Kaihu Valley School

Education institution number:
1020
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
6
Telephone:
Address:

66 Maropiu Road, Dargaville

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Kaihu Valley School

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context 

Kaihu Valley School a small rural school, north of Dargaville, provides education for students in Years 1 to 8. At the time of the review, the school board was in the process of appointing a new principal.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part B: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

Improvement is required to ensure all students are engaged, make sufficient progress and achieve well.
  • Insufficient achievement information is available to identify students’ achievement in relation to curriculum levels and track their progress in reading, writing and mathematics.
  • Students experience caring relationships with school staff and external support professionals. 
  • Regular student attendance is below the Ministry of Education targets and impacts the continuity of learning. 

Conditions to support learner success

The school is yet to establish effective educational leadership. 
  • Leaders are yet to provide clear guidance and expectations for improved outcomes for all students. 
  • Leaders do not plan and co-ordinate the school’s curriculum and teaching.
Immediate improvements are required for curriculum delivery and in teaching practices for quality learning opportunities.
  • Students do not yet experience planned and consistent learning opportunities.
  • A localised curriculum framework is yet to be developed. 
Urgent action is required to put in place school conditions for successful learner outcomes.
  • Leaders and teachers do not collect student achievement information to inform decision making. 
  • A relevant and up-to-date strategic plan is yet to be developed by the board.
  • The board does not have policies and procedures to promote the health, safety and wellbeing of students. 

Part B: Where to next?

The next steps for the school are to: 

  • develop a strategic plan focused on raising student achievement and improving attendance
  • implement policies and procedures to ensure compliance with statutory obligations
  • construct a curriculum framework that reflects the local community, aligns to The New Zealand Curriculum and responds to the needs of all students
  • design and implement schoolwide assessment of children’s learning so that teachers can plan purposeful lessons. 

The actions for the next improvement cycle and timeframes are as follows.

Within three months:

  • take immediate action to address all areas of non-compliance as identified in the Board Assurance with Regulatory and Legislative Requirements Report 2024-2027
  • set strategic improvement goals and actions for teaching and learning, including strategies to monitor and improve student attendance
  • develop and implement a local curriculum based on The New Zealand Curriculum that meet reading, writing and mathematics requirements 
  • develop an assessment strategy to collect recognised achievement information in reading, writing and mathematics

Every six months:

  • collect and report student attendance progress and achievement information in reading, writing and mathematics to whānau and the board 
  • school leaders review progress against strategic improvement goals and targets with a focus on priorities identified by ERO  
  • analyse student attendance, achievement and progress to inform teaching and learning improvement actions 

Annually:

  • the board, with school leaders, implement a regular policy review cycle to assure a safe physical and emotional learning environment for learners
  • collect and report student attendance, achievement and progress to inform teaching and learning improvement actions
  • board review strategic planning priorities using student attendance, achievement and progress information. 

Actions taken against these next steps are expected to result in:

  • students achieving at expected curriculum levels in reading, writing and mathematics by the end of Year 8
  • a learning-focused environment where students attend regularly and experience success
  • a localised curriculum that meets the requirements of The New Zealand Curriculum and is responsive to the aspirations of whānau
  • strong systems and processes to support school improvement. 

Recommendation to the Ministry of Education 

ERO recommends that the Secretary for Education consider the intervention listed in section 180 of the Education and Training Act 2020 in order to bring about the following improvements:

  • governance including statutory obligations, strategic planning, policy and procedures
  • leadership of learning
  • curriculum, including teaching and assessment practice.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Shelley Booysen
Director of Schools

16 September 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Kaihu Valley School

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of May 2024, the Kaihu Valley School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yet to confirm

Curriculum

Yet to confirm

Management of Health, Safety and Welfare

Yet to confirm

Personnel Management

Yet to confirm

Finance

Yet to confirm

Assets

Yet to confirm

Actions for Compliance

ERO has identified the following areas of non-compliance during the board assurance process:

