations for learning and achievement, and are responsive to children’s learning needs.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Further development is needed in curriculum, internal evaluation and professional learning for teachers.

The school has not established a systematic and coherent approach to internal evaluation. The development of internal evaluation will enable trustees, leaders and teachers to make more informed resourcing decisions aligned to children’s achievement.

The school’s curriculum is incomplete. The curriculum document should reflect the expectations for achievement of children based on the learning progressions. This is particularly important in a multilevel classroom.

Teachers need professional learning and development in writing. It is important that they increase their knowledge and understanding in the teaching of written language and develop effective teaching strategies that engage all children in writing.

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

  • 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. 

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • need to develop and implement approaches that effectively meet the needs of each child
  • need to improve the school conditions that support the acceleration of children’s learning and achievement.
  • need to build teacher capability to accelerate children’s learning and achievement.

The school agrees to:

  • develop more targeted planning to accelerate learning for children
  • monitor targeted planning, improved teaching, and children’s progress
  • discuss the school’s progress with ERO.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

30 May 2017

About the school

Location

East Cape

Ministry of Education profile number

2649

School type

Full Primary (Years 1 to 8)

School roll

15

Gender composition

Boys 8 Girls 7

Ethnic composition

Māori 14 Pākehā 1

Provision of Māori medium education

No

Review team on site

March 2017

Date of this report

30 May 2017

Most recent ERO report(s)

Arotake Paetawhiti December 2013

Education Review August 2012

Education Review August 2010