Rahotu School

School Context

Rahotu School is a full primary for students in Years 1 to 8. It is located on the Surf Highway, south of New Plymouth. At the time of this review 156 students were enrolled with approximately one third identifying as Māori.

The school’s overarching vision is ‘Whakatika Kia Pai – Keeping the flames of Learning Alive’. The school’s values are expressed through their ‘FLAME’ philosophy; ‘family, learning, aroha, manaaki and excellence’. Planning in the school’s charter include: professional leadership focused on the provision of a school culture of high expectations; effective implementation of management systems; and communication and relationships that enhance teaching and learning.

Achievement targets for 2019 are to increase the number of students meeting the school’s expectations in reading, writing and mathematics, with a specific focus on raising literacy achievement for students in Years 5 and 6.

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

• progress and achievement in 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?

A trajectory of improved achievement outcomes is evident in the school’s data since 2016. Outcomes across learning, engagement and wellbeing are moving toward being consistently good, with some variation in outcomes for Māori learners and disparity in achievement outcomes for boys in literacy.

The school’s end of 2018 student achievement data shows the majority of students, including Māori, achieve at or above curriculum expectations in reading, writing and mathematics. Non-Māori students achieve slightly better in reading and mathematics than their Māori peers. Girls continue to achieve better than boys.

Improved outcomes for boys are noticeable as they move through the school and equitable achievement outcomes are generally reached by the end of Year 8.

Students with complex needs have individualised learning plans. They make good progress against their identified goals.

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

The school successfully accelerated the progress of many of the students targeted in literacy in 2018. Analysed data shows almost all of the Māori boys in the writing target group made accelerated progress. Leaders and teachers continue to work on eliminating the disparity for boys in literacy and mathematics.

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’s localised curriculum reflects the desired outcomes of its community and has an appropriate focus on raising students’ achievement in literacy and mathematics. Students enthusiastically participate in a breadth of responsive authentic learning experiences. Taranaki Reo and tikanga enrich the curriculum and are an integral part of students’ schooling experience.

Students’ holistic development and academic progress is supported in an inclusive and positive learning environment. The school’s ‘FLAME’ values are taught and enacted. Respectful reciprocal learning relationships support a positive school culture. Students’ wellbeing and sense of belong are enhanced.

Practices to involve whānau result in purposeful partnerships for learning. Teachers know students interests, strengths and needs well. This is particularly noticeable in the collaborative way families, whānau, school personnel and external agencies work together to support children with complex learning and health needs.

Leaders and trustees have efficient systems in place that assist in achieving the school’s vision, goals and targets. Teachers and leaders provide trustees with useful information, including outcomes from learner-focused evaluations. These assist them to know how they are progressing against goals and targets. Practices for building teachers and leaders’ capability align well to the school’s development plans and focus on improving learning outcomes for students.

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

Leaders need to develop curriculum statements, aligned to in-school innovations, to assure consistency of teaching and assessment practice occurs. The school’s localised curriculum continues to evolve to promote student-led learning through high interest authentic contexts. These innovations have surpassed current guiding documents.

To further strengthen internal evaluation and achieve equity, leaders should also refine annual achievement targets and plans to focus more specifically those boys whose progress in literacy needs accelerating.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Rahotu School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

• an inclusive curriculum that is broad, authentic and localised
• a culture that provides students with a positive learning environment
• the relationship between staff, trustees and the home and school group that enables them to work cooperatively to pursue equity and excellence for all students.

Next steps

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

• ongoing evaluation of the school’s curriculum to know what innovations promote improved outcomes for boys and to inform future developments.

Phillip Cowie

Director Review and Improvement Services

Central Region

19 August 2019

About the school

1 Context

Rahotu School is a rural school on Surf Highway south of New Plymouth for students in Years 1 to 8. A new principal was appointed in 2014. As a result of recent, substantial roll growth additional teachers have been appointed. At the time of this review, the school had a roll of 142 students and 55 identify as Māori.

Leaders are focused on providing a curriculum where the place of mountain, coast and cultural history are honoured and which seeks to “retain the history of the past while preparing for the future.”

Property developments include recent and ongoing refurbishment of classrooms and the wider school environment.

2 Equity and excellence

The vision as defined by the school is “Keeping the flames of learning alive”. This is promoted through the Flame values of: Family, whānau and community, Learning, Aroha, Manaaki and Excellence.

The school’s achievement information shows that, at the end of 2015, many students' achievement needs acceleration in relation to National Standards in reading, writing and mathematics. The achievement of Māori students is similar to their peers in the school.

