Otaua School

Education institution number:

1410

School type:

Full Primary

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

190

Website:

http://www.otaua.school.nz

Telephone:

09 235 2741

Address:

55 Maioro Road, Waiuku

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Otaua School - 28/02/2019

28 Feb 2019

School Context

Otaua School is located in a rural township near Waiuku and caters for students in Years 1 to 8. The current roll of 180 includes 17 students who identify as Māori. The school motto ‘learn by doing’ is supported by the vision, ‘for students to be self-assured, connected, actively involved, life-long learners’. To support this vision, the school charter documents the values of fairness, trustworthiness, responsibility and citizenship.

Since the previous ERO review in 2015, the principal and deputy principal continue in their roles and some teachers are new to the school. The board chairperson is new to his leadership role and there have been minimal changes to the trustee team. During 2017 and 2018 teachers have had sustained, externally facilitated professional learning about writing and digital fluency.

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

reading, writing and mathematics.

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 equitable outcomes for all its students.

Achievement information gathered by the school shows the following trends in achievement over the last four years:

most students achieve at expected levels in reading, the majority in writing and mathematics
achievement for the small number of Māori students has fluctuated in reading, remained stable in writing and increased significantly in mathematics
girls’ achievement in reading and mathematics has significantly improved
girls consistently achieve at significantly higher levels than boys in reading and writing, and to lesser extent in mathematics.

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

The school is effectively accelerating progress for Māori and other students whose learning is at risk.

Data gathered by the school in reading, writing and mathematics shows effective acceleration for Māori and other at-risk learners. Data for Māori shows the majority of learners made accelerated progress in reading, writing and mathematics. Data for all at-risk learners shows that approximately three quarters of these learners made accelerated progress in reading, and over half in writing and mathematics.

The school is not yet systematically collating and reporting about rates and trajectories of accelerated learning for all students whose learning is at risk.

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?

Trustees are providing effective governance, maintaining a focus on the school’s core business of teaching and learning. They scrutinise student achievement data to make evidence-based decisions about resourcing and school priorities. They work closely with school leaders to promote high expectations across the school. The board actively represents the school community and are fully involved in school events and ongoing developments to support teaching and learning.

Parents, whānau and the wider community are well engaged with the school in reciprocal partnerships focused learning and wellbeing. Parents and whānau are well informed about student achievement and progress. They are welcome in the school as respected and valued partners, and fully involved in school events and activities. Collaboration with local and wider community agencies and initiatives enriches authentic integrated learning opportunities across the curriculum. The school and community work together to plan positive transitions into and beyond the school.

Teachers use a range of effective strategies to support student progress and acceleration. They consistently make the purpose of learning explicit for students and provide students with ongoing feedback about their learning. Teachers’ practice shows evidence of sustained, externally facilitated professional learning and development. Established cycles of professional inquiry are enabling teachers to make evidence-based decisions about improving their effectiveness. Teachers and students are making good use of computer technology to share learning and keep parents informed about student achievement.

Systems to identify, support and include students with specific needs are effective and inclusive. Communication with parents and whānau is responsive. Appropriate programmes and interventions are in place to support these student to make progress and address barriers to learning. Continual professional sharing of information and ideas about the best way to support children with identified needs is also contributing to positive outcomes for these students.

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

The current review of the local curriculum needs to include strengthening of programmes and initiatives to support te ao Māori. Aspects for consideration are:

the increased integration of aspects of tikanga and local Māori history
culturally responsive teaching and learning across the school
the implementation of a sequential programme of instruction in te reo Māori.

School annual planning and reporting processes need to include a stronger focus on accelerating progress for all at-risk learners. Aspects for leaders to consider are:

targets that include all students whose progress needs accelerating
ongoing reporting to trustees about the pace and trajectory of acceleration for those learners
ongoing evaluation of programme effectiveness.

The refinement and further development of school-wide learning progressions is needed to support recent and current teacher professional learning. This is necessary to:

support increasingly focused teacher planning in core curriculum areas
inform teacher assessment of student progress over time
support students’ knowledge of their own learning, progress and next steps.

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:

governance processes that contribute to excellence and equitable outcomes
partnerships and connections that enable community engagement and a collaborative environment
professional learning that supports effective teaching practice and improved outcomes for students
support systems that contribute to positive outcomes for students with identified needs.

Next steps

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

the development and implementation of a local curriculum to ensure teaching programmes reflect New Zealand’s bicultural partnership
learning progressions to support teaching, learning and student knowledge their progress
annual planning, reporting and internal review processes to reflect an ongoing focus on accelerating learning for those Māori, boys and other students who need this.

Phil Cowie

Director Review and Improvement Services

Central Region

28 February 2019

About the school

Location	Waiuku
Ministry of Education profile number	1410
School type	Primary (Years 1 to 8)
School roll	180
Gender composition	Boys 64% Girls 36%
Ethnic composition	Māori 9% Pākehā 90% Other 1%
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 June 2015 Education Review June2012

Otaua School - 05/06/2015

05 Jun 2015

Findings

Otaua School effectively promotes student learning. School leaders and trustees are committed to improving student progress and achievement. Teachers work collaboratively with parents and the wider community to meet school goals. Curriculum development and promoting educational success for Māori, as Maori, are key next steps for the 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?

Otaua School, located in a rural township near Waiuku, provides education for students from Years 1 to 8. Māori students make up 16 percent of the school roll. Respectful relationships promote a positive tone in the school. Long-standing family associations contribute to a sense of belonging for adults and children. The principal and board appreciate the active support that the school receives from families and the wider community.

Several new staff have been appointed in the past 18 months and staff have participated in a wide variety of professional learning and development to enhance students’ learning through the effective teaching of mathematics and literacy. The board of trustees and principal work collaboratively and have reviewed governance systems to support continued improvement and meet school goals.