  • board meeting minutes (especially minutes of in committee meetings that exclude the public) are not documented and stored appropriately
    [Local Government Official Information and Meetings Act 1987]
  • a strategic plan has not been prepared for every 3-year period, in consultation with school community, submitted to MoE and made available to the public; developed subsequent annual implementation plan; submitted strategic and annual implementation plans to MoE; made plans available to the public via school website
    [Sections, 127(1)(d), 138(1)(b), 139, 142, 143, 144, 145, 146 and 639 of the Education and Training Act 2020; Statement of the National Education and Learning Priorities (NELP) 2020]
  • the school did not consult with the community on the school’s mobile phone prohibition policy; determine under what circumstances students need to use or access a mobile phone for a specific educational task or purpose or for health or learning support needs
    [Section 22 of the Education (School Boards) Regulations 2020] 
  • does not give effect to its obligations in relation to any foundation curriculum statements, national curriculum statements, and national performance measures; and teaching and learning programmes; and monitoring and reporting on student progress
    [Section 5 of the Education and Training Act 2020]
  • an average of five hours of mathematics, reading and writing teaching and learning is not provided per week 
    [Section 90 of the Education and Training Act 2020 (2023 Amendment)] 
  • there is no emergency plan, including pandemic planning emergency/evacuation procedures, lockdowns, notification, duty of care for students, testing procedures
    [Health and Safety at Work Act 2015]
  • systems and processes for emergency evacuation and lockdowns, and recording, analysing and reporting accidents and hazards have not been developed
    [Health and Safety at Work Act 2015] 
  • a child protection policy has not been written, containing contains provisions on the identification and reporting of child abuse and neglect in accordance with section 15 of the Oranga Tamariki Act 1989
    [Sections 18 & 19 of the Children’s Act 2014]
  • risk management procedures for school trips / education outside the classroom are not implemented
    [Health and Safety at Work Act 2015]
  • there are no policies and procedures for the use of physical restraint in accordance with Education (Physical Restraint) Rules 2023 (MOE)
    [Sections 99-101 of the Education and Training Act 2020]
  • the school does not demonstrate and document suitable human resource management practices
    [Sections 597, 599 & 600 of the Education and Training Act 2020]
  • current teacher registrations are not maintained 
    [Section 93 (1) of the Education and Training Act 2020] 
  • the annual report is not available to the public on an internet site maintained by or on behalf of the Board
    [Section 136 of the Education and Training Act 2020]
  • the board is not meeting its obligations to receive monthly reports on monitoring, maintenance and hazards, and is satisfied with compliance
    [Health and Safety at Work Act 2015; Health and at Work (General Risk and Workplace Management) Regulations 2016; Clause 17 of the Property Occupancy Document (MOE)]

The board has not yet addressed the areas of non-compliance identified.

Further Information

For further information please contact Kaihu Valley School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Shelley Booysen
Director of Schools

16 September 2024 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Kaihu Valley School - 13/09/2018

School Context

Kaihu Valley School All 16 students are Māori. The local Maori community and marae affiliate to Ngāti Whātua ki Kaipara and/or Te Roroa hapū. The school manages a fluctuating roll.provides education for students in Years 1 to 8 in a small rural community north of Dargaville.

The board’s vision is to create “a place where the dreams of our students are our focus and are achieved with the support of the whole community”. The school values, as poutokomanawa, are underpinned by cultural concepts and promote whakawhanaungatanga, manaakitanga, ūkaipōtanga and kaitiakitanga.

Current achievement targets focus on lifting the achievement of all learners in reading, writing and mathematics. The principal regularly reports to the board on these priority areas.

Since the 2015 ERO review a new principal has been appointed and the school has joined the Northern Wairoa Community of Learning|Kāhui Ako.

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?

Since the 2015 ERO report, the school has continued to improve processes that support learners to achieve equitable and excellent outcomes.

Due to the small number of students and a fluctuating roll it is difficult to reliably identify trends and patterns in achievement data. The 2018 mid-year school achievement information shows that most students achieve at or above The New Zealand Curriculum (NZC) levels in literacy and mathematics. Most children make progress and some make accelerated progress.

