Kawhia School

Findings

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

1 Background and Context

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

Kāwhia School is a full primary school situated in the small harbour town of Kāwhia. It caters for students in Years 1 to 8. The current roll of 49 is almost all Māori. Most students whakapapa to one or more of the iwi who come under the mantle of Kāwhia Moana, Kāwhia Kai, Kāwhia Tangata, Aotea Whenua.

Since the 2016 ERO review teachers and leaders have undertaken a significant programme of professional development and internal review related to the areas for improvement identified in the 2015 report.

2 Review and Development

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

Priorities identified for review and development

The areas for review and development identified in the 2016 ERO review were:

• Ensure teacher appraisal processes meet the requirements of the New Zealand Teachers’ Council (NZTC).

• Build teacher capability.

• Ensure the consistent and effective gathering and use of assessment data.

• Develop a dual medium marau –ā- kura |curriculum document.

• Strengthen internal evaluation.

• More effectively manage challenging behaviour.

Progress

Ensure teacher appraisal processes met the requirements of the NZTC

Leaders and teachers have worked hard to develop a process which meets New Zealand Teaching Council requirements. The new process includes nearly all the elements recommended by the Council. Significantly, collaborative teacher inquiries are now aligned with the strategic goals of the board of trustees. In 2018 these collaborative inquiries led to improved teacher practice in the areas of reading and pānui pukapuka. The principal has undertaken professional development that promotes quality professional discussion with teachers about student needs and how these are being responded to.

Build teacher capability

Students benefit from respectful and caring interactions with their teachers. The school values of Manaakitia Tōu Ao, Manaakitia Ngētehi Atu, Manaakitia Te Taiao are well promoted. Students with special behaviour needs are well supported.

Teachers now have a greater focus on learners who are at risk of not achieving. Progress and achievement reports show that teachers have a better understanding of these students’ next steps in learning. Strategies they have identified to address these next steps in learning are increasingly informed by current theory and best practice.

Regular meetings to discuss progress in their inquiries and collaborative planning are formal processes which promote focussed and meaningful professional discussion about students learning. These meetings also facilitate the sharing of effective teaching strategies.

The school has ensured that the aspirations of the local community, particularly with regard to Tainuitanga and Kāwhiatanga, are well embedded in the marau –ā- kura | school curriculum. Authentic and relevant contexts for learning are highly visible throughout the school and enable students to further develop their identity as people of Kāwhia Moana, Kāwhia Kai, Kāwhia Tangata, Aotea Whenua.

Ensure the consistent and effective gathering and use of assessment data

Teachers use a range of appropriate assessment tools in both mediums of instruction to monitor student progress and achievement. Internal moderation in writing and tuhituhi helps to ensure that teacher judgements in these areas are robust.

Since the 2016 ERO report the school has developed, in conjunction with professional learning providers, more effective tools for tracking and reporting student progress and achievement. These include progression graphs and ‘Faces of the Data’ reports that are tabled regularly at board meetings. The principal’s annual analysis of variance, which explains the difference between school targets and actual achievement and how the school intends to respond, is a high-quality document. These tools show that the school is more effectively identifying the students who are at risk of not achieving, what their learning and pastoral needs are and how these might be addressed.

Develop a dual medium marau –ā- kura |curriculum document

A comprehensive ongoing programme of professional learning has contributed to the development of a high-quality marau –ā- kura | school curriculum document. A feature of the marau is the way it allows both mediums of instruction to remain unified under a common mission, vision, values, graduate profile and curriculum content, while still giving effect to both the NZC and TMoA.

Strengthen internal evaluation

A number of aspects of internal evaluation have been strengthened since the 2016 ERO report. Extensive training undertaken by the board has resulted in a deeper understanding of and a more effective approach to strategic planning. The school charter clearly sets out a small set of meaningful strategic goals across a number of areas of school operation. Annual plans show how these strategic goals will be achieved each year. The principal reports regularly to the board on the progress that is being made against the annual plans.

The board has engaged an external contractor to provide them with policies and procedures. This ensures that the policy framework which guides school operations is of a high quality and is continually updated to reflect current legislation.

The school’s ongoing review and development process includes a number of key elements:

• the meaningful and authentic involvement of parents, whānau and other key stakeholders

• consideration of current theory and best practice

• evidence-based decision making

• the effective use of external facilitation.

More effectively manage challenging behaviour

Leaders and teachers have significantly improved systems and processes for managing student behaviour. A major contributor to this improvement has been the professional learning and development programme Positive Behaviour for Learning (PB4L) or Whakamana Tamariki.

