Waikanae School

Education institution number:

3056

School type:

Full Primary

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

502

Website:

http://www.waikanae.school.nz

Telephone:

04 902 6544

Address:

Seddon Street, Waikanae

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Waikanae School - 06/12/2017

06 Dec 2017

School Context

Waikanae School caters for students in Years 1 to 8 on the Kapiti Coast. The roll has increased steadily since the 2014 ERO review with the number of Māori students nearly doubled to 20% of the roll. Two classrooms have been replaced with flexible learning spaces, with plans for two more classrooms to cater for roll growth.

The school’s vision is reflected in its motto: children of today are leaders of tomorrow- ngā mokopuna o te ra nei ngā rangatira o apopo. The valued outcomes of the charter are for students to interact and learn through the values of respect, perseverance, honesty, teamwork and kindness under the overarching value of whanaungatanga.

Leaders and teachers regularly report schoolwide information to the board about outcomes for students in the following areas:

achievement in reading, writing and mathematics
progress and achievement in relation to school and national goals and targets
progress and wellbeing of students in targeted programmes
attendance, engagement and wellbeing of students.

Since the previous review teachers have been involved in professional learning and development in school priority areas of science, writing and teaching as inquiry, with a focus on mathematics in 2017.

The school has expressed an interest in being part of the Kapiti Northern Kāhui Ako|Community of Learning.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school promotes equity and excellence in valued outcomes for groups of students. Reports from the end of 2016 show that most students achieve well in reading, writing and mathematics. Achievement in mathematics shows significant improvement in 2016 and in provisional results for 2017. Achievement for Māori is equitable with their peers in the school in literacy and above in mathematics. Addressing disparity for boys, particularly in writing, is an ongoing focus for teachers.

Overall achievement for Pacific students, many of whom are English language learners, is improving steadily to be closer to their peers. Although increasing numbers of students are achieving at or above expectations over the past three years, there have been some fluctuations in rates of achievement during this period of roll growth.

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

The school has established effective processes and strategies to identify and respond to learners whose achievement needs acceleration.

School data from mid-2017 shows many Māori have accelerated progress during the year, particularly in reading. Similar patterns of acceleration are evident for Pacific and other priority learners.

Information on learning and achievement for students with additional needs shows that many make progress and gain success appropriate to their age, needs and interests.

Syndicate tracking of priority learners and monitoring of targeted learners’ progress through individual teacher inquiries provide useful evidence of the school’s effectiveness.

2 School conditions for equity and excellence

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

The curriculum provides sufficient and equitable opportunities for all students to learn and succeed. The school has made significant progress in reviewing and developing its ‘Waikanae Way’ curriculum to be inclusive and responsive to increasingly diverse groups of learners. Programmes have been extended and enriched, to include bicultural perspectives, digital technologies, te reo Māori and Asian language learning. Local contexts and resources are used. Student leadership is promoted and modelled across programmes and activities.

Māori students are supported to become confident, connected and successful learners through a culturally responsive curriculum. Opportunities to develop leadership and gain success as Māori have been extended through well-considered initiatives where the language, identity, and culture of Māori learners and their whānau are affirmed. Positive outcomes for Māori are nurtured through strengthened partnerships underpinned by manaakitanga and whanaungatanga. These are reinforced in relationships and interactions with the local marae, kaumatua and iwi.

Teachers use a range of effective strategies and deliberate actions to engage students in purposeful learning in positive learning environments. Well-designed programmes and close relationships with parents and early learning providers support learners’ successful transitions into and through the school. Students’ wellbeing, sense of belonging and engagement in their learning is promoted. Ways to regularly share students’ learning with families and whānau support increased engagement and achievement.

Well-designed systems and responsive resourcing contribute to the delivery of highly effective programmes to cater for increasing numbers of students with identified and complex needs. A strong focus on inclusion and the provision of a wide range of individualised programmes supports their success. Well-collated achievement information is shared with the board and parents.

