Wakanui School

School Context

Wakanui School is a Years 1 - 8 full primary school in mid-Canterbury. The school’s roll of 121 students has increased since the 2015 ERO review and become more ethnically diverse. Some children are English language learners.

The school’s vision of ‘growing our future by inspiring a passion for lifelong learning’ is underpinned by its key values of respect, resilience, responsibility, and excellence. The school aims for high academic achievement for all students and for them to be empowered to have the skills and knowledge for success in life.

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

• progress and achievement in reading, writing and mathematics
• progress and achievement in reading, writing and mathematics in relation to their charter targets
• wellbeing for success.

The board includes experienced and new trustees. Since the 2015 review, a new principal and deputy principal have been appointed. There have also been staff changes.

The school is part of the Hakatere Kāhui Ako|Community of Learning.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

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

The school is effectively achieving equitable and excellent outcomes for almost all students.

The school’s data shows consistently high levels of achievement over the last three years in literacy for almost all students and most in mathematics. In 2018 there was some disparity for boys in literacy.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is effective at accelerating learning for any students who need this.

Student progress and achievement is closely monitored. Individual students are provided with support programmes and tailored interventions that cater well to their needs. The school can clearly show the levels of progress and acceleration throughout the year for those students.

2 School conditions for equity and excellence – processes and practices

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

Caring, collaborative and inclusive classroom environments support student participation and learning. Students experience good relationships with teachers and other students. The school values are well embedded across the school. Those with additional learning needs participate in learning opportunities that provide appropriate support and challenge. Students have sufficient, effective and equitable opportunities to learn.

Students experience a responsive and rich curriculum. Student voice is incorporated well into the design of the curriculum. They have access to a range of learning opportunities aligned with the school’s context and community. The school actively involves parents, whānau and the wider community in curriculum activities, and students’ learning. Reciprocal relationships with the school community enhance student’s wellbeing and learning.

Well-coordinated, collaborative and improvement focused teaching practices benefit students’ learning. Leaders ensure an orderly and supportive environment. Relational trust and collaboration amongst staff are highly evident. Teachers are well supported to continuously improve their teaching practice through relevant professional development, useful appraisal, and allocated time for reflective practice and professional dialogue. Organisational structures, processes and practices enable and sustain collaborative decision making to effectively meet the strengths, needs and interests of students.

Leaders collaboratively develop and pursue the school’s vision, goals, and targets for equity and excellence. Student learning, wellbeing, progress and achievement are the trustees’ core concern. Student progress is reported regularly to trustees who closely scrutinise reports, and information from internal evaluation to prioritise action and inform resourcing.

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

Leaders and teachers need to develop a school-wide approach to internal evaluation to support consistency in the way information about the quality and effectiveness of programmes is collected, analysed and reported on.

Culturally responsive practices need to be further built on. Leaders need to continue to explore ways for building the confidence of all teachers in te reo me ngā tikanga Māori. They also need to ensure that the curriculum responds to the languages, cultures and identities of all students.

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 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Wakanui School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

• the caring, collaborative and inclusive learning environment that supports students’ learning
• strong community ties that provide learning opportunities that align with students’ learning and wellbeing needs and interests
• the effective use of data by leaders and trustees to know about student progress and achievement and inform decision making.

Next steps

For sustained improvement and future learner success, priorities for further development are in developing a school-wide approach to:

• internal evaluation to support consistency in the way information about the quality and effectiveness of programmes is collected, analysed and reported on
• culturally responsive curriculum that better responds to children’s languages, cultures and identities.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

11 October 2019

About the school

Location	Ashburton
Ministry of Education profile number	3580
School type	Years 1 to 8
School roll	121
Gender composition	Boys 47%, Girls 53%
Ethnic composition	Māori 4% NZ European/Pākehā 75% Filipino 7% Latin American 7% Other ethnicities 7%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	August 2019
Date of this report	11 October 2019
Most recent ERO reports	Education Review December 2015 Education Review August 2012 Education Review May 2009

1 Context

What are the important features of this school that have an impact on student learning?

Wakanui School provides a welcoming and very inclusive environment for all students and their families. The board, principal and staff place a strong emphasis on establishing positive relationships and getting to know students well to support their learning and wellbeing.

The principal, many staff members and trustees have been at the school for a number of years. This is providing continuity to learning and helping to ensure rural traditions are maintained and valued.

The school has continued to maintain the high levels of student achievement in relation to the National Standards reported in the 2012 ERO review. The board, principal and teachers have made progress in meeting the recommendations in the report. Teacher appraisal has been strengthened and school targets are clearer. The school has begun to document the school curriculum and to undertake regular evaluations of the curriculum and student wellbeing.

