Whakatane S D A School

Summary

Whakatane S D A School is a two teacher school located in Whakatane township. It caters for children in Years 1 to 8 and has a current roll of 30, of whom 10 are Māori.

Since the ERO review in 2014, progress has been made in implementing aspects of te ao Māori into the school’s curriculum. There is still a need to implement effective internal evaluation. Teaching staff have remained the same. The chairperson of the board of trustees continues in his role and several trustees are new. Several community members are proprietor’s representatives on the board.

Staff have undertaken professional development about reading, numeracy and incorporating Christian values into the school’s programme.

Patterns for achievement in reading, and mathematics have remained consistently around 75% over the last three years. There has been a decrease in achievement in writing.

The school is a member of the Waikato/Bay of Plenty non-Denominational Community of Learning/Kāhui Ako.

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

The school responds effectively to Māori children whose learning and achievement need acceleration.

Processes related to stewardship, teaching and learning, and school culture are contributing to the achievement of equity and excellence.

Further development is needed to strengthen strategic planning, the use of assessment information, internal evaluation and children’s ownership of learning. There is a need to review and update the school’s local curriculum.

At the time of this review, approximately two thirds of all children achieved National Standards in reading, writing and mathematics. Girls and boys achieved at similar levels in all areas. Māori children achieved better than non-Māori children in reading and writing and at comparable levels in mathematics.

The school has the capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and other children remains.

Leaders and teachers:

 

• know the children whose learning and achievement need to be accelerated
• need to develop and implement approaches that effectively meet the needs of each child
• need to improve the school conditions that support the acceleration of children’s learning and achievement
• need to build teacher capability to accelerate children’s learning and achievement.

 

The school agrees to:

 

• develop more targeted planning to accelerate learning for children
• monitor targeted planning, improved teaching, and children’s progress
• discuss the school’s progress with ERO.

 

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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 responds effectively to Māori children whose learning and achievement need acceleration.

In 2016, approximately two thirds of all children achieved National Standards in reading, writing and mathematics. Girls and boys achieved at similar levels in all areas. Māori children achieved better than non-Māori children in reading and writing and at comparable levels in mathematics. It is now important for teachers to collate achievement information year to year in order to identify learning patterns and trends over time, and any emerging disparities between groups of learners.

Achievement information for the last three years shows that the proportion of children achieving National Standards has remained at similar levels in reading and mathematics. There has been a decrease in achievement in writing.

While the school is able to report anecdotally that some children made accelerated progress in 2016, it is yet to monitor and track rates of acceleration for children whose learning is at risk.

The school needs to strengthen assessment processes that support teachers in making reliable judgements about children’s achievement in relation to National Standards to ensure all areas of reading, writing and mathematics are considered. There is also a need for external moderation with other schools.

There are currently no children with special needs in the school. Processes are in place to develop individual education plans, with the support of parents and outside experts, if the need arises.

School conditions supporting equity and excellence

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

Processes related to stewardship, school values and positive relationships are contributing to the achievement of equity and excellence.

Trustees’ understanding of the local community enables them to respond well to parent aspirations. Their shared vision, commitment to the school culture and appropriate resourcing decisions support the needs of children whose progress needs acceleration.

The school’s culture for learning is strongly faith-based, promoting Christian values and service to others. The school’s emphasis on literacy and mathematics, and participation by children in sporting and cultural activities, provide a range of opportunities for children to experience success.

Children learn in a safe, settled environment with opportunities for support for learning from teachers, teacher aides and peers. Teachers provide group and individualised learning opportunities that enable children to experience positive learning outcomes, and some to make accelerated progress.

Teachers promote equity of opportunity for all children, addressing physical and emotional needs if necessary, to enable children to fully participate in learning. Culturally responsive practices promote children’s strong sense of belonging. Strengths of the school are its peaceful culture characterised by manaakitanga and whanaungatanga. These strengths are supporting children to engage positively in learning, build constructive relationships and develop as worthy citizens.

Sustainable development for equity and excellence

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

Further development is needed to strengthen strategic planning, the use of assessment information, internal evaluation and children’s ownership of learning. There is a need to review and update the curriculum. Improvement is required in the following areas to more effectively accelerate progress for children whose learning is at-risk:

• Strengthen the strategic plan to clearly show school priorities and direction, supported by an annual plan indicating specific actions to achieve charter targets and other goals in each year.
• Implement strategic and planned internal evaluation processes that enable systematic review of the effectiveness of school systems and practices.
• Strengthen the reliability, analysis and use of assessment information to:
  • identify the specific strengths and needs of individual children
  • inform targeted teaching
  • more closely monitor and analyse rates of progress of individual children.
• Develop and document a local curriculum that incorporates current effective teaching and learning practices, and reflects the school vision and values.
• Improve teachers’ and children’s knowledge and use of the learning progressions framework.
• Implement a robust ‘teaching as inquiry’ process to build teachers’ capability in accelerating children’s progress.

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.

Actions required

ERO identified non-compliance in relation to teachers’ appraisal and internal evaluation.

In order to address this the board must:

1. ensure they meet the Education Council requirements for endorsement of teachers’ practicing certificates.
   [Part 31 Education Act 1989, State Sector Act 1988 s77C]

2. maintain an ongoing programme of self review in relation to plans and programmes.
   [NAG 2b]

Going forward

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

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated
• need to develop and implement approaches that effectively meet the needs of each child
• need to improve the school conditions that support the acceleration of children’s learning and achievement
• need to build teacher capability to accelerate children’s learning and achievement.

