Waitakere School

School Context

Waitakere School is located in semi-rural West Auckland and is a member of the Whiria Te Tangata Community of Learning|Kāhui Ako (CoL). There are currently 500 students in Years 1 to 8. The roll includes approximately 80 percent European and 16 percent Māori. The school hosts some short-term international students each year. A boys-only class is traditionally established each year in the Year 3 and 4 team.

The school promotes the ‘Waitakere Way’ values as the foundation for learning and relationship-building. The school’s motto ‘Not for ourselves alone/Ehara mo mātou anake’, aligns with its vision to be “at the centre of a supportive learning community where all aspire to achieve personal excellence”. The school’s long-term goals for improvement include continuing to:

• lift student achievement in literacy and mathematics

• develop a culture of inquiry in the learning environment for staff and students

• strengthen the learning environment by ensuring the vision is at the heart

• grow leadership skills for staff and students

• increase Māori engagement and develop a culturally responsive environment.

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

• achievement data based on reading, writing and mathematics assessments

• achievement data relating to specific programmes, and in relation to targets

• curriculum information, and the types and range of programmes and interventions

• the ‘Waitakere Way’ values in action

• student survey feedback on aspects of the learning programme and wellbeing

• Kāhui Ako achievement

• programmes for international students.

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?

Most students achieve at or above expected levels in reading, writing and mathematics. Individual students are supported to make good progress in classroom programmes, and in learning intervention programmes.

Since ERO’s 2013 review, there has been a reduction in the proportion of boys and of Māori students who achieve at appropriate levels in writing and mathematics. The school notes that this trend is apparent in other schools in their CoL, and is working as part of the COL to achieve greater equity for all students. The school is also collaborating with other local schools to address achievement challenges in reading, writing and mathematics.

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

The school has established some useful practices to support accelerated learning progress for individuals and groups of students who need this.

Since the 2013 ERO review, teachers have increased their collaborative analysis and use of data. Each teaching team uses achievement data to identify individuals and groups of students that they will support in a more targeted way in classroom programmes. These groups are a focus for teachers’ research and inquiry, so that they can make changes to classroom practice accordingly.

A specialist mathematics withdrawal programme shows accelerated learning for participants. It demonstrates clear programme expectations and provides a good model for other interventions. A designated mathematics specialist teacher usefully tracks and reviews students’ strengths and needs, in consultation with leaders, teachers and parents.

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?

School leaders recognise the value of collaboration within and across teaching teams. This enables the sharing of critical information about students’ learning, engagement and achievement to inform planning at class, team and schoolwide levels. Teachers and leaders analyse data to identify year-group targets and individual students requiring additional support. Teaching teams have greater ownership of the achievement picture and of plans for improvement as a result of this approach.

Students with specific learning or behaviour challenges are identified, and their programmes and progress are overseen by a coordinator. Good systems with very clear processes and practices foster collaborative support for these learners. There is a team approach to setting and monitoring their individual education plans. Progress is clearly evident in a coherent documentation trail that identifies the layers of support for these students.

The leadership team emphasises building powerful connections and relationships with families. They organise a variety of hui and information evenings to assist parents to support their children’s learning. Interesting and engaging home-learning activities are offered. Parents have opportunities to have input into the curriculum. On-line opportunities for information sharing are a developing feature.

A collaborative and long-standing relationship with Māori whānau is demonstrated through Te Rūnanga o te Kura o Waitakere and the involvement of a kaumātua. There is a longstanding commitment to promoting te reo Māori and kapa haka. Ngā Tumunako values are woven through the school values and culture of respect.

A shared commitment to enhancing teaching and learning practices in new and innovative ways is highly evident. The school makes good use of external expertise and an internal team leadership model. The principal and senior leaders are committed to further developing professional partnerships with other schools and early learning services, including those in the CoL. This involvement keeps staff updated with new initiatives, and supports transition pathways for children.

Teachers are enthusiastic practitioners, and classrooms are busy learning environments. Children enjoy the variety of opportunities and growing learning choices. Teaching practices are influenced by teachers’ research into modern learning approaches. All classes have been introduced to a visual prompt to help students track how well they demonstrate the ‘Waitakere Way’. Teachers are strongly encouraged to reflect and innovate to enhance learning, within a culture of team support.

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

The school has identified appropriate areas of strategic focus for ongoing development, including refining data analysis, more robust evaluation and strategies for lifting student achievement.

Since the 2013 ERO review, school leaders have emphasised better use of data and greater collaboration to inform planning for teaching and learning. Data is collated to give an annual picture of achievement for year groups. There is now scope for further developing longer-term strategic analysis of trends in the achievement, strengths and needs of other groups. Deeper scrutiny of data would add further detail to the existing strategic planning and tracking picture.

Several teaching and learning innovations are being trialled across the school to enhance programmes. Purposefully planned internal evaluation should help the board to monitor and measure the impact of these changes on outcomes for students.

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.

Provision for international students

The school is signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. No international students were enrolled at the time of the ERO review.

Areas for improved compliance practice

As part of this review, some improvements have been made to school policies and procedures. To further improve current practices, the board of trustees should ensure that policies and procedures are consistently implemented and well documented.

4 Going forward

Key strengths of the school

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

• established community relationships, including Te Rūnanga involvement, that support children’s learning and wellbeing

• vision and values that nurture children’s confident participation in the school’s curriculum, with growing independence

• a collaborative, professional culture of team support, with a shared focus on improvement.