The classrooms were rebuilt after a fire significantly damaged the school in 2009. These classrooms are well designed to support the many ways that students learn. Teachers work together to meet the needs of the students.

The school roll has increased significantly since the 2012 review. An enrolment scheme has recently been put in place.

2 Learning

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

The school makes very good use of school achievement information to make positive changes to learners’ engagement, progress and achievement.

The board, principal and teachers have high expectations that students will achieve well in relation to the National Standards. They closely monitor student progress and achievement to make sure that high standards in reading, writing and mathematics are maintained and improved upon. Māori students achieve well.

Teachers have an indepth knowledge of students, their interests and abilities. They make good use of this knowledge to provide programmes that engage students in learning that is meaningful and encourages them to think creatively.

Students who are underachieving are identified early. Class teachers put comprehensive plans in place and closely monitor the progress of these students in consultation with the principal, other teachers and the support staff who work with these students.

Special programmes and additional support for students is usually provided within the class environment to ensure they benefit from the guidance of the class teacher and support staff, and learn beside and with their peers.

Support staff are well supported in their role by the principal and teachers and encouraged to undertake additional training.

Students who are achieving well above the National Standards participate in programmes that will extend and challenge their learning further.

Areas for review and development

The principal and ERO agree that the next steps for teachers include:

• strengthening moderation practices by moderating with teachers from other schools
• continuing to develop ways to assess student achievement in curriculum areas beyond English and mathematics.

3 Curriculum

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

Many aspects of the school’s curriculum promote and support students’ learning.

The school curriculum provides good opportunities for students to develop their interests, practically apply their knowledge and extend their problem-solving skills. Strategies to help students develop and use higher-level-thinking skills are well integrated into the teaching programmes.

The school successfully integrates the use of technologies into classroom programmes and student learning, particularly in English and mathematics. Students, predominantly in the senior rooms, make good use of digital devices to follow the teaching session, communicate with their teacher and share the learning and teaching with their families.

English and mathematics provide a strong foundation within the curriculum. Programmes are interesting, well organised and planned to meet student needs and abilities.

Teachers skilfully integrate aspects of the local environment, history and community events regularly into class programmes. Te reo and tikanga Māori are also often included in plans and programmes.

Students work well together and receive considerable support from their teachers in their learning. They are actively encouraged to use their initiative, seek help from others and to share their learning. 

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

The school is working towards promoting educational success for Māori as Māori.

The board, principal and teachers have taken a number of initiatives to increase bicultural understanding and inclusion in the school and wider community. These initiatives have included:

• establishing a kapa haka group
• ensuring all students know their mihi
• organising a trip to Waitangi to help students better understand New Zealand’s bicultural heritage.

The school needs to continue to increase these bicultural initiatives to ensure Māori students experience success as Māori and the community is proud of New Zealand’s bicultural heritage.

4 Sustainable Performance

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

The school has many effective systems and practices to sustain and improve its performance.

The trustees, principal and staff work well together. They have high expectations and share the same vision for high quality learning and teaching.

The trustees have a good understanding of their governance role. They bring a wide range of skills and knowledge to the board. They make effective use of regular board training and set clear expectations for the principal as the chief executive officer of the school.

Board meetings are focused on how well the school is meeting the objectives of its strategic plan. The principal keeps the board well informed about student achievement and wellbeing. Reports on health and safety, and compliance with current legislation are detailed and regular.

The strategic plan has clear goals and reporting targets. It is focused on improving student achievement and providing students with the best opportunities for learning and wellbeing. It is closely linked to the school’s vision and values, staff appraisal and professional development.

Staff appraisal is rigorous and focused on teachers continuing to improve their practice to best meet the needs of students. It is strongly linked to teachers making good use of current research and professional study.

The board regularly seeks parent and community opinions about the school and student learning. Parents are kept well informed about their children’s learning and life at the school. They are given considerable support by the principal and teachers to understand the school programmes and ways that they can help their children in their learning and to participate in the life of the school.

Area for review and development

The board and ERO agree that the next step is to strengthen self review at all levels of the school.

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

The school provides a welcoming and inclusive environment for all students and their families. Students achieve highly in relation to the National Standards and are well supported in their learning by their teachers.

The next steps for the school include strengthening self review and extending curriculum documentation to better support the good quality learning and teaching occurring in the school.

