Waipukurau School

1 Context

Waipukurau School is a full primary school catering for students in Year 1 to 8. Of the 266 students attending the school, 25% identify as Māori and a further 2% as Cook Island Māori. In Term 2, 2015 a new deputy principal was appointed.

Students have a range of opportunities for leadership in kapa haka, school houses and student council. Their views are sought and valued. Student success is acknowledged and celebrated.

Students engage in purposeful learning in well set up classrooms, and enjoy positive relationships with their peers and teachers. Aspects of te ao Māori are evident throughout the school. Leaders and teachers are very open and receptive to parents' and whānau input into their children's education.

Some trustees have a long association with the school.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are focused on: ‘Together the Best - building self-esteem and respect for ourselves and others'. They are clearly articulated and demonstrated by students.

The school's achievement information in 2014 shows that most students achieved at and above the National Standards in reading and writing. Māori students achieved at lower rates in mathematics. In 2015 there was an increase in the levels of achievement for writing and mathematics, particularly for Māori students. For all students there was a decline in reading rates of achievement.

The board has identified reading as an area where a significant number of students need their achievement to be accelerated.

Since the April 2013 ERO evaluation, teachers are identifying and targeting underachieving students. Close monitoring and specific teaching strategies are used for these children. Teachers have also worked positively to build stronger learning relationships with whānau and parents. Determining approaches that are working effectively for these students is an important next step.

Areas for further development identified in the previous ERO report have not been fully addressed. Some aspects have only recently been introduced. Leaders still need to:

• develop and embed a process of ongoing schoolwide internal evaluation to know the impact of resourcing decisions on student outcomes
• update the school curriculum document and provide better direction for its schoolwide delivery
• effectively use appraisal to support teachers to develop and improve their practice.

3 Accelerating achievement

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

The school does not have a clear approach to evaluating how effectively it is responding to Māori children whose learning and achievement need acceleration.

Leaders and teachers use an appropriate range of assessments to identify underachieving students. Teachers use this information to ascertain students' strengths and needs and are beginning to reflect on the impact of their practice on students' achievement. In 2015, Māori student achievement in mathematics improved. In order to sustain this progress leaders and teachers should evaluate what practices made the difference.

Leaders and teachers should:

• define accelerated progress and develop processes to monitor this
• develop a clear plan for accelerating the achievement of identified Māori students
• align planning with school priorities, teachers' appraisals and their professional learning
• implement internal evaluation that shows what works and why.

The school has previously established communication with local iwi. Re-establishing this connection should enable staff to build a relationship that may lead to an effective learning partnership.

Three-way conferences are opportunities for parents to discuss their children's learning and progress. Parents and whānau receive informative reports about their child's progress and achievement in relation to the National Standards, including strategies to help at home.

The special education needs coordinator works with students whose needs are diverse. Conversations with families and teachers ensure these children are appropriately supported through individual needs-based programmes.

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

ERO's findings show that the school's response to other underachieving students is the same as the response to Māori learners.

Pacific and other groups of students are identified and included in target groups. They are provided with teaching programmes based on their needs. A next step is to also develop achievement plans for Pacific and other students focused on accelerating their learning and achievement.

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?

Trustees are aware of the students whose progress needs to improve. The board needs to ensure it receives reports that inform it of the impact of targeted programmes and resourcing on accelerating student learning and achievement. A 2015 parent survey provided the board with good information to improve schoolwide communication with the community.

School leadership needs strengthening to:

• enhance the focus on improving teaching and learning
• guide the development of a curriculum that reflects The New Zealand Curriculum and the aspirations of the community
• ensure through internal evaluation that the curriculum responds well to students' needs and promotes equitable and excellent outcomes for all students
• manage and participate in professional learning and development.

An appraisal process for the principal was introduced in 2015. It is clearly aligned with the strategic plan and outlines specific reporting milestones the principal must meet.

A newly developed teacher appraisal system has been introduced this year. It includes professional learning observation groups that are providing teachers with feedback from colleagues about their teaching practice. Including goals that align with school priorities and achievement targets should strengthen the process and ensure teachers' practices and professional learning are better linked with student outcomes. Building and appraising teachers' cultural competence to better support Māori learners is a next step.

Transitions to school are responsive to students' and families' needs. School visits ensure seamless transitions from early childhood centres. Students moving to college are able to find relevant information about a range of schools through open days and visits from college staff.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

• have knowledge of the children whose learning and achievement need to be accelerated
• have not yet adequately established necessary conditions to effectively accelerate learning and achievement
• are not well placed to achieve and sustain equitable and excellent outcomes for all children.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two 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.

During the review ERO identified an area of non-compliance. In order to address this the board of trustees must:

• at least once every two years, and after consultation with the community, adopt a statement on the delivery of the health curriculum. [Section 60B Education Act 1989]

7 Recommendations

ERO recommends that leaders and teachers develop an action plan to address the key areas for improvement identified in this report, including developing or strengthening:

• leadership
• curriculum
• equity and excellence of outcomes for students
• internal evaluation.

Joyce Gebbie

Deputy Chief Review Officer Central

10 May 2016

About the school