He Puna Ruku Mātauranga o Whangaruru

Findings

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

1 Background and Context

What is the background and context for this school’s review?

Tēnā koutou te kura o Whangaruru, arā te iwi Ngātiwai, te pōari, ngā mātua, te tumuaki, ngā kaiako me ngā tamariki. He mihi nei ki a koutou e pou kaha ana kia whai ai te mātauranga mō ō koutou tamariki.

Whangaruru School provides education for children in Years 1 to 8. The school is located near the Whangaruru Harbour in the heart of te rohe o Ngātiwai and most of the children and staff whakapapa to Ngātiwai. The school is an important part of the community.

ERO’s 2017 report identified concerns regarding leadership and stewardship, curriculum design, teaching and learning, and internal evaluation. This resulted in a longitudinal review of the school by ERO.

A longitudinal review is designed to ensure schools are supported to progressively address the recommendations and aspects of performance identified as requiring improvement in the ERO report. The school received support from the Ministry of Education (MOE) through this period, including from a Student Achievement Function (SAF) practitioner who worked with the school.

Since the 2017 ERO review, there have been changes to the board of trustees and staffing. A new board chair and several new trustees have been elected. New staff have been appointed. The school roll has increased resulting in the opening of a third classroom. Significant classroom and property enhancements have been made.

Relationships with the school community and Ngātiwai have strengthened. In response to extensive consultation with whānau, iwi and the community, the school is seeking membership to Ngā Kura a Iwi. In preparation for this transition, a Māori immersion class has been established and teachers who are fluent te reo Māori speakers have been appointed.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

In September 2017, the principal and board agreed to address five broad improvement priorities during the longitudinal evaluation. These priorities identified as areas for development in ERO’s 2017 review included:

• improving the analysis and reporting of student achievement
• developing and documenting a school curriculum
• improving the consistency and quality of teaching and learning
• strengthening internal evaluation
• building leadership and governance capability to sustain and embed changes.

Progress

The board, together with the principal and staff, has made good progress in addressing most of the improvement priorities.

Improving the analysis and reporting of student achievement:

Assessment systems, processes and practices have improved. Teachers use a range of assessment information to plan appropriate learning programmes that are responsive to students’ strengths and learning needs. They also use this information to inform overall teacher judgements.

Well-analysed achievement data are reported regularly to the board. The charter appropriately prioritises lifting student achievement, and improvement plans have been developed. Good systems to monitor the progress of all children are in place.

Achievement information show that most children make accelerated progress, and this has been a positive trend over the past three years. The principal is aware of the need to continue the focus on accelerating progress and achievement for those students who need this.

The key next steps for development include:

• continuing to develop teachers’ data literacy capability
• increasing students’ use of data information so they can identify their next learning steps
• identifying and accessing appropriate tools to assess students in the immersion classroom.

Developing and documenting a school curriculum:

The school has made very good progress in designing a more localised, responsive curriculum based on Whangarurutanga, with a strong connection to Ngātiwai. The school’s values, Kia pono, Kia tika, Kia pukumahi, Kia aroha, and vision, Noona te ao, are authentically represented in the curriculum.

The curriculum makes connections to students’ lives and prior knowledge, and is responsive to the aspirations of whānau and iwi. Tikanga Māori is enacted and affirms Māori success. Students proudly lead whaikōrero, karakia and karanga in authentic settings.

Teachers in the immersion classroom use the principles of play-based learning to support children to learn from and make sense of the world around them through play. The inquiry model, Pupu Rangi, supports children to develop their critical thinking. Increasing the use of this model would provide more opportunities for children to take a greater role in their learning. Environmental sustainability concepts are well integrated into the curriculum design.

Over the past two years there has been a significant increase in the use of digital devices for learning. A software App for mobile devices allows children and teachers to showcase learning and encourages whānau to participate in their children’s learning.

Improving the consistency and quality of teaching and learning:

Students participate and learn in caring, collaborative and inclusive learning communities. Teaching and learning relationships are respectful and productive.

