Whitikahu School

Education institution number:

2090

School type:

Full Primary

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

Website:

http://www.whitikahu.school.nz

Telephone:

07 824 4859

Address:

763 Whitikahu Road, Whitikahu, Taupiri

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Whitikahu School - 28/02/2019

28 Feb 2019

School Context

Whitikahu School, located in northeast Hamilton provides education for Years 1 to 8 students. The current roll of 90 includes 12 Māori students and a small number of students from culturally diverse backgrounds.

Since the previous review in 2015 the principal and deputy principal have continued in their roles and the teaching team has remained mostly the same. During 2017 and 2018 the key school-wide focus in professional development has been in teaching science. The school is a member of the Morrinsville Community of Learning|Kāhui Ako.

The school’s mission statement is for children to be lifelong learners ready to face challenges, explore opportunities and make informed decisions about their future. The vision states that children will learn the Whitikahu way in a happy caring environment, getting the basics right and doing their best.

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

reading, writing and mathematics
science
wellbeing.

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 making good progress towards achieving equity and excellence for all students.

In 2018 most students achieved national curriculum expectations in reading, writing and mathematics. Māori student achievement is comparable to Pākehā. School data also indicates that girls achieved at similar levels to boys in mathematics and at significantly higher levels in reading and writing. This pattern has been consistent over the past four years. In 2018 the school has begun to gather student achievement information in science. The data for Years 4 to 8 students shows improved outcomes in understanding and applying the nature of science and its capabilities. Information collected in a survey of students in Years 4 to 8 indicates that the school effectively supports student wellbeing.

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

The school is able to show accelerated learning and progress for some Māori and other students who need this. Achievement data shows effective acceleration for at-risk learners, including Māori in writing, mathematics and to a lesser extent in reading. This includes some students who have not yet reached expected levels but have made more than a year’s progress within a year. Leaders collated information about accelerated learning during the ERO review.

Students with additional learning needs are closely monitored and are making progress against their personal learning and development goals.

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?

Leaders have high expectations for teaching and learning. Teachers are well supported by leaders to improve their practice and strong collaborative relationships are evident amongst staff. Leaders strategically align resourcing to support improvement goals and encourage teachers to trial new initiatives. They are well supported by the board of trustees to provide well-resourced learning environments for all students. School leaders are contributing to positive learning outcomes for children.

Students experience a positive culture for learning. The school values, including respect and trust are well known and enacted by students and the school community. Parents value the range of communication strategies that enable them to understand and support their children’s learning. Partnerships with parents are highly inclusive and focused on improving learning outcomes for all priority learners. Students benefit from close learning partnerships between the school and families.

Learning environments are well managed. Teachers use a range of effective strategies and provide programmes where cooperative learning and critical thinking are encouraged. Students participate in group-based learning activities where they can draw on individual strengths to complete tasks. There are high levels of student engagement. Teachers closely track and monitor student achievement and progress using appropriate assessment tools and strategies. Programmes are differentiated to meet learner needs and progress learning for all students.

Students with additional learning needs are well supported. Systems for the monitoring and tracking of students are effective. A knowledgeable special educational needs coordinator (SENCO) works cooperatively with staff to provide a range of effective interventions to respond to at-risk students’ needs. The SENCO accesses specialist services for children with additional learning and/or behavioural needs. Parents are well engaged as partners in their children’s learning. The recently developed digital platform to centrally store student information allows collaboration and information sharing amongst staff to improve outcomes for all identified at-risk students.

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

To further strengthen aspects of internal evaluation there is a need for leaders to develop more specific and measurable targets for all identified groups of at-risk learners, and to report regularly to the board about how effectively their progress is being accelerated.

There is a need to strengthen student ownership of learning, particularly for students whose learning needs acceleration. This includes a more consistent school-wide approach that supports students to understand their progress and specific next learning steps.

