Raumati Beach School - 19/06/2015

Findings

Students learn in an environment that supports their wellbeing as successful learners. The school is undergoing significant change to bring about improved outcomes for all students. Leaders are upgrading systems to sustain ongoing improvement and processes for curriculum and accountability.

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

1 Context

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

Raumati Beach School provides education for 668 students in Years 1 to 8. It has an attached technology centre whose staffs are part of Raumati Beach School and who also cater for Years 7 and 8 students from other Kapiti Coast schools. The satellite class for students with high special needs is governed and managed by Mahinawa Specialist School and Resource Centre.

Since the July 2011 ERO review the school has undergone significant refurbishment and four additional classrooms have been built.

The school has restructured the senior leadership team to create two deputy principal positions. The deputy principal (curriculum) was appointed in 2012 and the appointment process for a deputy principal (administration) was underway at the time of this review. The school has reorganised the way it delivers whole school and targeted professional development, led by the senior leaders and professional learning group leaders.

The school has a positive reporting history with ERO. Progress has been made with the areas for improvement from the previous report.

2 Learning

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

School leaders are aware that systems and processes for using achievement information effectively to raise student achievement require development. ERO and leaders agree that the next steps are to:

  • more explicitly identify appropriate strategies to respond to students’ needs, culture, strengths and interests
  • continue to develop shared understandings of who the learners at risk of poor outcomes are in order to better track, monitor and regularly report their progress at class, team and schoolwide levels
  • evaluate strategies, programmes and interventions, and their impact on the progress of target students
  • ensure teachers focus on accelerating learning for target students within class programmes.

School-reported data from 2014 shows that many students are at and above National Standards in reading, writing and mathematics. The small number of Pacific students consistently achieve highly. Māori students achieve below their peers in the school.

School data analysis shows that the rate of progress made by students at risk of poor outcomes is insufficient and requires acceleration. Senior leaders are continuing to develop administrative, moderation, and analysis tools to provide clear, reliable, consistent assessment information that can be used to inform planning and teaching. This should include clearly documented guidelines for assessment.

A range of support options is available for students with diverse needs. The school is developing systems to enable shared responsibility for and understandings of referral processes for these students.

Teachers use student achievement data to differentiate their teaching. They increasingly inquire into the effectiveness of their teaching strategies. School leaders and ERO agree on the need to strengthen teacher inquiry processes and to ensure a more deliberate and focused approach to accelerating the progress of underachieving students.

The school’s National Standards reporting to parents in literacy and mathematics is responsive, reflective and future-focused. The breadth of the process is under review and should include reporting achievement across the learning areas.

3 Curriculum

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

The school’s curriculum appropriately promotes and supports student learning. It fosters students‘ social, physical and emotional wellbeing. Students have a variety of leadership and extension opportunities.

A range of deliberate teaching strategies contributes to a good level of student engagement in class activities. Where high levels of engagement were evident, teachers:

  • have strong, positive relationships with students
  • use a variety of questioning and listening strategies to involve students as self-directed learners
  • design creative, integrated programmes that respond to current events and student interests.

The school has recently placed emphasis on professional development to build students' social competencies. Students are settled and cooperative. Classrooms are organised with student work attractively presented. A positive, respectful tone is evident at all levels of the school.

The Raumati Beach School curriculum, developed in 2008, is undergoing a comprehensive review. ERO's evaluation supports the development of cohesive statements for teaching and learning across all levels. Aspects of the curriculum are being implemented through the Raumati Beach School RICH learning model: Capture, Develop, and Create, which is used to focus development.

The review has a significant focus on effective teaching practice. Indicators of quality teaching have been developed and trialled for shared and consistent understandings across the staff. Revised guidelines should include:

  • increased reflection of te ao Māori
  • the school’s local context
  • integration of digital learning and information and communication technologies
  • the principles of The New Zealand Curriculum.

Transition processes into and out of school are well-developed. Close liaison with secondary schools is strengthening students’ transition into Year 9.

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

A team of teachers has led the development of an action plan linked to Ka Hikitia: Accelerating Success 2013-2017 and aimed at enhancing success for Māori learners. Planning includes a focus on Māori student achievement within the school’s charter and annual plan. While the school identifies that there has been improvement, initiatives are yet to significantly impact on Māori learner success.

Around half of the school’s Māori learners participate in kapa haka. Students speak enthusiastically of their involvement in this and in taiaha lessons.

As the school continues to review the curriculum there is a need to improve the response to Māori learners’ language, culture, and identity. Further professional development for leaders and teachers in relation to the Treaty of Waitangi, Māori language and culture should support this development.

4 Sustainable Performance

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

School leaders recognise the need to further develop robust systems and processes to sustain ongoing improvement.

Self review is recognised as a tool for improvement. Leaders conduct a range of curriculum and achievement reviews. These provide useful information for making improvements. Developing a school framework for review should help improve understanding of how to evaluate school programmes and initiatives.

Trustees receive a range of information through detailed principal’s reports and charter updates. This contributes to their decision making.

Senior leaders are strengthening schoolwide leadership through roles for team leaders, professional learning groups, and student support.

The school is undergoing significant development and change. It is timely to develop a specific action plan for managing the expected changes to curriculum and teaching practices. Leaders are taking action to enable deeper analysis and interpretation of student achievement information. This should support evaluation of the impact of curriculum and specific programmes and initiatives for ongoing improvement.

Leaders identify that the appraisal process requires further development. This should include:

  • closer alignment with school goals and priorities at teacher, leader and principal level
  • continued development of observation and feedback to assist teachers' ongoing improvements to practice
  • links to improvement and outcomes for learners at risk of poor outcomes.

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

Students learn in an environment that supports their wellbeing as successful learners. The school is undergoing significant change to bring about improved outcomes for all students. Leaders are upgrading systems to sustain ongoing improvement and processes for curriculum and accountability.

ERO is likely to carry out the next review in three years.index-html-m2a7690f7.gif

Joyce Gebbie

Deputy Chief Review Officer Central

19 June 2015

About the School

Location

Raumati

Ministry of Education profile number

2974

School type

Full Primary (Years 1 to 8)

School roll

660

Gender composition

Female 55%

Male 45%

Ethnic composition

Māori

Pākehā

European

Pacific

Other ethnic groups

12%

76%

7%

2%

3%

Special Features

Attached Technology Centre

Mahinawa Specialist School and Resource Centre Satellite Class

Review team on site

May 2015

Date of this report

19 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2011

June 2008

July 2005