Considerable work has been done by teachers and support staff to become a cohesive teaching team. The principal has led this well. He strategically uses staffing allocations to support teachers to increase their use of te reo Māori.

The principal recognises the benefit for students of increasing the consistency of teacher practice across the school. Teachers need to maximise the potential of formative assessment strategies, particularly the use and quality of learning intentions and success criteria, and feedback/feed forward to students.

Strengthening internal evaluation:

Internal evaluation is continuing to improve. Useful strategic and annual plans guide the school’s strategic direction. Progress towards school goals is closely monitored by the board of trustees.

Extensive consultation, often held at local marae, provides meaningful opportunities for whānau to contribute to the school’s decision making and direction. Whānau are encouraged to participate in policy reviews through an online portal.

Trustees, the principal and teachers could now deepen the evaluation of school plans to gauge how well decision making and strategy implementation are effectively improving outcomes for students and lifting student achievement. This should help to further develop teachers’ responsiveness to students’ learning needs.

Building leadership and governance capability to sustain and embed changes:

The principal is of Ngātiwai descent. He has successfully built high relational trust with the community. He has deliberately sought the perspectives and aspirations of whānau, iwi, staff and students, and incorporates them in the school’s vision, values and goals. The principal ensures the curriculum is culturally responsive for the Whangaruru learner and Ngātiwai leaders of the future.

The board is well led by an experienced, capable chairperson. Trustees are skilled, committed and connected to the school and community. They ask pertinent questions about children’s learning, progress and achievement. Trustees make strategic resourcing decisions to improve outcomes for children. They have worked with the community to develop the school’s strategic direction, particularly for transitioning to Ngā Kura a Iwi.

Key next steps

ERO, the board and principal agree next steps include continuing to:

• develop the Whangaruru pedagogy for the Whangaruru learner
• build effective assessment systems and practices in preparation for transitioning to Ngā Kura a Iwi
• strengthen internal evaluation to assist the board, principal and teachers to respond effectively to future emerging issues.

3 Sustainable performance and self review

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

The school has some very good processes and systems to sustain and improve its performance.

The principal has been effective in actively involving whānau and the wider community in the life and work of the school. He encourages reciprocal, learning-centred relationships which have led to increased participation and engagement. The curriculum is enriched by community and cultural resources.

The school’s learning culture is focused on children and their wellbeing. The board, principal and teachers are committed to ensuring the school:

• is a caring, nurturing, learning environment for children and adults
• implements an authentic, meaningful curriculum so children are immersed in Whangarurutanga and are strongly connected to Ngātiwai.

4 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
• school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

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

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki

12 March 2021

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Summary

Whangaruru School is in the heart of the Ngāti Wai tribal area and has a roll of 43 children, mostly of Ngāti Wai descent. The elected board of trustees consists of experienced and new members. They have good levels of capability and have accessed training to support them in their governance roles.

The school has a first-time principal, who descends from Ngāti Wai. He has been in the school for approximately two years and has built positive relationships with children, staff and the community.

School information shows a positive trend in achievement since ERO’s 2014 report. In 2016 more than half of the children achieved the National Standards in reading and writing, and 63 percent achieved the Standard in mathematics.

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

The school is not yet responding effectively to all children whose learning and achievement need acceleration. School processes for achieving equity and excellence for children are partially effective.

The school leaders will need external support to:

• develop a curriculum that reflects their vision and strategic direction
• help teachers inquire into the effectiveness of their practices, moderate their judgements about achievement, and accelerate children’s learning
• assist the principal to strengthen his leadership capacity and capability
• implement a systematic and robust appraisal process for all staff
• enable the board to develop internal evaluation and strategic planning to guide forward direction.

Equity and excellence

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

Whangaruru School is in the early stages of developing effective responses to children whose learning and achievement need acceleration. At the end of 2016 approximately 52 percent of children achieved the National Standard in writing, 55 percent in reading, and 63 percent in mathematics. There is little disparity between boys’ and girls’ achievement in literacy and mathematics achievement.