The trustees, principal and leaders have a clear vision and strategies to effectively promote equity and excellence. The board is well informed, future focused and uses resources well to support equity. Senior staff are increasing their focus on being leaders of learning, drivers of innovation and building teacher capability. Professional learning and development supports new initiatives, school priorities and individual needs. Teachers are well supported to take risks and collaborate to effect change for the benefit of learners.

Leaders and teachers use a good range of data, assessment tools and moderation practices to inform reliable assessment judgements. Teacher collaboration, clear guidelines and effective data management from leaders support consistency and dependability of achievement information.

Since the previous ERO review, school trustees, leaders and teachers have strengthened their use of inquiry and evaluation to support decision making and improvement strategies. The focus of these inquiries is closely aligned to school goals and targets to accelerate achievement. Leaders and teams use data on priority learners to monitor their achievement and make decisions to support acceleration. They reflect on the effectiveness of practices and use collaborative review to make changes and respond student needs.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence?

Annual target setting and tracking should be streamlined so that numbers and groups who need acceleration across the school are more easily monitored and reported on during the year.

Trustees, leaders and teachers should continue to develop a shared understanding and use of robust internal evaluation to determine what works and what is needed to sustain ongoing improvement for achievement of equity and excellence.

3 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
finance
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.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

relationships with parents and whānau that promote effective learning partnerships in relation to a broad and culturally responsive curriculum
a culture of collaboration among leaders and teachers that promotes consistently good quality teaching and high expectations for learning
assessment and analysis of data that identifies the needs of students and ways to improve their progress and achievement
stewardship by the board of trustees that sets and communicates clear strategic direction and goals for improvement, and closely monitors progress.

Next steps

For sustained improvement and future learner success, development priorities are in:

internal evaluation to further measure the effectiveness of programmes and initiatives, and their impact on achievement.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

6 December 2017

About the school

Location	Waikanae, Kapiti Coast
Ministry of Education profile number	3056
School type	Full Primary (Years 1 to 8)
School roll	493
Gender composition	Male 54%, Female 46%
Ethnic composition	Māori 20% Pākehā 65% Asian 4% Pacific 3% Other ethnic groups 8%
Review team on site	October 2017
Date of this report	6 December 2017
Most recent ERO report(s)	Education Review October 2014 Education Review September 2011 Education Review December 2008

Waikanae School - 18/10/2014

18 Oct 2014

Findings

Students enthusiastically involve themselves in the wide range of learning experiences available. They generally achieve well in literacy and mathematics. Those identified as being at risk in their learning are effectively supported. Greater use of achievement information to reflect on student progress should further improve outcomes.

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?

Waikanae School is a large Years 1 to 8 school on the Kapiti Coast. Māori students make up 13% of a roll that includes many ethnicities. Strong community connections result from many families having a long relationship with the school and a generally stable and experienced staff.

Students are confident and respectful. A wide variety of opportunities is provided to develop their talents and interests. The positive school culture contributes to students and their families having a sense of belonging.

Since the September 2011 ERO report, there has been an increased focus on responding effectively to students at risk of not achieving. Self review has also developed to enable greater critical consideration of changes necessary for the continued improvement of programmes and practices.

2 Learning

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

Achievement information is increasingly used to make positive changes to students’ engagement and achievement.

A comprehensive range of assessment tools indicates achievement and progress across the school. Assessment information is appropriately used by teachers to identify and respond to student needs. Detailed collation and commentary identifies significant patterns and trends in data and assists to identify students requiring additional support.

An increasingly focused schoolwide response to students most at risk successfully supports their learning needs. A number of these students make accelerated progress and an increasing proportion of students reach expected levels of achievement as they move through the school.

Teachers' judgements about students' achievement in relation to the National Standards are carefully considered. In 2013, most students were identified as working at or above expectation in reading, writing and mathematics. Māori students achieve at a similar level to their peers. To further assist consideration of how well teaching practices are improving students’ learning, analysis should focus more on the progress of individuals and groups.

Comprehensive reporting to parents allows them to be actively involved in their children’s learning.

3 Curriculum

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

The curriculum effectively supports and promotes student learning.