The school agrees to:

• develop more targeted planning to accelerate learning for children
• monitor targeted planning, improved teaching, and children’s progress
• discuss the school’s progress with ERO.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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

Recommendation

ERO recommends that trustees, the principal and teachers use the findings of this report to strengthen internal evaluation, planning processes, and build teachers’ capability to accelerate those children at risk of not achieving.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

3 November 2017

About the school

Location	Whakatane S D A School
Ministry of Education profile number	1170
School type	Full Primary (Years 1 to 8)
School roll	30
Gender composition	Boys 16 Girls 14
Ethnic composition	Māori 10 Pākehā 7 Pacific 7 Other 6
Provision of Māori medium education	No
Review team on site	August 2017
Date of this report	3 November 2017
Most recent ERO report(s)	Education Review April 2014 Education Review July 2011 Education Review May 2008

1 Context

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

Whakatane S D A School is located next to the Seventh Day Adventist Church in Whakatane. The school is guided by the Christian beliefs and values of the church and caters for students in Years 1 to 8. The current roll is 36 students and nearly all families come from a range of church affiliations. Twenty students identify as Māori, and most connect with Tuhoe and Ngāti Awa.

The school mission and vision statements aim to present The New Zealand Curriculum (NZC) from a Christian perspective, and support students to be life-long learners who contribute positively to the community. The school provides a welcoming and inclusive culture that engages parents and whānau in the life of the school.

Since the 2011 ERO review, the school has undergone significant property extension, development and refurbishment, including the upgrade of information and communication technologies (ICT). Students learn and play in an attractive, purpose-built environment that meets their educational needs. They are taught in two classrooms that allow for flexible grouping across year levels, and promote tuakana-teina relationships.

The school has responded positively to the areas for review and development in the 2011 ERO report. The principal and teachers have remained the same, and have engaged in a variety of professional learning and development initiatives in response to the learning and behaviour needs of the students.

2 Learning

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

The school uses achievement information very well to make positive changes to learners’ engagement, progress and achievement.

Teachers collect and analyse nationally-referenced data and school assessment information about students’ achievement in reading, writing and mathematics. They use this data, together with teacher observations, to make overall teacher judgements in relation to National Standards. This helps them to:

• identify priority learners who need additional support
• share achievement information with students and identify their next learning steps
• plan programmes of learning
• monitor student progress and trends over time
• write useful reports to parents.

The principal presents student achievement information to the board of trustees, and this is used to set targets, reflect on the value of school programmes, and make resourcing decisions.

Almost all students achieve at or above the National Standards in mathematics. A significant majority achieve at or above the National Standards in reading and writing. Students’ achievements in other curriculum areas is monitored and acknowledged. Good support is provided by teachers and teacher aides especially for students with special learning requirements. Students’ successes are acknowledged, celebrated, and shared with parents and community.

A notable feature is the way that the principal and teachers know and understand the achievement, progress and wellbeing of each individual student. This ensures that students’ learning pathways promote and support ongoing learning.

3 Curriculum

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

The school curriculum promotes and supports student learning very well.

Students benefit from the school’s commitment to providing a curriculum that supports their physical, intellectual, emotional and spiritual development and wellbeing. The teachers give priority to literacy, mathematics and the school’s special character. They integrate other learning areas using local, authentic contexts, and are increasingly using inquiry approaches.

Skilled and knowledgeable teachers set high expectations for learning and behaviour. They choose appropriate strategies to engage and support students and encourage them to take ownership and responsibility in their learning. Teachers:

• promote thinking and problem solving
• engage students in hands-on learning activities
• make learning fun
• give students feedback that confirms their successes.

The recent professional learning and development that teachers have engaged in is helping them to improve their strategies for managing behaviour positively. They are encouraging students to grow in leadership roles, contribute to decision-making and develop their gifts and talents.

The professional learning culture for teachers could be further extended by setting aside time for:

• sharing their knowledge and understandings
• reflecting on and evaluating outcomes for students.

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

Most Māori students achieve at or above National Standards in reading, writing and mathematics. These results are significantly above their Māori peers nationally in writing and mathematics, and comparable in reading. Māori students are highly engaged in their learning activities. They enjoy a variety of learning activities and experience considerable success. The school provides some opportunities for their culture to be reflected and promoted such as waiata, karakia and Māori learning contexts. A next step for the principal and teachers is to extend the inclusion of te reo and tikanga Māori, local Māori contexts and history, and the visual representation of Māori culture within the school environment.

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. Factors contributing to this are that:

• the school is well supported by the Seventh Day Adventist School Association
• the board of trustees is well led, focused on improving outcomes for students, and is supportive of the principal, teachers and staff
• the principal continues to model and promote the school’s Christian values and beliefs
• the principal and teachers respect and include all parents and whānau as partners in their children’s education
• students develop a strong sense of belonging in a positive school culture.

Of significance, is the high level of achievement experienced by the vast majority of students in the school, including Māori students.

An agreed next step for the principal is to further develop and implement clear and transparent systems to enhance the effectiveness of self review.

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.

During the review, ERO and the school discussed the need to:

1. review aspects of the school’s obligations as a good employer. This would strengthen practices such as appointments and consultation with staff[NAG 3 (a and b)s 77A State Sector Act]
2. fulfil the school’s obligation to consult with Māori whānau according to the National Education Guidelines.[NAG 1 (e)]

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

24 April 2014

About the School

Location	Whakatane
Ministry of Education profile number	1170
School type	Full Primary (Years 1 to 8)
School roll	36
Gender composition	Girls 22 Boys 14
Ethnic composition	Māori NZ European/Pākehā Other Tongan Samoan	20 7 4 3 2
Review team on site	March 2014
Date of this report	24 April 2014
Most recent ERO report(s)	Education Review Education Review Education Review	July 2011 May 2008 May 2005