Raumati South School - 21/12/2016

1 Context

Raumati South School, on Kapiti Coast, caters for students in Years 1 to 8. It has a roll of 465 students with 11% identifying as Māori. The roll has grown since ERO's 2013 review and includes increased numbers of English language learners and a more diverse community.

There have been several recent changes in leadership and teaching positions. A new assistant principal began in 2015 and a new deputy principal was appointed in 2014. Three of the four syndicate leaders have changed in 2016.

Teachers have been involved in a range of both school funded and Ministry of Education sponsored professional learning and development (PLD) programmes to support leadership development and improved teaching practices.

The school is participating in the establishment phase of a community of learning (CoL) with a group of schools in the Otaki and Kapiti Coast districts.

2 Equity and excellence

The vision and valued outcomes defined by the school are for all children to be resilient, connected learners who live well with themselves, others and their environment in a changing world. The school sets high expectations through its values of respect, striving for personal excellence, learning as a community and valuing diversity.

The school's achievement information shows high levels of student achievement in reading over the last three years with some improvements in mathematics and writing. Achievement information at the end of 2015 showed that most students achieved at or above National Standards in reading writing and mathematics.

Māori students’ achievement as a group improved over the last three years in all areas but is yet to be raised to that of their peers, particularly in mathematics. A small number of Pacific students' achievement improved to be comparable to that of their peers in 2015.

Leaders and teachers continue to focus on strategies and programmes aimed at reducing disparities between Māori and their peers, groups of boys in comparison to girls in writing and girls in mathematics. ERO affirms leaders’ priorities to review and develop moderation procedures and assessment for learning.

Since the last ERO evaluation the school has: 

  • focused on developing an increasing range of interventions and support programmes designed to address identified wellbeing, learning, and development needs of groups of underachieving learners
  • through PLD, developed teachers' assessment practice and teacher inquiry in mathematics and literacy.
  • undertaken targeted PLD in relation to English language learners.  

3 Accelerating achievement

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

The school has taken some positive steps to more effectively respond to Māori learners whose achievement needs acceleration.

Teachers and leaders have identified students across all levels of the school who achieve below expectations. Some systems are in place to address these students' needs. Meetings at syndicate level enable teachers to share strategies, the results of their inquiries and more closely gauge students' progress. Examples of accelerated progress for some students are evident, especially in reading and writing.

Lead teachers are promoting increased awareness of strategies and resources that support increased use of te reo me ngā tikanga Māori.

In order to further develop and sustain effective practices the school should: 

  • develop specific strategic goals and targets to accelerate achievement of Māori students
  • ensure leaders and teachers have a shared understanding of acceleration
  • continue to strengthen assessment practice and moderation processes for increased consistency and reliability of teacher judgements
  • strengthen inquiry and evaluation. 

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

Teachers and their leaders know the students well. They use a range of information to inform teaching programmes and provide interventions to accelerate learning. 

  • Students with additional learning needs are identified and provided with programmes and resourcing to cater for their needs.
  • English language learners are making good progress, with some achieving at or above expected levels in areas assessed against National Standards.
  • Students with high needs are well catered for. They have individual education plans and support to aid their learning. The special education needs coordinator (SENCO) provides effective leadership for teachers and monitors progress to inform resourcing, transitions and ongoing interventions.
  • All students with high or additional learning needs are on the special needs register that records interventions and programmes they participate in. 

To better evaluate the impact and effectiveness of programmes and interventions for these learners. The school should:

  • use baseline achievement information to track individual students progress
  • monitor and report acceleration of achievement over time.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The Raumati South curriculum framework and supporting guidelines provide clear expectations for teaching and learning to cater for diverse learners' needs and interests. Teachers respond to their learners’ needs, context and progress. Bicultural perspectives are evident in aspects of programmes, celebrations and special events.

The inquiry approach to learning, including a wide range of stimulating contexts and environmental themes, provides all students with opportunities to contribute, grow in confidence and experience success. Students participate in a range of community-linked programmes and experiences to give suitable depth and breadth to the curriculum.

Trustees are well informed and prioritise obtaining useful information to make informed decisions on resourcing to support improvement in outcomes for students. They consult with the community and focus on improving communications and information sharing with parents and whanau. Trustees and school leaders work closely together to set strategic priorities and direction.

High levels of community involvement in the life of the school is evident. Some parents actively contribute to learning programmes and attend information events. Strong relationships with external agencies, early learning services and secondary schools support transitions into, through and out of the school. Further development of reciprocal learning partnerships between school and whānau to support priority learners' increased rates of progress is a next step.

School leaders are improvement focused. Recent support to extend leadership capability, raised expectations and increased awareness of responsibilities across the school have resulted in higher levels of collaboration, trust and shared problem solving. These measures assist the school to address disparities and promote equity and excellence.

To promote increased inclusion, engagement and programme responsiveness for learners at risk of poor outcomes, leaders should further develop class descriptions, student profiles, and use of assessment information to better inform teacher action plans and accelerate the achievement of target students.

The school has a well-planned approach to developing teachers’ capability which is well aligned to school strategic priorities. Teachers' inquiries build their knowledge and evaluation capability. A recently reviewed and strengthened appraisal system provides increased opportunities for teachers to reflect, inquire into practices and use online feedback and feed forward about their teaching. The school is beginning to develop coherent connections between processes and practices, to support ongoing improvement across the school.

Further development of trustees, leaders and teachers' deeper understanding and regular use of evaluation to inform improvement is a key next step. 

5 Going forward

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

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond to the strengths, needs and interests of each child
  • regularly evaluate how teaching is working for these children
  • need to systematically act on what they know works for each child
  • need to have a plan in place to build teacher capability to accelerate the achievement of all children who need it.

The school has developed processes and expectations for leaders and teachers to work collaboratively to improve teaching and learning across the school. Leaders and teachers should further develop their systems and processes for evaluating what works best for accelerating the progress of identified target groups of students.

Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop more targeted planning to accelerate student achievement. Planning should show how processes and practices will respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.

As part of this review ERO will continue to monitor the school’s planning and the progress the school makes. ERO is likely to carry out the next full review in three years.

6 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 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

  • provision for international students. 

Provision for international students

TheEducation (Pastoral Care of International Students) Code of Practice 2016 (the code) was introduced on July 1st 2016. The school is aware of the need to update its policies and procedures to meet the new code requirements.

At the time of this review and since the previous ERO review no international students have been attending the school. The board of trustees has recently given formal notice that it is withdrawing the school from being a signatory to the code.

7 Recommendations

ERO recommends that to improve and sustain the recently introduced positive developments, the school should strengthen:

  • annual goals and targets so they better identify the numbers, needs and identity of groups whose achievement needs accelerating

  • the use of evaluation to know about what works and for whom

  • cultural responsiveness of teaching

  • learning partnerships with parents and whānau.  

Joyce Gebbie

Deputy Chief Review Officer Central

21 December 2016

About the school 

Location

Raumati South

Ministry of Education profile number

2975

School type

Full Primary (Years 1 to 8)

School roll

465

Gender composition

Male 55%, Female 45%

Ethnic composition

Māori

Pākehā

Pacific

European

Other ethnic groups

11%

70%

3%

11%

5%

Review team on site

October 2016

Date of this report

21 December 2016

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

February 2014

December 2010

November 2009