Providing a broad curriculum is a priority. Literacy and numeracy learning are emphasised. Experience-based and meaningful contexts are a regular feature. Teachers use their interests and strengths in the implementation of programmes. Community resources are regularly used. Ongoing development of the science curriculum has contributed positively to learning experiences for students.

Programmes successfully respond to the needs of students with special needs. The culture of care includes a focus on peers supporting each other. Close relationships are established with parents.

The small number of Pacific students includes some from backgrounds with English as a second language. All Pacific students are included in priority learner target groups. Individual and small group support is provided. Pacific cultures are strongly reflected in some programmes.

ERO’s classroom observations indicated a range of deliberate teacher strategies that effectively promote the focus on learning. Students are enthusiastic and engaged learners. They work together positively in a range of learning activities. Relationships with adults are warm and affirming.

Students’ cultural backgrounds are evident within the curriculum. Students have many opportunities to increase their understanding of te ao Māori. Information and communication technologies are well resourced and an integral part of programmes. Classroom physical environments celebrate student learning.

A positive and friendly tone contributes to a safe and inclusive environment. Many activities are successfully led by students. Review of the effectiveness of support for student wellbeing includes consideration of student and parent views.

The school has identified that further documenting shared expectations for teaching, learning and assessment practices would assist ongoing review of curriculum effectiveness.

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

Māori students are well supported to be successful as Māori.

Māori language, culture and identity are valued and respected. Teachers display a willingness to continue to build the extent of integration of te reo me ngā tikanga Māori into teaching and learning.

Whānau are positively involved in many aspects of school life. Meaningful partnerships with iwi and whānau are promoted by:

connection with local iwi through visits to Whakarongotai Marae
students sharing their kapa haka success by performing for whānau and the community at local events
the Whānau Support Group providing leadership in some activities.

Best practice guidelines for accelerating Māori success and developing cultural competencies for teachers of Māori learners have been considered by teachers. Further unpacking of these should continue to strengthen the extent that the curriculum reflects the language, culture and identity of Māori students.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

Self review is:

focused on improving teaching and learning practice and outcomes for students
based on information from a range of sources
guiding future planning.

A next step is to further develop self-review processes to evaluate the impact of programmes on student achievement.

A cohesive approach to improvement includes aligning the “points of focus” (annual planning, appraisal, professional learning and development) to increase outcomes, particularly for those students whose achievement is lower than expected.

The charter provides clear strategic direction through its identified goals. It is appropriately focused on raising student achievement. Reporting to the board includes data and analysis related to National Standards, as well as a range of assessment tools.

The board’s annual targets include accelerating the learning of students whose achievement is below National Standards. Setting fewer targets should allow greater focus on making genuine progress with key achievement priorities. Basing the principal’s reports to the board around the annual plan should further assist the board’s ongoing review of progress.

Professional learning supports the increased emphasis on using data to inform teaching and indicate progress, particularly for students below expectation.

Teachers continue to build a shared understanding of evidence-based inquiry into their practice. They successfully reflect on the various aspects of the approach via blogs and as part of professional discussions. The current focus on teachers inquiring into the impact of their teaching should continue to be embedded.

The principal’s appraisal suitably supports the development of his leadership and improved teaching and learning. The school has identified and ERO agrees that teacher appraisal should continue to be developed to ensure it includes the Registered Teacher Criteria and is consistently robust.

A collaborative approach focused on improvement is evident among teachers. Leadership is shared and effectively carried out. The senior leadership team works positively together and enthusiastically leads initiatives. Change is sensitively managed.

The principal's professional leadership includes positive interaction with the school community and strong involvement in local principal networks. In association with the board, the principal ensures that teaching and learning are well resourced.

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

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

Joyce Gebbie

National Manager Review Services

Central Region

18 October 2014

About the School

Location	Waikanae
Ministry of Education profile number	3056
School type	Full Primary (Years 1 to 8)
School roll	427
Gender composition	Male 56% Female 44%
Ethnic composition	Māori NZ European/Pākehā Pacific Other ethnic groups	13% 71% 4% 12%
Review team on site	August 2014
Date of this report	18 October 2014
Most recent ERO report(s)	Education Review Education Review Education Review	September 2011 December 2008 February 2006