Poroti School

School Context

Poroti School is a small rural school in Northland. It caters for students from Years 1 to 8. Of the 29 children enrolled, 62 percent are Māori. Small numbers of Pākehā and other ethnic groups also attend the school.

The school’s vision is “Whakamanatia ā tātou tamariki kia tū rangatira ai - Empowering our children to stand as leaders”. It aims to provide a diverse, inclusive education, and has a focus on students being proud, open-minded, respectful, outstanding, trustworthy, and independent. Key aims noted in the school charter include:

• supporting high levels of achievement and success for every individual student

• growing whānau engagement

• building effective learning relationships and positive student wellbeing

• building a highly effective professional learning community.

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

• achievement in reading, writing and mathematics of target cohorts

• achievement in relation to school targets for reading

• students’ wellbeing

• survey results from the Community of Learning about student achievement, learning and teacher practice.

Since the 2015 ERO evaluation, two new trustees and a hapū representative have been co-opted onto the board. Roll growth has resulted in additional teaching staff being appointed.

Teachers’ professional learning and development (PLD) has focused on improving understanding and practices across a variety of areas prioritised by the school.

Poroti School is a member of the Community of Learning, Ngā Kura mo te ako o Whangarei Kāhui Ako Group 4.

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 working towards achieving equitable and excellent outcomes for all its students.

The school’s achievement data show that since 2015 the majority of children have achieved at expected levels. Most girls achieve at or above expected levels in reading, writing and mathematics. Staff and trustees continue to be challenged by the disparity between girls’ and boys’ achievement in reading and mathematics, and especially in writing.

Teachers have engaged in professional learning that focused on mathematics teaching and learning. This PLD is having a positive impact in promoting children’s engagement, motivation and confidence in learning. An improvement in 2017 mathematics data is a result of teachers’ improved practices.

The school works well with external agencies to provide effective support for children with additional learning needs.

Teachers would benefit from targeted professional support to:

• clarify their understanding of accelerated progress and achievement
• plan classroom programmes that focus specifically on improving outcomes for children who are at risk of not achieving
• develop effective systems for tracking and monitoring students’ progress.

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

While the majority of students continue to achieve at appropriate levels, the school is not effectively accelerating the learning of children who are achieving below expected levels. The board and principal recognise that a greater sense of urgency is required to address the achievement needs for these learners. Improving children’s writing achievement is an ongoing challenge for the school. As a result, there is now a deliberate focus on literacy.

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?

The school demonstrates a commitment to promoting positive outcomes for students.

Intergenerational family connections and the school’s history promote a sense of turangawaewae. Whānau connections to Maungarongo marae continue to help the school strengthen its partnerships with the local hapū.

Te reo and tikanga Māori are prioritised and evident throughout the school. Kaumātua and kuia are role models for the students. Students demonstrate leadership in pōwhiri, on the marae, in kapa haka, and in the community. The teaching of te reo Māori is very good quality.

These significant features of the school, create a trusting and secure environment for Māori students and their whānau. They strengthen students’ sense of wellbeing and belonging, and promote pride in their language and identity as Māori.

The principal supports and is highly valued by the whānau and the community. She encourages community engagement in the school. Community ideas and opinions contribute to the review of the charter, vision, values and the curriculum. Authentic learning experiences outside the classroom maintain a commitment to environmental sustainability.

The new board has brought stability to the school through coherent governance practices. Trustees bring various strengths to their roles and contribute well to decision making. Trustees and the principal prioritise resourcing for individual learners who need additional support. The board has a focus on promoting health and safety through regular policy review.

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

Growing professional capability and collective capacity is a necessary next step. Prioritising the full implementation of the performance management process will be an essential element of this work. Opportunities for teachers to collaborate in building shared understandings about good quality teaching practices would be helpful.

In order to set strategic targets, trustees and teachers need to scrutinise the school’s data more. They could then develop action plans for implementing the decisions they make and evaluate the effectiveness of these initiatives.

The board should continue to review and enhance its governance 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.

Actions for compliance

ERO identified non-compliance in relation to the health curriculum.

In order to address this, the board of trustees must:

1. consult with the community on the delivery of the health curriculum at least once every two years
   Education Act 1989, s60B.

4 Going forward

Key strengths of the school

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

• promoting students’ pride in their school and confidence in their identity

• positive whānau and community relationships that build the sense of partnership

• board stability and commitment, that supports continuity.

Next steps

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

• growing professional capability to accelerate student progress

• setting targets and planning to accelerate learning [ERO will monitor and discuss progress with the school]

• internal evaluation processes and practices to determine the impact of interventions and initiatives on outcomes for students.
  [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

14 August 2018

About the school