The school has identified students in need of support and put actions in place to address these needs. A first step in this process was to ensure attendance levels were raised. An additional class provided support to the area of greatest need during 2015. Trustees continue to set and resource priorities to improve student achievement.

Teachers have undertaken professional development in writing and mathematics. This has established school-wide consistency in planning and been used to develop teachers’ understanding and use of data to identify students’ needs.

Since the May 2013 ERO evaluation, the school has improved reporting to trustees and parents. Work has been done to reignite the school’s Flame philosophy and to deliver a local curriculum that is place-based and responsive to Māori culture and language.

3 Accelerating achievement

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

Māori students whose achievement requires acceleration are well identified and monitored at class and school-wide levels. Teachers plan collaboratively and regularly discuss student progress and strategies to promote further improvement.

Leaders have successfully strengthened culturally responsive practices. These include:

• a focus on te reo Māori
• inclusion of te ao Māori throughout the curriculum
• consultation with, and inclusion of, local iwi in curriculum decisions and delivery
• development of a whānau group and Māori action plan
• encompassing local Māori knowledge and history.

As a consequence, te reo me nga tikanga Māori are highly evident and valued across the school.

How effectively does this school respond to other children whose learning and achievement need acceleration?

In response to student achievement information, staff have taken action that has led to improvements in students' attendance and behaviour. Staff have built relationships and grown partnerships for learning with whānau, iwi and the wider community.

All students whose achievement requires acceleration are well identified and monitored at both the classroom and school-wide levels. Teachers plan collaboratively and regularly discuss student progress and strategies to promote further growth.

A team of teachers and additional staff work well with families, whānau and external agencies to ensure that all student needs are thoroughly identified and addressed. There is a continuous and shared focus on supporting students to be ready for learning.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

Equity and excellence for all students are promoted through Rahotu School’s curriculum. Organisational processes and practices develop and enact the school’s vision, values and goals. New initiatives to raise student achievement should further support this promotion of equity.

Students enjoy a sense of belonging and connection to the school and community. A positive learning environment with reciprocal, respectful relationships are evident throughout the school. The inclusive school culture is focused on student wellbeing and learning relationships.

The curriculum provides students with opportunities to work collaboratively and solve problems in a range of real world contexts. Students' learning is enabling and future focused. Māori culture and language are fostered and valued.

Teaching practices engage students in thinking and learning. Teachers reflect on their practice and undertake a range of appropriate professional learning. Both teachers and leaders engage with, and contribute to, the wider educational network.

School operation supports and sustains teachers' professional growth. School goals are appropriately set and these inform teachers’ goals and link to school targets. Leaders and teachers engage with and learn through internal evaluation.

The principal provides strong leadership and identifies and responds to priorities appropriately. Carefully aligned systems and practices are in place to support the high expectations for teaching, achievement and behaviour.

Trustees provide strong and considered governance. They have developed trust and culturally responsive relationships with the school community. They have successfully enabled family and whānau to actively participate in the life of the school. All are welcomed and involved in school activities as respected and valued partners in learning.

Pastoral care for students, teachers and families is an ongoing focus for this school. The school and community work together to support students and families. Leaders emphasise the collective responsibility of the school community to create the conditions in which all students experience success. This supports effective student transitions at crucial points in their educational pathways.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated
• respond to the strengths, needs and interests of each child
• regularly evaluate how teaching is working for these children
• need to more systematically act on what they know works for each child
• need to have a plan in place to build teacher capability effectively to achieve equitable outcomes for all children.

School leaders have identified that their next steps are to:

• continue to strengthen school targets and actions to focus on acceleration and raise student achievement
• further develop teachers' ability to inquire into the effectiveness of their teaching practices
• continue to embed and sustain agreed teacher practices and the use of student achievement information to support and accelerate progress
• continue to implement new initiatives identified in the whānau Māori action plan.

Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop a Raising Achievement Plan to further develop processes and practices that respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.

As part of this review ERO will continue to monitor the school’s Raising Achievement Plan and the progress the school makes.

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

6 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 the following:

• Board administration

• Curriculum

• Management of health, safety and welfare

• Personnel management

• 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

• Processes for appointing staff

• Stand down, suspensions, expulsions and exclusions

• Attendance

• Compliance with the provisions of the Vulnerable Children Act 2014

7 Recommendations

ERO recommends that the school continues to strengthen school targets, teaching practices and actions to accelerate and continue to raise student achievement. The impact of new initiatives should be regularly evaluated. 

Joyce Gebbie

Deputy Chief Review Officer Central

23 June 2016

About the school