ERO’s 2012 report noted that good foundations were in place to support student learning and the school was well placed to maintain and improve its performance. ERO recommended that teachers continue to develop their use of achievement information and inquire into the effectiveness of their teaching to plan appropriate learning programmes. This review finds that significant progress has 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?

Teachers regularly assess students’ learning. They make good use of achievement information to cater for students’ individual learning needs and to manage their programme planning.

Systems to monitor achievement across the school contribute to the reliability of data about student learning. Leaders and teachers monitor the progress of students with special educational needs and those who are at risk of not achieving to their potential.

The school’s 2014 achievement information shows that most students achieve at or above National Standards in reading, writing and mathematics. School charter targets for 2015 are appropriately focused on continuing to improve overall student achievement. Achievement information assists the principal and trustees to make strategic decisions about resourcing classroom programmes and setting achievement targets. Making targets more specific could now support the school to more effectively monitor progress for specific groups, including Māori students.

Parents receive good information in reports about their child’s progress and achievement in relation to the National Standards. Using a wider range of information to identify student learning could enable teachers to plan more effectively for students’ learning needs and strengths across the curriculum.

School leaders agree that next steps to promote and extend learning include:

increasing opportunities for students to manage their own learning, discuss the knowledge and skills they are learning, set goals and evaluate their own progress
strengthening teaching practices so that students increasingly know the purpose of their lessons and receive oral and written feedback throughout the learning process.

3 Curriculum

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

The school’s curriculum was under development at the time of ERO’s 2012 report and is currently being reviewed. Completion of this work is an urgent priority. Draft information shows the curriculum will be aligned to the principles, values and key competencies of The New Zealand Curriculum (NZC) and to the school’s vision and values. Curriculum plans will focus appropriately on literacy and mathematics,as well as learning experiences that reflect local contexts, including those that connect to the Enviroschools and Trees for Survival projects.

Welcoming and respectful relationships are a feature of the school. Positive interactions between teachers and students contribute to good levels of student engagement. Students have a variety of opportunities to develop their leadership skills, particularly in Year 8. Students support each other in their learning and in the playground. ‘Buddy’ relationships between older and younger students are evident. The school offers students a wide range of sports and other inter-school opportunities.

The use of digital technologies to support learning is a current focus for teacher’s professional learning. The board is committed to investing in equipment and infrastructure to support this goal.

Recent building refurbishment has resulted in a new learning space where older students and teachers can work collaboratively in flexible ways. Teachers continue to adapt their practices in order to maximise the use of this area and to promote opportunities for different ways of teaching and learning.

Teachers’ professional learning programmes help them to work collaboratively, share their practice, and identify goals for improvement. Participation in these programmes is strengthening their subject knowledge and teaching skills. Teachers are using professional learning well to plan classroom programmes that meet the needs of students.

School leaders agree that important next steps are to:

strengthen students’ self management of their learning through an integrated approach to inquiry learning
increase the extent to which the curriculum reflects the bicultural heritage of Aotearoa New Zealand
develop a strategic goal to strengthen the school’s bicultural curriculum and evaluate progress against this goal
build on teachers’ critical inquiry into the impact of their own practice on student learning.

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

School leaders recognise the importance of, and promote, positive relationships with whānau Maori and between students and their teachers. They are committed to enhancing Māori students’ achievement.

The principal agrees that promoting success for Māori, as Māori, is a priority area for school development. This includes:

using Ministry of Education resources to improve how the school supports the language, culture and identity of Māori learners
sharing information with Māori families and students about targeted actions to raise Māori achievement
strengthening consultation with whānau Māori.

4 Sustainable Performance

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

Otaua School continues to build its capacity to sustain existing good practices and promote ongoing improvement in its performance. Its charter and vision provide clear direction and expectations for student learning success.

The school has maintained positive relationships with its community. The board comprises new and experienced trustees. Trustees have attended training to gain clarity about their governance role and responsibilities, and to help ensure they are well informed about effective board processes. Trustees work effectively with school leaders to achieve school goals for the benefit of students. They are committed to ongoing improvement.

The principal leads the school well and is proactive in accessing appropriate professional development for staff to further improve teaching and learning. The growth of leadership within the school is well supported and the deputy principal now has an increased leadership role. She and the principal work well together as leaders of learning. They have supported teachers to establish a professional learning community. Advice and guidance programmes for provisionally registered teachers provide clear expectations and support for beginning teachers.

A focus on raising student achievement helps to promote effective teaching and learning programmes. School leaders recognise the importance of consolidating professional learning to accelerate student progress and achievement. The school’s recently reviewed performance management system is likely to further encourage teachers to reflect on and improve their teaching practice.

Self review is used to guide and manage change. These processes could be further strengthened by:

ensuring strategic goals are specific and measurable
documenting and evaluating progress against the school’s annual and long-term goals
reporting to parents about how the school has responded to community consultation and aspirations
developing a manual to describe administrative roles to promote sustainable and consistent practice.

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.

In order to improve current practices, the board should:

maintain effective procedures for board meeting minutes to protect the privacy of individuals and formally record when the public is excluded from meetings
ensure that processes for investigating complaints comply with the board’s complaints policy.

Conclusion

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

Dale Bailey

Deputy Chief Review Officer Northern

5 June 2015

About the School

Location	Waiuku, Auckland
Ministry of Education profile number	1410
School type	Full Primary (Years 1 to 8)
School roll	156
Gender composition	Boys 53% Girls 47%
Ethnic composition	Pākehā Māori other ethnicities	81% 11% 8%
Review team on site	April 2015
Date of this report	5 June 2015
Most recent ERO report(s)	Education Review Education Review Supplementary Review	June 2012 May 2011 May 2009