Wairoa Primary School

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Education institution number:
1668
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
198
Telephone:
Address:

29 Campbell Street, Wairoa

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School Context

Wairoa Primary School has students in Years 1 to 6. The roll is 238 and most students identify as Māori.  Whānau have a choice of English medium (Aūraki) or Rūmaki pathways. 

The school’s mission is to provide the highest quality learning in a caring environment which values diversity and prepares children for the future.

The vision of ‘E Tu E Tu Tamariki ma; Ko au te akonga, ko te akonga ko au’ encompasses the aspiration for students to stand tall with pride in their whakapapa.

The school values of whakawhanaungatanga, hauora, kaitiakitanga and whakapapa underpin the holistic approach to growing pride, identity and the community spirit in each child.

The school’s annual targets focus on raising literacy and numeracy achievement. Teachers are involved in professional learning in these key areas with a focus on digital learning and fluency to further engage, enhance learning, and promote student independence.

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

  • achievement in reading, writing and mathematics

  • Rūmaki and Aūraki learning pathways

  • attendance

  • wellbeing.

An experienced board chair and recently-elected members make up the board of trustees. They have close whakapapa connections within the community and represent the district. The principal is newly appointed since the April 2015 ERO report. The school has longstanding staff members with few new staff.

The school is an Enviro School, and engages regularly with other schools within the district for extended curriculum. The school is part of the Mata Nui o Kahungunu 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?

The school has made progress to achieve higher levels of equity and increased excellence in outcomes for all learners, in reading, writing and mathematics.

The school reports sustained high achievement for all Rūmaki pathway students against national expectations in pānui, tuhituhi me pangarau.

In the Aūraki pathway, most students achieve in mathematics and the majority in reading and writing. The disparity between boys and girls has decreased significantly over time, with some variation of data for girls in 2017. Trend data over time shows all Pacific students achieve at The New Zealand Curriculum expectations.

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

School presented achievement data shows that there has been success in accelerating progress for individuals and some groups of students.

Those students who are at risk of not achieving expected levels are suitably identified, monitored and are known to teachers and leaders.

Establishing a clearer picture about where accelerated progress is occurring and who for, should support the school to know about its overall effectiveness and inform next steps to plan and improve outcomes for priority learners.

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?

Students experience a positive learning environment. Whakawhanaungatanga and manaakitanga are evident in the school and underpin the inclusive culture and relationships. A range of extended curriculum activities engages students and builds their capabilities and interests. These highlight Māori values and are strengths-based.

The school is responsive to the needs of students who require extra support. It works closely with a range of external agencies to develop innovative and inclusive ways to promote equitable opportunities for students to learn. Students with additional or complex learning needs experience a positive transition into the school. Whānau engagement is valued and integral to programme design for individual students.

The school has a sustained focus on developing the capability of teachers. Professional learning responds to student needs, aligns to school goals and is supported by external expertise. A continued focus on mathematics is occurring schoolwide. The current emphasis on the learning dispositions in mathematics aims to promote equity and excellence in this curriculum.

The Rūmaki pathway continues to demonstrate a holistic approach to student learning and achievement. Teaching practices are consistent with culturally responsive and relational pedagogies. Daily cultural routines are steeped in Māoritanga, promoting leadership and tuakana teina competencies. A collaborative approach and commitment to equity, promotes and extends the use of te reo Māori within rich and meaningful contexts.

There is an emphasis on building meaningful learning partnerships with whānau. Leadership seeks out the perspectives of students, parents and whānau. A range of appropriate and effective communication strategies and events engage parents in productive learning conversations. The school identifies and draws on community collaborations to enrich learning opportunities.

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

Through a strategic approach, the leadership team should continue to collaboratively pursue the school’s vision, goals and targets for equity and excellence. Further co-ordinating and aligning practices and processes across the school (Aūraki and Rūmaki) to focus more deliberately on equity of outcomes for all students is an important next step.

More robust and better analysis of achievement data with improved reporting of progress and acceleration for all groups at risk of not achieving, is required. Deepening teachers’ understanding of the progress and acceleration should help to inform targets and improve reporting of those students at risk across the school.

Completing the current review of the curriculum, to include the rationale for implementing new initiatives, and provide expectations for assessment across the school should give clearer guidance for effective teaching practice.

Strengthening teacher inquiry and internal evaluation to lift professional practice should improve identification of identify what is most effective in accelerating learning to inform decision making. Continuing to strengthen trustees’ understanding of review and internal evaluation should support ongoing improvements in student outcomes.

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:

  • a continued focus on building capability, aligned to school priorities
  • a culture of care and community spirit that systematically responds to students’ needs, promotes their wellbeing and supports their learning
  • connections and relationships with whānau, the wider community, iwi and other education organisations that promotes positive outcomes for students.

