Waitetuna School

Summary

Waitetuna School caters for children in Years 1 to 8. The current roll of 51 includes 17 Māori children. Since the previous ERO review in 2014, there has been a significant increase in the number of Māori children attending the school. A new principal has been appointed and there has been some changes to teaching staff and roles.

The board chairperson and some trustees are new to their governance roles. A planned programme of board training is needed to build trustees’ knowledge of internal evaluation.

How well is the school achieving equitable outcomes for all children?

The school is responding well to Māori and other children whose learning and achievement need acceleration.

Many school processes are effective in promoting excellence and equity.

Further development is needed in practice related to teacher inquiry and assessment for learning.

At the time of this ERO review school data shows that most children, and nearly all Māori are achieving National Standards in reading, writing and mathematics.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• continue to develop and embed teaching as inquiry to include a stronger focus on achievement data and teaching practice to accelerate progress for at risk learners

• build consistency in formative assessment practice

• develop and embed the local curriculum, which is responsive to the aspirations and agreed priorities for education in this school community.

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

Equity and excellence

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

The school is responding well to Māori and other children whose learning and achievement need acceleration.

Data gathered and reported by the school in 2016, in relation to National Standards, shows that most children, and nearly all Māori learners, achieved at or above National Standards in reading, writing and mathematics. Data also shows that girls’ achievement in reading and writing is above that of boys but similar in mathematics. Accelerating achievement in mathematics is a priority for the school in 2017.

The school gathers achievement information using a range of appropriate tests and strategies. They use this data, along with information gathered during teaching, to make overall judgements about each child’s achievement in relation to National Standards. Teachers are continuing to strengthen moderation processes to make these judgement more consistent, schoolwide.

School conditions supporting equity and excellence

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

Many school processes are effective in achieving excellence and equity.

Governance processes are contributing to the success for all children. Trustees closely scrutinise assessment data to make evidence-based decisions about programmes and resources to support excellence and equity.

Collaborative professional learning processes are evident among teachers. These processes contribute to consistency of practice and alignment of school targets with teacher professional development programmes, appraisal goals and initiatives to improve outcomes for children.

Parents, teachers and children are engaged in reciprocal, learning-centred relationships. These partnerships are particularly strong for parents and whānau of children whose learning is at risk. Parents are kept well informed about each child’s level of achievement and progress, and are involved in decisions about learning support interventions.

Teachers have good understanding of assessment information, which is well used to group children and plan programmes that respond to children’s ongoing learning needs. Teachers and leaders have established effective processes to identify children whose learning requires acceleration and provide appropriate interventions.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The current approach to professional inquiry needs to be more strongly focussed on building teacher capability through a systematic, evidence-informed approach. Achievement data is not consistently considered as part of teachers’ documented professional inquiry processes. It is important that teachers identify and embed teaching strategies that enable at risk learners to make accelerated progress.

A shared understanding of formative assessment practice amongst teachers is yet to be developed. In addition, agreed process for monitoring children’s progress and closely targeting each child’s immediate next learning steps needs development. Teaching practice to enable children to develop as self-directed learners, is yet to be embedded.

The school’s curriculum is being reviewed to establish agreed priorities of the parent and wider community. Consultation is in progress, and development and implementation is evolving.

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

• 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.

Going forward

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

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• continue to develop and embed teaching as inquiry to include a stronger focus on achievement data and teaching practice to accelerate progress for at risk learners

• build consistency in formative assessment practice

• develop and embed a local curriculum, which is responsive to the aspirations and agreed priorities for education in this school community. 

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

23 June 2017

About the school