The board’s valued outcomes for students are highly evident in the school’s positive learning culture. Students know each other well and value the tuakana/teina relationships that they have with other students. They have a strong sense of place and belonging.

Whānau report that the school’s inclusive environment is highly responsive to children’s social, emotional and learning needs.

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

The school continues to build its capability to accelerate the learning of those students who need to make accelerated progress. For example:

  • the board sets specific targets to lift literacy and mathematics achievement

  • staff promote powerful learning connections and relationships with whānau.

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?

Intergenerational whānau relationships and the school’s history foster a deep shared commitment to the community and the school. The board and whānau have strong connections with local marae and hapū.

The curriculum’s focus on building students’ knowledge of local contexts helps strengthen their sense of identity, and connection with Kaihu Valley. Authentic learning experiences outside the classroom maintain the school’s commitment to environmental sustainability and provide opportunities for students to experience a broad curriculum. This is a sound foundation for further developing the responsiveness of the school’s curriculum.

The board’s focus is on improving outcomes for students and enacting the school’s vision and values. Together, trustees work well to represent and actively serve the school and education community. The board prioritises resourcing for individual learners who need additional support.

Teachers have a strong focus on knowing the learner and responding to their social, emotional and academic strengths and needs. Students are supported by whānau who volunteer their time to provide additional learning support for individuals and groups of students. The school values the relationships and connections they have with whānau.

The principal fosters a collaborative and supportive school culture that promotes children’s learning and wellbeing. She encourages community kōrero and engagement with the school through regular hui. Community ideas and opinions contribute to school review and development.

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

The principal notes that the school’s curriculum continues to evolve and that there is progress towards strengthening:

  • the implementation of schoolwide strategies to further promote students’ critical thinking and problem solving skills

  • opportunities for students to lead their own learning.

The principal regularly documents individual education plans for each child. To make better use of these plans teachers could include students and whānau when developing and evaluating them. This process could help students to increase their own understanding of their learning and their next steps, and further develop learning-centred partnerships with parents and whānau.

The board and teachers have yet to develop internal evaluation and professional inquiry processes. It would be useful to explore current educational research to help the school to develop evaluation and inquiry, and improve the appraisal process. These developments could assist the principal to gain a better understanding of what works and makes the most positive difference for learners.

The principal recognises the need to have effective professional conversations about ‘teaching as inquiry’. Accessing support from external facilitators could support the teaching staff to develop focused inquiry to help them enhance teaching practices.

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.

Appraisal audit

The principal acknowledges that it is timely for her to seek professional learning and development regarding recent changes to the Educational Council requirements and standards that impact on aspects of appraisal including the collection of evidence. The principal has yet to appraise support staff.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • review its processes for documenting complaints, and meetings when the public is excluded

  • ensure that school appraisal processes meet Education Council requirements

  • seek external support to help keep well-informed about new legislation and undertake regular review of policies in relation to legal requirements including the Vulnerable Children Act 2014 and the Health and Safety at Work Act 2015.

4 Going forward

Key strengths of the school

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

  • the ongoing and collective commitment of the board and staff to enacting the school’s vision and values

  • leadership that creates an environment that focuses on children’s social, emotional and learning needs

  • children who know each other well and value the tuakana/teina relationships in the school

  • proud whānau who value the strong intergenerational connections with the school and its continued support for their children.

Next steps

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

  • continue developing a culturally responsive curriculum, which includes a variety of teaching strategies that engage students and encourage them to be leaders of their own learning

  • develop and document internal evaluation and inquiry processes that will help the board, leaders and teachers to measure the impact the curriculum has on outcomes for learners.

ERO’s next external evaluation process and timing

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

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

13 September 2018

About the school

Location

Dargaville

Ministry of Education profile number

1020

School type

Full Primary

School roll

16

Gender composition

Girls 10 Boys 6

Ethnic composition

Māori

16

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

13 September 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

October 2015
December 2012
June 2009

Kaihu Valley School - 09/10/2015

1 Context

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

Kaihu Valley School serves a small rural community north of Dargaville, including four marae communities that are affiliated with Ngāti Whatua or Te Roroa hapū and whānau. The school roll has fluctuated, and currently stands at 20. Nearly all of the children are Māori. The school is well supported and valued by whānau, including those who are new to the community.