This programme has included the development of:

• a consistent language of behaviour throughout the school

• regular analysis of behaviour issues arising

• a consistent, positive approach to managing misbehaviour

• a greater focus on positive behaviour aligned to the school values

Wellbeing surveys undertaken by the school show that inappropriate behaviour has reduced significantly and aspects of a positive school culture sit above national averages.

Key next steps

There is a need to strengthen:

• The use of the literacy and mathematics learning progressions of the New Zealand Curriculum (NZC) and the Ara Ako i te Reo Matatini and Pāngarau progressions of Te Marautanga o Aotearoa (TMoA). These should be more strongly reflected in teacher planning and used by students so that they can take more responsibility for their own learning. Greater use of the learning progressions with parents is likely to empower them to take a greater role as partners in their children’s learning.

• Teachers’ understanding and use of resources and strategies for the teaching of te reo Māori as a second language, particularly in the area of reo –ā- waha.

• The school’s response to transient students so that their learning time at Kāwhia School is used to its maximum potential

Priority should also be given to developing:

• a sequential approach to the teaching of Tainuitanga and Kāwhiatanga

• expectations for teachers on what effective programmes of learning look like particularly in the areas of literacy, te reo matatini, pāngarau and mathematics.

3 Sustainable performance and self review

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

The school has the capacity to sustain and continue to improve and review its performance. This is because the school has:

• developed its capacity to reflect, plan, act and report to its community using evidence which includes student achievement information

• developed a sustainable cycle of planning, improvement and internal evaluation

• built the capability to sustain and continue to improve student achievement

• developed the capacity to respond effectively to any current or emergent issues

• established a foundation of values, leadership, tone, climate and relationships likely to sustain and improve student learning - engagement, progress and achievement.

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.

4 Recommendation

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the Ministry of Education continue its current programme of professional development at the school.

Conclusion

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

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

Phil Cowie

Director Review and Improvement Services Central

Central Region

22 July 2019

About the School

Location	Kāwhia
Ministry of Education profile number	1771
School type	Full Primary (Years 1 to 8)
School roll	49
Gender composition	Female 25 Male 24
Ethnic composition	Māori Cook Island Māori	47 2
Special Features	Dual Medium
Review team on site	May 2019
Date of this report	22 July 2019
Most recent ERO report(s)	Education Review Education Review Education Review	December 2016 August 2013 February 201

1 Context

'Kawhia Moana, Kawhia kai, Kawhia tangata, Aotea whenua'.

Kawhia School, situated on the Kawhia Harbour 50 kilometres west of Ōtorohanga, provides education for children in Years 1 to 8. Almost all of the school's 58 children are Māori, most of whom whakapapa to Tainui waka. The school operates two classes, one rumaki class where the majority of the instruction is in te reo Māori and one English medium. Each class caters for children in Years 1 to 8. In order to reduce class sizes and to respond to the wide age range in each class, both classes are split into two age-based groups for part of each week. Children in the rumaki class are mostly second language learners who do not have te reo Māori as their first language at home. The school has created separate leadership for both the immersion and English medium sections of the school. School leaders report a high turnover of children attending the school each year.

Since the previous ERO review in 2013 the school's roll has increased significantly. Leadership has remained the same and there have been some changes in the teaching team.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are

• to be confident
• to have an understanding of Tainuitanga and Kawhiatanga
• to have a sense of mana
• to be confident communicators
• to be empowered as independent lovers of learning.

These outcomes are underpinned by the school's whakataukī, 'Kaua e mutu kere noa iho'.

The school’s achievement information shows that from 2013 to 2015 approximately 60% of children achieved at and above the National Standards in mathematics. The proportion achieving the expected National Standard in reading and writing is lower. The school's overall achievement in National Standards is significantly below national comparisons. Approximately 70% of children in the rumaki class are achieving at or above Ngā Whanaketanga in pānui, tuhituhi, pāngarau and kōrero a waha.

Teachers use a limited range of assessment tools and approaches to make their overall judgements about each child's achievement in relation to Ngā Whanaketanga and the National Standards.

Since the last ERO evaluation the school has

• engaged with a Ministry of Education advisor to work with whānau to develop a shared vision for learning outcomes for children
• accessed professional development for teachers in writing, tuhituhi and te reo Māori
• explored implementing a strengths-based approach to the school's curriculum.

In addition, the principal has undertaken extensive professional learning focused on her own leadership. A recent initiative, Whakamana Tamariki, led by external facilitators has focused on developing a consistent school-wide approach to managing the challenging behaviours.

3 Accelerating achievement

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

The school does not effectively respond to children whose learning and achievement need acceleration. They do not have effective processes to support them to make the improvements they need to make.