Further development is needed to strengthen the bicultural dimension. This should include a more systematic school-wide approach to the integration of te ao Māori into the curriculum to support Māori students’ language, culture and identity.

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:

effective leadership that builds a positive culture for teaching and learning
positive initiatives and practices that are responsive to student needs and promote wellbeing and learner success
cooperative learning environments that support achievement and acceleration for students, including at risk learners.

Next steps

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

school-wide target setting and reporting that includes all at-risk learners
strengthening the school-wide approach to the integration of te ao Māori into the curriculum
practices that enable all students to monitor and make decisions about their learning pathways.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review and Improvement Services

Central Region

28 February 2019

About the school

Location	Taupiri
Ministry of Education profile number	2090
School type	Full Primary (Years 1 to 8)
School roll	90
Gender composition	Boys 45 Girls 45
Ethnic composition	Māori 12 Pākehā 69 Other 9
Students with Ongoing Resourcing Funding (ORS)	No
Provision of Māori medium education	No
Review team on site	November 2018
Date of this report	28 February 2019
Most recent ERO report(s)	Education Review September 2015 Education Review December 2012 Education Review November 2009

Whitikahu School - 08/09/2015

08 Sep 2015

Findings

Whitikahu School is an integral part of the community. The rich curriculum is focused on student wellbeing and achievement. Students achieve well and receive appropriate additional support. Teachers know students and their families well. Respectful, caring relationships promote strong home-school partnerships. Students are confident, articulate and proud of their school.

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?

Whitikahu School, located northeast of Hamilton, caters for students in Years 1 to 8. At the time of this ERO review, there were 81 students enrolled, 21 of whom identify as Māori. This historic school is attractively presented in spacious grounds with mature trees and an arboretum. Many families have multi-generational connections with the school.

The school has continued to maintain the many positives aspects reflected in the 2012 ERO report. The school’s mission statement is to ‘promote students as life-long learners ready to face challenges, explore opportunities and make informed decisions about their future’. The school's values and vision are highly evident in the life of the school.

Since the 2012 ERO review, staffing and trusteeship have remained consistent. Upgrades to buildings and grounds have enhanced the learning environment for students. Staff have participated in ongoing and relevant professional development, which has strengthened teaching practice and strategies for improving literacy outcomes for students. Trustees have benefitted from ongoing training that has increased understanding of their governance roles. The principal and deputy principal have participated in professional development to enhance their leadership skills.

The board of trustees has recently reviewed the school charter, in consultation with staff and parents. The vision, values and mission statement are closely linked to The New Zealand Curriculum, and revised school goals are being regularly monitored.

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 well to make positive changes to learners’ engagement, progress and achievement. The board of trustees continues to be well informed about student progress and achievement. They use this information to make decisions about appropriate resources and personnel to support students to achieve success.

While school leaders set generalised targets in the charter, they identify and carefully monitor individual students at risk of low achievement. Teachers provide appropriate support and intervention programmes to accelerate their progress. The principal agrees that targets should continue to be focused specifically on students who are at risk. This would enable teachers to more clearly identify and report on the progress and achievement of these students.

Teachers use a good range of assessment tools to make judgements about student achievement. They are continually reviewing and building their moderation skills through collaboration with other schools. Teachers use achievement information well to inform teaching and learning that responds to the identified learning goals of individuals and groups. They use a range of strategies to motivate students and make use of learning intentions. Leaders have identified the need for teachers to further investigate ways to support students to take ownership of their learning.

The school reports that in 2014 the majority of students achieved at or above National Standards in reading, writing and mathematics. The overall achievement of Māori students is comparable with their peers in reading and mathematics. Teachers are integrating innovative practices to address the identified needs of groups of students in writing in order to accelerate their progress. They plan enrichment programmes to enhance new entrants’ understanding about early literacy and mathematical concepts. The school caters well for the significant number of students entering and leaving the school during the year.