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

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

2 December 2015

About the School

Location	Ashburton
Ministry of Education profile number	3580
School type	Full Primary (Years 1 to 8)
School roll	116
Gender composition	Boys 51%; Girls 49%
Ethnic composition	Pākehā 87% Māori 4% Asian 9%
Review team on site	October 2015
Date of this report	2 December 2015
Most recent ERO reports	Education Review August 2012 Education Review May 2009 Education Review October 2005

Education Review Report: Arotake Paerewa Wakanui School

The purpose of ERO’s reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. An ERO school report answers the question “How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements.

1. Context

What are the important features of this school that have an impact on student learning?

Students benefit from supportive relationships with their teachers and each other. ERO observed students working cooperatively and older students helping younger students with their learning and relationships. This small rural school on the outskirts of Ashburton was significantly damaged by fire in 2009. The school lost the majority of its records and resources. The board, staff and community worked together to design and build a new school that supports the school’s vision for successful learning.

2. Learning

How well are students learning – engaging, progressing and achieving?

Students are highly engaged in their learning. Teachers use a wide range of teaching practices to actively involve and challenge students. They successfully help students to build on prior knowledge, to solve problems and take responsibility for their learning.

The school has comprehensive systems to monitor and report student progress and achievement in reading, writing and mathematics. Student achievement information reported to the board shows that most students are achieving at or above National Standards in these areas. Students who are achieving below the National Standards are well supported in their learning and their progress carefully monitored by class teachers.

The principal and teachers provide appropriate learning support for English Speakers of Other Languages (ESOL) students. They have identified that the next step in further extending these students is to develop ways to include their families more in the life of the school and its curriculum.

Area for review and development

The school’s 2012 achievement targets are broad. The principal acknowledges, and ERO agrees that these targets should more clearly identify groups of priority learners.

3. Curriculum

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

The school has an appropriate framework to continue to build its curriculum. The fire at the school in 2009 impacted significantly on the development of the documentation of the school’s curriculum.

The principal and teachers have a shared understanding of high quality teaching and learning. They work successfully as a cohesive team. Programmes are well planned and coordinated across the school to build students’ knowledge and understanding. Teachers make effective use of student achievement information, particularly in literacy and mathematics, to plan meaningful and relevant programmes for groups and individuals.

Classroom programmes and practices provide a wide range of learning opportunities and experiences that supports students’ learning, including a specialised art programme. Students also benefit from participating in events and activities that are important to the local community such as pet day and agricultural projects.

The school is well resourced. Information and communication technologies (ICT) are skilfully integrated across the school and into class programmes. Students are knowledgeable and confident in their use of ICT and use it in purposeful ways to extend their learning.

Area for review and development

The principal and ERO agree that the school’s curriculum should include:

 

• records of consultation with the school’s communities
• the special characteristics of the local district
• the uniqueness of New Zealand’s bicultural heritage, including local Māori history
• guidelines for all learning areas.

 

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

The principal and teachers have consulted with Māori whānau and are beginning to establish contact with the wider Māori community. The next steps include understanding and integrating Māori beliefs and values into the school’s curriculum, practices and operations. This should help Māori students have more opportunities to succeed as Māori.

4. Sustainable Performance

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

The school is very well placed to sustain and improve its performance. Trustees have sound understanding and knowledge of their roles and responsibilities. The principal and trustees are strongly focused on student achievement and improving the outcomes for all students. The strategic and annual plans provide useful guidance for future school direction. The principal regularly reports against the school's goals.

The principal provides effective leadership and guidance for the board and staff. She is actively leading curriculum development and maintains close professional contact with other local schools. The board and principal promote professional development for all staff. They ensure it is closely linked to the school’s goals and targets.

The board and principal regularly consult with the local community and make good use of this information for school improvement. Parents are kept well informed about their children’s achievement and progress. They are actively involved in the life of the school.

Areas for review and development

The next step to improve the usefulness of the school’s self review is to focus curriculum reviews and programme evaluations more on the quality of teaching and the resulting outcomes for student learning.

The board and principal have identified, and ERO agrees, that the principal's appraisal would be more rigorous if it was linked to achieving the school’s plans and goals.

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
• stand-downs, suspensions, expulsions and exclusions
• attendance.

 

When is ERO likely to review the school again?

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

 

Graham Randell

National Manager Review Services Southern Region

22 August 2012

About the School

Location	Ashburton, Mid Canterbury
Ministry of Education profile number	3580
School type	Full Primary (Years 1 to 8)
School roll	67
Gender composition	Boys 38 Girls 29
Ethnic composition	NZ European/Pākehā Māori Pacific Asian	58 1 3 5
Review team on site	June 2012
Date of this report	22 August 2012
Most recent ERO report(s)	Education Review Education Review Accountability Review	May 2009 October 2005 October 2002