Next steps

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

  • strategic leadership to provide targeted direction and alignment across school systems, processes and practices

  • improving stewardship capability to further strengthen ongoing strategic direction and decision-making

  • building schoolwide inquiry and internal evaluation to better determine the effectiveness of programmes and actions on improving student outcomes.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review & Improvement Services

Central Region

18 December 2018

About the school

Location

Wairoa

Ministry of Education profile number

1668

School type

Contributing Primary (Years 1 to 6)

School roll

238

Gender composition

Male 53%, Female 47%

Ethnic composition

Māori 93%

Pākehā 5%

Other Ethnic groups 2%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

Yes

Number of Māori medium classes

3

Total number of students in Māori medium (MME)

23% (54)

Review team on site

November 2018

Date of this report

18 December 2018

Most recent ERO report(s)

Education Review April 2015

Education Review August 2012

Education Review April 2015

Findings

Wairoa Primary School has made significant progress since the August 2012 ERO report. Good systems and processes are now in place for promoting sustainable development. The board, senior leaders and teachers are continuing to strengthen and embed improvements in leadership, teaching practices and student learning.

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

1 Background and Context

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

Wairoa Primary School caters for Years 1 to 6 students. It has a roll of 210 and 96% of students are Māori. Whānau have a choice of English medium or Ruma Rūmaki classes.

Teachers focus on establishing positive relationships and actively supporting the wellbeing of students. They show commitment to positive teamwork and value information sharing.

The August 2012 ERO report identified the following as significant areas for improvement: student progress and achievement; the quality of teaching; assessment practices; and self review.

Following the 2012 ERO report, school leaders developed a plan for review and development, in consultation with ERO. This has provided a framework to guide improvement in key areas.

External support has been sought to build internal capability so that changes are sustained and built on.

This 2015 report evaluates the progress made since 2012 and how well placed the school is to sustain continuous improvement.

2 Review and Development

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

Priorities identified for review and development

An action plan was developed with key priorities for improvement. Actions and outcomes were monitored throughout the ongoing ERO review process.

The overall goal was to significantly improve student progress and achievement for all students. Actions to achieve the goal have been to:

  • strengthen leadership and management systems
  • develop effective teaching practices.
Progress

The school is actively addressing the significant areas for development. The principal has developed a structure that supports ongoing change. She has a clear vision for the school’s direction.

Senior leaders challenge and lead staff practice. There is a strong focus on developing effective teaching strategies. Teachers work collaboratively to share and discuss good practice. They reflect on and inquire into their practice to make improvements to teaching and learning. The revised and strengthened appraisal system supports this process of ongoing development.

Staff have strengthened their understanding and use of student achievement information. Data is used to inform decision making and to further support student progress and achievement. School reported data in 2014 shows that many students achieve well across the school. An appropriate focus on mathematics has been identified.

Senior leaders support teachers by providing opportunities for leadership initiatives within the school. Staff strengths are recognised and used to build effective teaching practices across the school.

Recent curriculum development is providing meaningful learning experiences for students. They are able to lead learning by following their interests. A considerable effort is made to involve parents and whānau in their children’s learning and in curriculum activities. The school has run information meetings to support parents in helping their children’s learning at home. Leaders continue to strengthen these partnerships.

Classroom routines are well established and positive teacher-student relationships are evident. Students set goals and are beginning to reflect on these to support the understanding and purpose of their learning.

3 Sustainable performance and self review

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

There are good systems in place for promoting sustainable development. The principal is providing effective leadership to support ongoing improvement.

The board of trustees receives useful information to support its operation. They fund appropriate provision for students and teachers. Trustees are focused on continuing to improve student achievement and sustain improvement.

Self review has been strengthened at all levels. Strategic and annual plans identify priorities and actions for teaching, learning and student achievement. Through review, there is a stronger focus on teaching and learning practice and the impact of change on outcomes for learners.

Trustees, senior leaders and teachers should continue to embed key developments, outlined in this report, to further improve leadership and teaching practices and student learning outcomes.

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.

Conclusion

Wairoa Primary School has made significant progress since the August 2012 ERO report. Good systems and processes are now in place for promoting sustainable development. The board, senior leaders and teachers are continuing to strengthen and embed improvements in leadership, teaching practices and student learning.

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

Joyce Gebbie

Deputy Chief Review Officer Central

10 April 2015

About the School

Location

Wairoa

Ministry of Education profile number

1668

School type

Contributing (Years 1 to 6)

School roll

210

Gender composition

Male 51%, Female 49%

Ethnic composition

Māori

Pākehā

Other ethnic groups

96%

2%

2%

Special Features

Three total immersion classes

Review team on site

February 2015

Date of this report

10 April 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2012

April 2009

April 2006