Hikuai School

School Context

Hikuai School is located near Pauanui, on the Coromandel Peninsula, catering for children in Years 1 to 8. The school roll is currently 50 students of whom four identify as Māori. Students come from the Hikuai, Pauanui and Tairua area.

The school’s vision statement, ‘striving towards my pinnacle’, is focused on creating a stimulating environment that supports each learner to reach their pinnacle. The school has well-established ‘totara’ values related to being trustworthy, organised, thoughtful, ambitious, respectful, resilient and aware. Annual targets are focused on accelerating the progress of students achieving below expected levels in reading, writing and mathematics.

A new principal was appointed in January 2018, and since the 2015 ERO report there have been some staff changes and new trustees have been elected.

Hikuai School is part of the Coromandel Community of Learning|Kāhui Ako.

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 achieving equitable and excellent outcomes for all of its students. School achievement information at the end of 2017 shows that nearly all students achieved at or above national expectations in reading, mathematics and writing. Overall levels of achievement in reading, writing and mathematics between 2015 and 2017 increased. All girls are achieving at or above national expectations in reading, writing and mathematics. Boys are not achieving as well as girls in reading, writing and mathematics. The small number of Māori students are achieving as well as other students in the school.

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

The school responds effectively to Māori and other students whose learning and achievement need acceleration. The school has information about accelerated progress and achievement for individual students including Māori. Analysed student achievement information shows school-wide acceleration of progress in reading, writing and mathematics for many at-risk students.

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 is providing a broad, responsive curriculum with an appropriate focus on reading, writing and mathematics. There is a wide range of academic, sporting and cultural opportunities for students to participate in. Teachers know their target students well and plan appropriate programmes to accelerate learning. They use assessment information well to support differentiated planning and teaching. There is increased evidence of the use of te reo and tikanga Māori throughout the school. Environments are managed in ways that support participation and engagement in learning. Relationships are respectful and productive. Students learn in caring, collaborative classroom environments.

Effective use is made of student achievement information. There are clear systems and procedures in place to identify, monitor and report on the progress and achievement of priority students. The progress of all students below and well below national expectations is clearly tracked and monitored. The school systematically collects a range of data on student outcomes, which it uses to show students accelerated progress. Students with additional learning needs participate in learning opportunities that provide appropriate support and challenge.

Effective internal evaluation informs school direction and target setting. Trustees are highly focused on student learning, wellbeing, achievement and progress. An experienced board chairperson leads a newly formed board. Trustees make well-informed resourcing decisions and consult with parents and whānau. They are committed to making a difference for students at risk with their learning.

The school has established productive learning partnerships with parents. There are well-developed processes in place for the school to engage in reciprocal relationships. Parents, whānau and the community are welcomed and involved in school activities as respected and valued partners in learning. Community and cultural resources are integrated in to relevant aspects of the school curriculum. The school maximises community resources to enhance student learning opportunities and wellbeing. The new principal is establishing positive links with parents and the wider community.

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

Further developments are needed in student agency and bicultural practice.

Teachers need to consider ways to strengthen:

• the use of learning progressions to allow students to track their achievement and identify their next specific learning goals

• meaningful integration of te reo and tikanga Māori in classroom programmes.

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:

• collating and analysing achievement data that shows school-wide acceleration of progress in reading, writing and mathematics for a significant number of identified targeted students

• effective internal evaluation that informs school direction and target setting

• a school curriculum that strongly reflects the school’s vision, aims and aspirations for achievement and success

• established relationships between the school and community that are positive and reciprocal

• highly committed trustees who contribute to the success of the school and its students.

Next steps

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

• building students’ assessment and ‘learning to learn’ capabilities to strengthen their independent learning dispositions

• bicultural practices in classrooms to further promote success for Māori as Māori.

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

19 June 2018

About the school