The school is going through a period of uncertainty and ongoing change. The board of trustees has made very good use of guidance from the New Zealand School Trustees’ Association (NZSTA). This has helped the board to address significant staffing and financial challenges over the past 18 months. A relieving principal has led the school since July 2014. The board expects to appoint a new principal before the end of 2015. A new part-time teacher has recently been appointed to assist the principal.

Children’s learning and whānau wellbeing are supported by variety of agencies and initiatives, including Duffy Books, a free monthly medical clinic for the community (Te Ha), and community classes for adults. The community supports a koha based second-hand shop that has been established at the school. Whānau appreciate food that is made available through external organisations.

A local grazier helps to maintain the school’s extensive grounds. The sports fields and swimming pool enable the school to host inter-school events. The Puna Reo that had been operating in a school classroom has recently been discontinued as a result of low numbers.

Previous ERO reports have recognised the culturally responsive environment in the school and the good strategies for supporting children’s learning. The 2012 report recommended improving reporting against the National Standards, increasing children's understanding about the learning process, and improving the teacher appraisal processes. ERO also identified the need to police vet all employees and improve risk analysis documentation for trips. Some improvements have been made in these areas.

2 Learning

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

The relieving principal uses achievement information very well. A variety of assessment processes enable her to identify and monitor individual students’ learning needs, progress and achievement. Information is analysed and presented clearly in reports to the board, whānau and the community.

Children’s engagement with, and enjoyment of, learning is apparent in the classroom. The settled tone in the classroom is based on well established routines and expectations, and results in children having positive attitudes to learning. Children support each other to learn, and can work independently. Their oral language development is well promoted and they are increasingly confident to present their work to the class and visiting adults.

A Resource Teacher, Learning and Behaviour (RTLB) helps to identify and focus support for specific children. Teaching strategies are targeted appropriately and some children have made accelerated progress in their learning. Steady improvement has been achieved in numeracy and students are making some significant gains in reading. About two-thirds of the children are achieving at or above the National Standards.

Children are developing better knowledge about their progress and achievement levels. They set and monitor progress against their own learning goals. This information is included in reports to their whānau. These reports provide information about children’s progress and achievement in relation to the National Standards and across the curriculum. They also indicate how whānau can support learning at home.

Whānau are welcome in the school and report that they now feel much more able to talk freely with the teacher about their children’s learning. Whanaungatanga is promoted and there is a growing sense of connectedness, inclusion and belonging. Children’s positive, happy playground interactions and social relationships are evidence of this.

3 Curriculum

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

The relieving principal has made good progress ensuring that all children have equitable opportunities to learn. She has established a useful framework for the delivery and monitoring of a broad curriculum. This new approach has been introduced gradually, alongside a focus on establishing trusting relationships with children, a positive atmosphere, and open communications in the classroom.

Curriculum plans provide clear guidance for teaching. They also contain expectations in relation to the National Standards for the broad range of abilities in the school's single, mixed-age classroom. There is a focus on literacy, mathematics and regular physical activity. Children also have increased opportunities in art, music, science and technology. Digital technologies (ICT) are used by children as part of the everyday curriculum. This use of ICT is helping to remove the boundaries of rural isolation for children and provides extra depth to topics of study, particularly for older students.

Curriculum planning includes opportunities for extended learning outside the school and events with other local schools. A newly recruited community member tutors kapa haka and is building children’s understanding of te reo me ōna tikanga Māori, as well as of the local history and environment. A planned classroom programme for increasing children’s knowledge and use of te reo Māori has not yet been implemented.

The relieving principal notes that developing children’s inquiry learning skills is a future priority. She has also identified the need for a new principal to review the school-wide curriculum, based on the school’s values, vision and local context.

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

The board has a clear focus on providing an environment where children’s identity and success as Māori are fostered. The school’s mission statement makes a direct connection between children’s identity and the gifts handed down from their tupuna. The board and whānau could now review school practices, policies and systems to ensure they reflect this commitment and the associated values identified in the Charter.

