Kiwitahi School

School Context

Kiwitahi School is a small rural school located near Morrinsville that caters for Years 1 to 6 students. The current roll of 39 students includes 15 students who identify as Māori. The roll has fluctuated since the previous 2015 ERO review.

The school’s vision is to develop Kiwitahi learners who are knowledgeable, inquiring, willing, interacting and self-managing. The school has established values related to excellence, innovation, diversity, equity, community, sustainability, integrity and respect.

Annual targets are focused on raising the achievement of students below expected levels in writing and mathematics, promoting student agency and teacher inquiry.

Since the 2015 ERO report the school has addressed the next steps related to embedding improvements from the curriculum review, strengthening the appraisal process, board training and continuing to develop te reo and tikanga Māori across the school.

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

• reading, writing and mathematics.

Kiwitahi School is part of the Morrinsville Communities of Learning|Kahui 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 is working towards equitable and excellent outcomes for all students. School achievement data for 2017 shows that most students are achieving expected outcomes in reading, most in writing and the majority in mathematics. The small number of Māori students are achieving better than other students in these curriculum areas with almost all achieving expected outcomes in reading and writing and most in mathematics. The school’s data for 2015 to 2017 shows that overall levels of achievement in reading and writing increased for all groups of learners. Levels of achievement in mathematics decreased over these three years. Girls are achieving at significantly higher levels than boys in reading and writing and at similar levels in mathematics.

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 related to accelerated progress and achievement for individual students including Māori. In 2018 school targets focused on the small number of students whose learning is at risk. Teachers closely monitored individual data to show rates of progress in reading, writing and mathematics. Achievement information for these students indicates that most made accelerated progress in writing and mathematics. There were no identified targeted students for reading in 2018. Students with identified additional needs are making progress against their individualised goals.

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 curriculum with an appropriate emphasis on reading, writing and mathematics. There is an extensive range of academic, sporting and cultural opportunities for students. Classroom teachers know students and their families well and plan appropriate programmes to accelerate the learning of at-risk students. Teachers facilitate collaborative classroom environments where students feel well supported and confident to express their ideas and talents.

Professional leadership is well informed. The principal sets clear expectations for the management of the school and provides opportunities for teachers to grow their professional capabilities. A strong cohesive teaching team prioritises student learning and achievement, with a focus on the acceleration of at-risk learners.

The experienced board is providing effective governance. Trustees make well-informed resourcing decisions based on student achievement information, and in consultation with parents. Ongoing internal evaluation is providing clear school direction. Trustees are highly focused on student learning, wellbeing, progress and achievement.

The school has established positive and productive home/school partnerships. Parents appreciate the approachability of staff and participate in school activities, classroom programmes and property enhancement. The wider school community are welcomed and involved in school activities as respected and valued partners in learning.

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

ERO and school management agree that there is a need to:

• strengthen bi-cultural practices in classrooms to naturally integrate te reo and tikanga Māori in daily programmes
• review and refine classroom assessment practices to ensure they are providing meaningful evidence of achievement and progress and a basis for determining next learning steps
• extend achievement targets to include all at-risk learners.

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 school curriculum that strongly reflects the school’s vision, aims and aspirations for achievement and success
• professional leadership that promotes and builds teacher capability
• trustees who are highly committed to the success of the school and its students
• positive and reciprocal relationships between the school and community that values parents as partners in their child’s learning.

Next steps

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

• strengthening te ao Māori to naturally integrate te reo and tikanga Māori in classroom programmes
• use of assessment information to inform learning and teaching
• targeting achievement to make this process inclusive of all at-risk learners, in reading, writing and mathematics.

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 and Improvement Services

Te Tai Pokapū - Central Region

25 February 2019

About the school