Kaimai School

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Findings

Leadership works actively to build teacher capability with a focus on improving student outcomes. Internal evaluation process and practices support improvements in teaching practice and school operation. The school has established a foundation of values, leadership, tone, climate and relationships likely to sustain and improve student learning.

Kaimai School has made sufficient progress in relation to the key next steps identified in ERO’s 2019 report. The school will transition into ERO’s Evaluation for Improvement approach.

1 Background and Context

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

Kaimai School is an established rural country school catering for students in Years 1 to 8. The school is located approximately 20 kilometres from central Tauranga. The current roll of 90 includes nine students who identify as Māori. A new principal started in Term 4, 2018 and there have been several changes to the teaching team.

The school’s mission is, ‘strive and honour’. Its vision is to ‘provide enriched educational opportunities in a safe, stimulating environment’. The ‘Kaimai Kid’ virtues of growth/tupu, integrity/ngākau pono, pride/whakahī, respect/whakaute, and joyfulness/koa underpin the school’s vision for learning.

The 2019 ERO evaluation identified areas for review and development requiring Ministry of Education (MoE) support. ERO evaluations of progress have involved meetings with the principal, the board of trustees, representatives from MoE and professional development providers.

The school is a member of the Tauranga Peninsula Community of Learning|Kāhui Ako.

2 Review and Development

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

Priorities identified for review and development

School-wide systems and practices to support the achievement of equity and excellence, and acceleration of learning.

Strengthening leadership of learning and internal evaluation including:

  • implementing clear and consistent school-wide expectations for planning, curriculum delivery, assessment and moderation
  • managing and using achievement information by leaders and teachers to identify at-risk students and inform planning
  • setting specific achievement targets for all students who are not achieving at the expected curriculum level and regularly reporting to the board their progress.
Progress

Leadership have developed clear and consistent school-wide expectations for planning, assessment and moderation. Dependable student achievement data is collected, collated and analysed at classroom level and school-wide to identify students at-risk of not achieving and inform planning.

Professional learning supports teachers to further build their understanding of accelerated progress and achievement. Students who are not achieving have specific achievement targets and their progress is regularly reported to the board.

Improved communication with the community includes termly student/parent/teacher interviews and regular surveys. Compliance issues have been addressed.

Key next step

Priority now needs to be given to strengthening the school-wide approach to the teaching of te reo and tikanga Māori.

3 Sustainable performance and self review

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

The school is developing its capability to sustain and continue to improve and review its performance. The school can draw on existing strengths in:

  • the board of trustees’ ongoing commitment to student learning, wellbeing, achievement and progress
  • regular tracking and monitoring by leaders and teachers of those students whose learning needs acceleration
  • internal evaluation processes and practices that support improvements in teaching practice and school operation.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

Leadership works actively to build teacher capability with a focus on improving student outcomes. Internal evaluation process and practices support improvements in teaching practice and school operation. The school has established a foundation of values, leadership, tone, climate and relationships likely to sustain and improve student learning.

Kaimai School has made sufficient progress in relation to the key next steps identified in ERO’s 2019 report. The school will transition into ERO’s Evaluation for Improvement approach.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui

15 June 2021

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

School Context

Kaimai School is an established rural country school catering for students in Years 1 to 8. The school is located approximately 20 kilometres from central Tauranga. The current roll of 108 includes 15 students who identify as Māori. The roll has grown significantly since the last ERO review in 2015. A new principal started in Term 4 2018 and there have been several changes to the teaching team.

The school’s mission is, ‘Strive and honour.’ Its vision is ‘positive learners – poipoia te kākano kia puawai.’ The ‘Kaimai Kid’ virtues of reliability, consideration, perseverance, respect and joyfulness underpins the school’s vision for learning.

Strategic aims include:

  • student learning and achievement
  • developing quality learning communities and environment
  • school organisation and structure.

The school is a member of the Tauranga Peninsular 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 has not collated and analysed, school-wide achievement information to demonstrate how well students are achieving 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 is yet to develop systems and processes to track and monitor rates of acceleration to show how effectively the learning of Māori and other students who need it, is being accelerated.

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?

Recent changes to board practices have built governance capability. In 2018 there was a commitment to ongoing professional development for trustees. This included board members clearly defining their roles and responsibilities. The board has established a regular cycle of policy review. Trustees have been active in planning for succession to maximise their effectiveness to ensure school improvement.

Leaders are establishing trust with students, parents, whanāu and the community. A parent survey has gathered community feedback and aspirations to contribute to future planning. Parents and whānau value the regular communication with the school. A recent initiative has been the development of a whānau group to support Māori learners. The leaders and teachers are available and responsive to parent feedback.

Leaders are building an increasingly positive school culture. There has been a focus on the virtues valued by the school community through the greater visibility of the ‘Kaimai Kid.’ In 2019 the school has prioritised Positive Behaviour for Learning (PB4L) professional development to help support a positive school culture.

Students experience a caring learning environment. Warm relationships between teachers and students are evident. Students enjoy a range of opportunities such as kapa haka, sport and school camps.

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

School-wide systems and practices are not supporting the achievement of equity and excellence, and acceleration of learning.

Priority should be given to the strengthening of leadership of learning and internal evaluation including:

  • implementing clear and consistent school-wide expectations for planning, curriculum delivery, assessment and moderation
  • the effective management and use of achievement information by leaders and teachers to identify at-risk students and inform programme planning
  • setting specific achievement targets for all students who are not achieving at the expected curriculum level and regularly report to the board their progress
  • fully implementing a robust appraisal process to ensure teachers receive regular feedback about the effectiveness of their practice.

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 Kaimai School performance in achieving valued outcomes for its students is: Needs development.

ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.

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:

  • the ongoing development of governance capability
  • leaders who are building trust throughout the school and community.

Next step

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

  • developing and implementing school-wide practices and processes for effective teaching and learning to support all students to achieve.

Actions for compliance

ERO identified non-compliance in relation to Curriculum, Health, Safety and Welfare, Personnel and Asset Management.

In order to address this, the board of trustees must:

  • ensure the analysis of good quality assessment information to accurately identify student progress and achievement
    [NAG 1 (b), (c)]
  • ensure the appraisal of staff is completed annually
    [s 77c State Sector Act 1988]
  • ensure teacher appointment processes are followed in line with legislative requirements
    [NAG 3; s 77A State Sector Act]
  • ensure the regular police vetting of employees.
    [Education Act 1989 Sections 78c to 78cd]

ERO recommends that the Ministry of Education consider providing support for the school in order to bring about improvement in:

  • governance

  • leadership for learning

  • curriculum and assessment.

Phillip Cowie

Director Review and Improvement Services

Central Region

23 May 2019

About the school

Location

Tauranga

Ministry of Education profile number

1758

School type

Full Primary (Years 1-8)

School roll

108

Gender composition

Males 56% Females 44%

Ethnic composition

Māori 14%
NZ European/Pākehā 80%
Other 6%

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

March 2019

Date of this report

23 May 2019

Most recent ERO report(s)

Education Review June 2015
Education Review July 2012