The board, principal and staff could also review school policies and practices in relation to the principles and strategies identified in the Ministry of Education documents, Ka Hikitia and Tātaiako. This review would help them to identify further ways to enrich learning opportunities and promote successful outcomes for tamariki Māori.

4 Sustainable Performance

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

The board of trustees has been conscientious and remained highly committed to the community and children through a difficult time. Trustees have increased their understanding about their role and built their capacity to do what is required for the benefit of the school. An additional trustee, who is experienced in school governance, has recently been appointed. There is a positive tone and sense of potential in the school, as well as a clearer awareness of expectations for effective school operation and high quality provision for children.

The relieving principal has worked effectively with the board and whānau. This has resulted in establishing relationships and practices that provide a model for successful partnership and a sound basis for ongoing improvements in the school. The board is in a good position to ensure that governance and management practices are sustained, and further developed. Current systems should help the board to continue monitoring the effectiveness of the curriculum in promoting educational success for children.

The board and relieving principal have made significant progress in ensuring that the school provides a positive physical and emotional environment for children and their whānau. Whānau appreciate the culture of greater collaboration and openness that the board and principal have created. As a result, children enjoy coming to school and whānau are comfortable spending time at the school.

Communications with whānau focus on children’s learning and promote a sense of optimism for the community. Whānau have appreciated receiving information about the school’s strategic plans and are keen to be involved in future planning discussions. Recent opportunities for whānau to contribute to school decisions, and very good whānau contribution to ERO’s review, show the improved sense of partnership between whānau and the school.

The board’s strategic plan identifies relevant goals and provides a sound basis for moving forward. A detailed annual plan is regularly monitored. A board work plan supports this framework for the ongoing review of school operations and development. The board has already planned to develop a longer term plan and to review the school’s vision, values, goals and priorities with the community and new principal.

The board and principal could consider using ERO’s publication, Wellbeing for Success, to help them regularly evaluate provision for wellbeing in the school. This review would help them to build on recently improved provision for children’s emotional and physical safety.

The board plans to continue working alongside NZSTA to:

  • appoint a new school principal and to carefully consider and plan for the period of transition
  • establish a robust policy framework to guide school operations
  • strengthen processes for regular self review, so that the board can be assured that the school is meeting its legal obligations, and to help identify areas for further school improvement.

Many of the good systems and practices in the school are recent and require further development. There remains a sense of uncertainty pending the appointment of a permanent principal. However, the board is committed to ongoing development with the support of NZSTA and the Ministry of Education.

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.

To improve current practices, the board should ensure that:

  • the principal’s performance is formally appraised each year in relation to the performance agreement and in accordance with Education Council requirements
  • parents/whānau receive reports about their children’s progress in relation to the National Standards after one and two years at school
  • there is a staff member on site at all times who holds a first aid qualification
  • health and safety policies and procedures, including child protection, guidance for positive social interactions, cyber-safety and emergency procedures, are up to date and well understood by all staff on site
  • there are clear guidelines that restrict access to minutes of in-committee board meetings.

Recommendations to other agencies

ERO recommends that the Ministry of Education and NZSTA continue supporting the board to consolidate and continue developing recently introduced governance and management systems and practices, and during the transition to new school leadership.

Conclusion

The board and relieving principal have made significant progress improving the school culture and environment for learning. There is a strong sense of whānau and students enjoy being at school. With ongoing support, the board is well placed to manage the transition to a new principal and to promote continued improvement.

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

Graham Randell

Deputy Chief Review Officer Northern

9 October 2015

About the School

Location

Dargaville

Ministry of Education profile number

1020

School type

Full Primary (Years 1 to 8)

School roll

20

Gender composition

Boys 12

Girls 8

Ethnic composition

Māori 19

Pākehā 1

Review team on site

August 2015

Date of this report

9 October 2015

Most recent ERO report(s)

Education Review December 2012

Education Review June 2009

Education Review September 2007