1 Context
Te Wharau is a Years 1 to 6 school located in Kaiti, on the outskirts of Gisborne. The roll includes a high proportion of students who identify as Māori and small number of Pacific students, mainly Tongan. The roll has grown significantly since the June 2013 ERO report. Many students enter after Year 1 and large numbers from Years 4 to 6.
An experienced principal and deputy principal and a newly appointed deputy principal form the executive leadership team. They oversee leaders of teaching teams for the year levels. Three of these leaders are new to their role in 2016.
The school has participated in Ministry of Education professional development, including Accelerating Literacy Learning (ALL), since 2015, and mathematics support programmes in 2014 and 2015.
2 Equity and excellence
The vision and valued outcomes for all learners in this community are that they develop the skills and confidence to become responsible citizens, whānau and community members. Students are to demonstrate the values of: cooperation, honesty, attitude, resilience and manners - CHARM. They are to strive for excellence and feel a sense of identity and belonging. Te ao Māori concepts guide how community members relate to each other. Whanaungatanga is strongly evident.
The school’s achievement information shows sustained performance in reading and writing over four years and significantly improved achievement in mathematics. Reading data reported for 2015 is close to meeting the Ministry of Education goal of 85% of students achieving at or above in relation to the National Standards. As progress in writing is not evident to the same extent, the board has set a goal for raising achievement by the end of 2016.
Māori students achieve above their Pākehā peers in reading and at similar levels in writing and mathematics. Since 2012, Māori student achievement in mathematics has progressed steadily upwards.
Analysis of data by senior leaders shows that, as a result of school-based programmes and additional support, the progress of many students is successfully accelerated over time. High numbers of students who begin their schooling at Te Wharau as new entrants, achieve at or above the National Standards by Year 6.
The board receives regular information on student achievement and progress. The extent of difference made for students participating in additional programmes to support accelerated learning is also reported. Defining schoolwide targets in terms of numbers expected to progress at a greater-than-normal rate would help with measuring success.
Since the previous ERO evaluation, the school has developed its curriculum to be more culturally responsive.
3 Accelerating achievement
How effectively does this school respond to Māori children whose learning and achievement need acceleration?
The board and senior leaders have a strong commitment to accelerating the progress of every Māori learner who is not yet achieving at the National Standards. Staff understand what this means for teaching and learning.
Teachers use assessment information to identify and plan for students' learning needs. Progress is monitored closely. Teachers are supported in their use of data and strategies to promote acceleration through the feedback and modelling of leader-colleagues.
Leaders know about the progress of individual children and focus groups through regular collation and analysis of data and follow-up discussions with teachers.
The board ensures that the school is sufficiently resourced to provide good quality programmes and additional, well-targeted support. External expertise is used when appropriate. Information shows these provisions have a positive impact and promote student engagement.
Leaders recognise that to sustain initiatives and get further traction for students at risk, it will be important to continue to focus on:
- the appropriate level of support needed for each student
- strengthening the consistency of support provided within classroom teaching.
How effectively does this school respond to other children whose learning and achievement need acceleration?
The initiatives taken for Māori learners, outlined in the previous section, apply to all students.
Pacific students are identified as a group and their achievement is reported to the board. The majority achieve at and above expectations. Students who speak English as a second language are supported to develop English fluency for learning across the curriculum. It is timely to more closely monitor and evaluate curriculum effectiveness for Pacific students.
Students with special educational needs benefit from the school's systems, in-school programmes and support from external agencies.
A strong focus on students' wellbeing supports their achievement and progress. Systems and structures for this are embedded. High expectations for learning-focused relationships and behaviour are met well. The school has responded to the large number of incoming students in 2016, by providing additional support for transition. A school culture of inclusion and nurture ensures every child is important.
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 priorities for equity and excellence?
Good progress has been made with implementing a more culturally responsive curriculum to foster engagement. Māori language, identity and culture are promoted. Students are encouraged to understand and respect the knowledge and practices of local iwi. Teachers are increasing their understanding of te ao Māori. A lead-team approach to implementation and monitoring is growing leadership. Adopting the school's Mana Kainga philosophy has strengthened partnership with whānau, community and iwi and the school is well placed to continue enhancing these practices.
A graduate profile, aligned to the values and philosophy, is evolving. The values and principles of the school's curriculum are deliberately enacted. A key focus is to choose experiences that engage students and build on their interests, strengths and prior knowledge. The CHARM values are incorporated into teaching and learning programmes. Children and their parents receive feedback about progress made.
Teachers are developing their approach to student inquiry learning. The Te Wharau model of learning processes is designed to bring purpose and understanding to students' studies. Students have access to digital devices to support their investigations. Fully documenting expectations for practice and guidance for teaching and learning is a next step.
Since 2013, leaders have sustained the momentum for building capability in teaching literacy and mathematics. Teachers have many opportunities to discuss and share ideas, lead others and establish shared understandings about expected practice. They are at an early stage of inquiring into what is working best for promoting student progress. This practice should be strengthened and aligned to the school focus on accelerating progress for students at risk of not achieving equitable outcomes.
The teacher appraisal process is being improved. Further developments should include:
- clearer alignment to the Practising Teacher Criteria
- a more robust model for teachers to evaluate the impact of their own practice.
Structures provide numerous opportunities for staff to develop their leadership skills. Expectations for the roles of year-level leaders and visiting colleagues should include responsibilities for regular monitoring and reporting of the accelerated progress made by students within focus groups.
The board and staff have a clear focus on increasing parent and whānau partnerships in learning, and engaging them in contributing to strategic direction. Written reports to parents show their child's progress over time and provide good guidance for supporting learning at home. The principal has identified that student reports are due for review. This process should result in clearer written reporting of achievement in relation to National Standards.
Trustees and leaders respond to emerging achievement patterns and trends to improve outcomes for students. They should now consider establishing a framework for supporting internal evaluation and review to strengthen processes and findings. Work has begun on the review of policies for health and safety and personnel.
5 Going forward
How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?
Leaders and teachers:
- know the children who need their learning and achievement to be accelerated
- respond effectively to the strengths, needs and interests of each child
- regularly evaluate how well teaching is working for these children
- act on what they know works well for each child
- build teacher capability effectively to achieve equitable outcomes for all children
- are well placed to achieve and sustain equitable and excellent outcomes for all children.
ERO is likely to carry out the next 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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration
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processes for appointing staff
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stand downs, suspensions, expulsions and exclusions
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attendance
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compliance with the provisions of the Vulnerable Children Act 2014.
In order to improve current practice the board of trustees should:
- develop a more robust policy and procedural framework to reflect currently expected practice and guide future practice in all aspects of school operation.
7 Recommendations
Trustees, leaders and teachers should:
- redefine targets to assist in providing more clarity about the extent of accelerated progress for target groups of students
- continue to develop the school curriculum and the written expectations and guidance for its implementation
- continue to refine teacher appraisal
- better align school systems for accelerating the progress of students at risk of not achieving equitable outcomes
- strengthen internal evaluation processes.
Joyce Gebbie
Deputy Chief Review Officer Central
30 May 2016
About the school
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Location
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Gisborne
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Ministry of Education profile number
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2701
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School type
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Contributing (Years 1 to 6)
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School roll
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503
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Gender composition
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Male 53% , Female 47%
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Ethnic composition
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Māori
Pākehā
Pacific
Other ethnic groups
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85%
10%
4%
1%
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Review team on site
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March 2016
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Date of this report
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30 May 2016
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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June 2013
May 2010
March 2006
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