Parents receive regular information about student achievement in a variety of ways. Parents spoken to by ERO value the school’s open-door policy and the many opportunities to share information about their children’s learning and wellbeing.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. Teachers maintain an appropriate emphasis on literacy and mathematics. The curriculum is underpinned by the key competencies of The New Zealand Curriculum and ‘The Whitikahu Learner’ concept, which incorporate important values for this community.

A particular strength of the school is the caring, collaborative and inclusive learning environment. Positive and responsive relationships are evidenced among students and teachers. Teachers have high expectations for student achievement and success. Students demonstrate high levels of engagement, enjoyment and belonging. They value and benefit from the tuakana-teina relationships across the school.

Staff and trustees know students, their families and the local community well. This knowledge is reflected in the deliberate use of meaningful learning contexts that are centred around the local and wider community. Students benefit from a rich curriculum that includes activities such as visits to Tauhei marae, exploring the source and course of the Waikato River, and wilderness adventure experiences. Teachers collaboratively plan integrated learning units that culminate in a community celebration of learning. Planning of these units could be strengthened through the inclusion of goals to help students develop their skills, tools and strategies to support lifelong learning.

Students enjoy an environment where it is safe to take risks and to celebrate their individuality, both in and out of the classroom. Senior students demonstrate high levels of leadership as they take responsibility for many aspects of school life. They are socially mature and able to express their ideas effectively. Useful strategies support students to transition successfully to secondary school and new entrants to transition into the school.

Staff work collegially and engage in professional conversations to investigate strategies to enhance student achievement. As a result of recent self review, the school has developed an effective teacher appraisal and endorsement process to refine teaching practice, respond to student needs and align with strategic goals. It would also be beneficial to develop a performance agreement for the deputy principal, focused on further developing leadership responsibilities.

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

The school effectively promotes educational success for Māori, as Māori. Students’ culture, language and identity are promoted through:

respectful, responsive teaching practices
regular opportunities for students to participate enthusiastically in kapa haka and waiata learning and performances
incorporating significant aspects of the local environment in the curriculum
building a positive relationship with the local marae and kaumātua through discussions, marae visits and guidance at the local reserve.

Māori students take leadership roles and benefit from the range of opportunities provided by school programmes and activities. Teachers are currently working towards developing a sequential te reo Māori programme across the school and incorporating Education Council guidelines such as Tātaiako into school practices.

4 Sustainable Performance

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

Whitikahu School is well placed to sustain and improve its performance because:

trustees are representative of the community, have a range of relevant skills and are providing clear vision and direction for the school, in consultation with the community
trustees are supportive of the principal and staff, and focused on supporting initiatives to raise student achievement
the experienced principal continues to be very committed to student wellbeing and achievement. She knows the community well and works with the deputy principal to ensure effective delivery of the curriculum
teachers work as a team, with a shared vision for student outcomes, in inclusive and productive learning environments
leaders and teachers are committed to providing a safe environment for staff and students
school-wide self review is leading to considered change that reflects parent and whānau aspirations
the high level of commitment to, and involvement of, parents in the school is enriching the curriculum experienced by students.

The next steps for continuing school improvement are to strengthen:

the board’s ongoing evaluation of its effectiveness in governing the school
teachers’ formative assessment practices to enable students to be confident self managers of their learning.

It would also be beneficial to continue to review and refine the curriculum to include learning pathways and progressions, and ensure adequate coverage in all learning areas.

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.

Graham Randell

Deputy Chief Review Officer Northern (Acting)

8 September 2015

About the School

Location	Hamilton
Ministry of Education profile number	2090
School type	Full Primary (Years 1 to 8)
School roll	81
Gender composition	Boys 43 Girls 38
Ethnic composition	Pākehā 43 Māori 21 Indian 8 Other Asian 4 Other 5
Review team on site	July 2015
Date of this report	8 September 2015
Most recent ERO report(s)	Education Review December 2012 Education Review November 2009 Education Review September 2006