The principal recognises the need to improve assessment and moderation practices to improve the dependability of teacher judgements about achievement.

Children are confident in their culture, language and identity. Children are effective communicators and are supportive of each other’s learning.

School conditions supporting equity and excellence

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

School processes for achieving equity and excellence for children are partially effective.

Children have a strong sense of belonging and connection to their whānau, hapū and iwi. They are confident in their cultural identity. Children demonstrate tuakana/teina concepts of care, respect, wairuatanga, manaakitanga and whānaungatanga.

Classroom environments and routines support children’s engagement in learning. Teachers consistently share learning intentions with children, and use achievement data and formative assessment practices to progress learning. Te reo Māori me ōna tikanga are becoming more integrated in learning programmes. Some children know how well they are progressing, and support each other well.

The principal is committed to establishing a collaborative and collegial learning culture at the school that focuses on improvement. At the beginning of his tenure, the principal focused on building trusting relationships with teachers, children and the community. The principal and teachers will need support to lead the improvements required to accelerate student achievement.

The board has strong connections and relationships with staff and the local community. Trustees fully support the principal and the direction in which the school is progressing. To help promote learning centred relationships, the board has consulted with whānau about the future direction of learning for their children. Trustees have specific responsibilities and are committed to ensuring their children are receiving a quality education.

Sustainable development for equity and excellence

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

The school will need external support, and professional development for teachers to improve systems and processes to achieve equity and excellence for children.

Despite the commitment of the principal, staff and community there are a number of school conditions that are not sufficiently effective to achieve equity and excellence for all children. Areas that require considerable development include:

Curriculum:

• developing a coherent and responsive curriculum that ensures appropriate coverage of The New Zealand Curriculum (NZC) and aligns with the school’s vision
• developing a shared understanding of teaching practices that accelerate children’s learning
• strengthening children’s role in the learning process
• implementing a robust appraisal system that aligns with the requirements of the Education Council of NZ
• developing effective assessment and moderation practices.

Stewardship:

• developing and implementing coherent plans to guide the school’s strategic direction and support success for children
• developing robust processes for monitoring progress towards strategic goals and evaluating the effectiveness of policies and initiatives for promoting equity and excellence.

Leadership:

• building leadership capacity and capability to lead improvements
• promoting a sense of urgency for accelerating the progress of all children at risk of not achieving
• ensuring that the principal’s written reports to the board are evaluative and include information about the impact, quality and effectiveness of programmes and initiatives on children’s learning.

Developing a more strategic approach to leadership and stewardship, that ensures a coherent focus on children whose learning and achievement need acceleration, should contribute to greater equity and excellence.

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 staff performance appraisal and policy review. In order to address this the board must:

1. ensure the principal implements a robust and systematic appraisal process for all staff
   National Administration Guidelines 3
2. ensure that policies, plans and programmes are evaluated on a regular basis
   National Administration Guidelines 2b.

Going forward

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

At the time of this review, this school was not well placed to provide conditions for children to achieve educational excellence, or to address in-school disparities. The main areas of concern are to:

• support teachers to accelerate student achievement and moderate judgements about achievement
• develop a curriculum that reflects the aspirations and vision of the community
• establish a coherent system of improvement focused internal evaluation across all school systems and practices
• develop leadership capacity and capability
• implement a systematic and robust appraisal process for staff.

Leaders and teachers:

• have not yet adequately built their 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 accelerated achievement for all children who need it.

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

Recommendations

ERO recommends that the school seek further support from the Ministry of Education to bring about the sustainable improvements in:

• accelerating student achievement in relation to the National Standards
• moderation of judgements about achievement and teachers’ inquiry into the effectiveness of their practice
• curriculum development
• strengthening leadership capacity and capability
• implementing a systematic and robust appraisal process for all staff.

Violet Tu’uga Stevenson 
Deputy Chief Review Officer Northern

22 June 2017

About the school