Next steps

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

• more strategically analysing and using data to prioritise and define key goals, targets and actions to accelerate students’ learning progress

• more deliberate use of internal evaluation to determine the impact of interventions, teaching practices and programmes on students’ learning, engagement and wellbeing

• more targeted teaching to lift the achievement of students who are not achieving at expected levels.

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

10 August 2018

About the school

1 Context

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

Waitakere School, located in rural west Auckland, is an inclusive, full primary school catering for students from Year 1 to Year 8. The school attracts students from Bethells Beach (Te Henga), Waitakere township, and surrounding areas, resulting in a school with a strong urban and rural mix.

The majority of students attend pre-school prior to enrolling at the school. The board continues to support two boys-only classes, in response to views expressed in parent and teacher consultation.

The school benefits from an active parent community that includes representation in the Parent-Teacher Association, Te Runanga o te Kura o Waitakere, a sustainability group, and parents involved in school sporting pursuits.

The school has a good ERO reporting history and has responded positively to recommendations made in previous reports.

2 Learning

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

The school makes very good use of student achievement information to make positive changes in learners’ engagement, progress and achievement.

Students are achieving well. The majority of students are succeeding at or above National Standards in literacy and mathematics. The board, through the senior leaders, has implemented effective strategies to support students who are yet to meet National Standards. The board has relevant school-wide goals that focus on raising student achievement and are based on robust information. Senior leaders regularly report students’ progress to the board.

Students are very well engaged in learning. Class programmes make good use of appropriate learning contexts. Teachers have reviewed and made changes to the school’s inquiry learning programme to make the process of investigating their areas of interest clearer to students. Parents have many opportunities to contribute to and support their children’s learning. Regular parent and student survey results inform learning programmes and the future direction of the school. Senior leaders and teachers know the strengths and next learning steps of students well and implement programmes to support their ongoing learning.

The board and teachers have high expectations for students to succeed in all learning areas. Many students participate successfully in the school’s two kapa haka groups and in sporting pursuits. Students enjoy a wide variety of experiences that develop and strengthen their leadership skills.

Senior leaders regularly review the impact and the ongoing usefulness of new initiatives in raising student achievement. This information is reported to the board. It would now be useful for senior leaders to clearly document review outcomes to inform ongoing self review.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning.

The board, senior leaders and teachers have a shared understanding of the vision, motto and values of the school. Teachers are well supported to provide an effective curriculum. Students and staff benefit from the school’s focus on developing and maintaining a strong team culture.

The school curriculum is delivered through a well designed integrated approach of all of the learning areas. An ongoing feature of the curriculum is a strong commitment to the sustainability of the environment. A group of teachers, parents and students collaborate to design the next year’s programme based on all of their interests.

Teachers use a broad range of initiatives and teaching approaches to best meet the learning needs of students. These include the boys-only classes, team teaching and specialist teachers of literacy and mathematics. Students with identified gifts and talents are appropriately catered for within class programmes and have opportunities to participate in programmes offered outside the school.

The board has high expectations for teachers to enhance their own practices. Teachers participate in a wide variety of professional learning and development, both internally and externally. Professional development opportunities are aligned to the school-wide focus and teachers’ personal goals. Senior leaders have developed clearly defined expectations for programme delivery and effective teaching practices.

The principal and senior managers have previously been appraised by the board against the teacher registration criteria. The principal is now using an external appraiser to further develop her professional knowledge and skills. The principal provides many opportunities for teachers to increase their leadership and professional capabilities. The Ministry of Education's 2011 publication, Tataiako: Cultural Competencies of Māori Learners, is integrated into the teachers’ appraisal process. Good induction and mentoring processes are in place to ensure teachers’ success at all levels of the school.

The students from the Pacific Islands are achieving results that are similar to those of all other students. However, they would benefit from the board reviewing and implementing the recommendations of the Ministry of Education's, Pacific Education Plan.

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

The board and teachers promote educational success for Māori as Māori effectively.

Seven percent of the school roll identifies as Māori. Students are achieving results that are similar to those of all other students.

The board has a close working relationship with Te Runanga o te Kura o Waitakere. The Runanga supports teachers to strengthen the implementation of kaupapa Māori in the school. A representative of the Runanga is a board trustee. A school kaumatua, who has been a long-standing member of the Runanga, has been recently appointed to support the school.

Teachers are becoming increasingly confident in including te reo and tikanga Māori into class programmes. This use of te reo is being led and monitored by a designated teacher. The deputy principal has had a major role in promoting the success of Maori as Māori in the school.

The school has implemented an optional programme, Ngā Tumanako, through which students learn about Māori values alongside the school values programme.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The experienced board works well as a team and is confidently led by a long-standing chairperson. The board is committed to implementing successful governance practices and is supported by clear guidelines. Trustees are well informed about the progress and achievement of students.

The school culture is positive and inclusive. The board has a good understanding of its role as an employer. Personnel practices, including recruitment and appraisal, are well managed. A focus of the board and senior leaders is on the retention of good teaching staff. The board identifies and respects the diversity of teacher strengths and interests and supports the use of these in classroom teaching and learning programmes.

Formal and responsive self-review processes are used effectively to improve outcomes for students. Self-review information is reported to the board by senior leaders and is used well to inform long-term school goals. This information is used to develop an annual plan, which is evaluated at the end of each year. Consultation with the wider school community, and student achievement data, form the basis of ongoing self-review information.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. No international students were enrolled at the time of the ERO review.

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.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

National Manager Review Services Northern Region

19 June 2013

About the School