Rangitaiki School - 07/07/2017

Summary

Rangitaiki School is located approximately 30 km west of Taupo, and caters for children in Years 1 to 8. The roll has declined significantly since the last ERO review and is currently 7 children. Fluctuations in roll numbers are often in response to the local community farming context. 

There have been changes to the make up of the board of trustees and during this ERO review a new chairperson was appointed. A planned programme of board training is needed to build trustees’ knowledge of internal evaluation in all areas of school operations. This area was identified in the previous ERO report and needs to be addressed.

The teaching principal has remained the same for the last four years and is committed to providing students with a curriculum that is inclusive and linked to the local community. She is supported by two part-time teachers.

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

The school is responding effectively to children whose learning and achievement need acceleration. Progress and learning reported by the school shows that nearly all the children achieve at or above National Standards in reading, writing and mathematics.

Some processes are effective in enabling achievement of equity and excellence. School curriculum and partnerships with parents, family and whānau are meaningful and inclusive of all children.

The school’s internal evaluation systems and practices need development. The principal and the board need to strengthen their understanding of strategic planning to support the school to meet its governance commitments.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • strengthen internal evaluation practices
  • further develop school policies and practices to ensure the school meets its legislative requirements.

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?

The school is responding effectively to children whose learning and achievement need acceleration.

Data gathered and reported by the school shows that nearly all the children achieve at or above National Standards in reading, writing and mathematics.

The school gathers achievement information using a range of appropriate tests and strategies. They use this data, along with information gathered during teaching, to make overall judgements about each child’s achievement in relation to National Standards. Involvement in the Taupō Community of Learning|Kāhui Ako (CoL) is supporting the principal to strengthen moderation processes to make these judgements more dependable.

School conditions supporting equity and excellence

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

Some processes are effective in enabling achievement of equity and excellence.

Parents and teachers engage in reciprocal and learning-centred relationships. There are regular opportunities initiated by the school to encourage parent and whanau participation in a wide range of activities. These respectful and meaningful relationships are focused on the best outcomes for all learners.

Teachers work collaboratively in the best interests of children. They effectively plan and respond to their ongoing needs and are inclusive of at-risk learners. Teachers know the children well. Parents are kept well informed about each child’s level of achievement and progress, and are involved in decisions about their learning needs.

Trustees are committed to serving the school community. They ensure that the school curriculum is inclusive and responsive to local needs and contexts. There is a particular focus on making connections to the country community to promote student engagement and life-long learning.

Sustainable development for equity and excellence

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

The school’s internal evaluation systems and practices need development.

  • Trustees need training to fully understand their roles and responsibilities. Currently most school-wide systems and processes, particularly general health and safety procedures, and policy review, are in urgent need of attention so that they are current and fit for purpose.
  • Performance management systems need to be consistently implemented, including a formal performance management agreement for the principal with objectives aligned to the board’s strategic and annual plans. This should include strengthening the range of appraisal evidence gathered, including regular reflections in accordance with New Zealand Education Council requirements.
  • The principal and the board need to strengthen their understanding of strategic planning to support the school to meet its governance commitments.

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.

ERO identified non-compliance in relation to consultation with the community about the health and physical education curriculum and the principal’s performance management agreement. In addition health and safety procedures and practices are in need of update and review.

In order to address this the board must:

  1. Consult with the school community about the delivery of the health curriculum at least once in every two years.
    [Section 60B Education Act 1989]
  2. Comply with the relevant employment agreement by ensuring the principal has a signed performance management agreement with the board of trustees.
    [s77c State Sector Act 1988; Primary Principal’s Collective Agreement]

To improve current practice, the board of trustees should review and strengthen current policies and processes related to monitoring the safety of the schools’ environment and personnel management.

Going forward

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

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices. 

Agreed next steps are to:

  • strengthen internal evaluation practices
  • further develop school policies and practices to ensure the school meets its legislative requirements.

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

Recommendation

ERO recommends that the school develops and implements a plan to address the areas identified in this report related to meeting health and safety and personnel legislative requirements. The board agrees to provide ERO with a copy of this plan and evidence of how this is being implemented. 

Lynda Pura-Watson
Deputy Chief Review Officer Waikato / Bay of Plenty

7 July 2017

About the school 

Location

Rangitaiki

Ministry of Education profile number

1754

School type

Full Primary (Years 1 to 8)

School roll

7

Gender composition

Boys      4
Girls       3

Ethnic composition

Pākehā                 5
Māori                    2

Provision of Māori medium education

No

Review team on site

June 2017

Date of this report

7 July 2017

Most recent ERO report(s)

Education Review October 2014
Education Review October 2011
Education Review September 2008