Although the school leaders have recently introduced a process to monitor the children's progress, it does not align to the National Standards and Ngā Whanaketanga achievement expectations. Nor do they effectively identify, monitor and track individual children's overall progress and achievement overtime.

Some processes have been implemented to encourage whānau to contribute to their children's learning at home. The use of kaiawhina and teacher aides to work alongside children in the class programme is a strategy used by the school to support learning.

The board of trustees and school leaders do not give priority to:

• setting specific targets in the school's charter focussing on accelerating the achievement of at risk learners
• building teacher capability, especially in the use of achievement information to respond specifically to children's learning needs
• closely monitoring the progress of at risk learners throughout the year and reporting this information to the board to support their decision making and internal evaluation
• developing and implementing a system to support teachers to inquire into the effectiveness of accelerating the achievement of targeted learners.

Neither ERO nor school staff are confident about the reliability of their school's National Standards and Ngā Whanaketanga judgements. There is no guidance to develop and implement robust systems and practices that support teachers to make reliable judgements about children's achievement in relation to these assessment standards.

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 targets for equity and excellence?

The school's curriculum and other organisational processes and practices do not effectively enact the schools vision, values, goals and targets for equity and excellence.

Staff are keen to provide a curriculum that builds on children's strengths and interests. A feature of the curriculum is the natural inclusion of Kawhiatanga and Tainuitanga into all aspects of the school programme. This includes full-school participation in events of significance to Tainui, close relationships with local marae and kaumātua, and the incorporation of Tainui tikanga in the daily life of the school. The use of real-life learning contexts, including growing of fruit and vegetables in the schools gardens, supports levels of engagement by children.

The staff are committed to Kawhiatanga, and have developed trusting relationships with staff and trustees. The principal has not defined a deliberate approach to building teacher capability to improve learning outcomes for children. The teacher appraisal processes do not yet ensure that teachers receive regular and robust feedback about their practices. Nor does this process meet the requirements of the Education Council.

The school's processes and practices are limited, particularly those related to the use of achievement information especially:

• teachers identifying and using data to provide specific learning programmes linked to The New Zealand Curriculum and Te Marautanga o Aotearoa, and focused on accelerating achievement
• children's knowledge of their achievement and specific next learning steps
• teachers use of data to reflect on the effectiveness of teaching strategies
• to evaluate the effectiveness of programmes and initiatives.

The principal has accessed external support to develop and implement the Whakamana Tamariki initiative. This programme, is designed to provide training and support for teachers to implement a more consistent school-wide approach to managing challenging behaviours. It is in the very early stages of implementation.

Trustees provide supportive governance. They have strong links within the community and continue to access appropriate training. Trustees ensure that children have equitable access to all aspects of the school's curriculum. This includes funding and partially funding special school events and activities. The board do not yet make informed decisions based on accurate achievement data that defines the needs of children. It is unclear that there is a comprehensive programme of self review.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:

• have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
• have not yet adequately established necessary conditions to effectively accelerate learning and achievement
• are not well placed to achieve and sustain accelerated achievement for all children who need it

The following aspects provide a good foundation for trustees, leaders and teachers to address the challenge of accelerating children's achievement:

• Trusting relationships between trustees, teachers and whānau.
• The inclusion of Kawhiatanga and Tainuitanga to provide children with a strong sense of identity and belonging.
• The development of strong partnerships for learning with whānau.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two 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

The board of trustees must ensure that:

1. a comprehensive programme of self review is implemented
   [NAG 2(b)]
2. ensure that the appraisal process for teachers meets the requirements of the Education Council and that teachers receive ongoing feedback about the effectiveness of their practice
   [s 77C State Sector Act 1988]
3. through a range of assessment practices, information gathered is sufficiently comprehensive to enable the progress and achievement of students is evaluated, giving priority to: (i) achievement in literacy and numeracy (ii) learning related to needs, abilities and interest of students linked to the school's curriculum as expressed in The New Zealand Curriculum.
   [NAG 1]
4. a comprehensive professional development programme is developed.
   [NAG 2] 

7 Recommendation

ERO recommends that the board of trustees work with the Ministry of Education to access external in-depth professional development to further build teachers' capability to accelerate children's achievement. 

Lynda Pura-Watson

Deputy Chief Review Officer

7 December 2016

About the school 

Location	Kawhia
Ministry of Education profile number	1771
School type	Full Primary (Years 1 to 8)
School roll	58
Gender composition	Girls 29 Boys 29
Ethnic composition	Maori Pākehā Cook Island Maori	52 4 2
Review team on site	October 2016
Date of this report	7 December 2016
Most recent ERO report(s)	Education Review Education Review Supplementary Review	August 2013 February 2012 February 2008