Ngatea School

Summary

Ngatea School, located in the township of Ngatea, provides education for children in Years 1 to 8. The school’s roll of 289 includes 27 Māori children. Since the previous ERO review in November 2013 the school has experienced consistent leadership and staffing. Teaching and learning systems have been restructured to promote more collaborative approaches where teachers work together with smaller groups of children within combined class environments.

How well is the school achieving equitable outcomes for all children?

Ngatea School responds well to Māori and other children whose learning needs acceleration.

Many processes are effective in enabling the achievement of equity and excellence.

Further development is needed in targeting and accelerating the learning and achievement of identified at risk learners, achieving below National Standards.

At the time of this ERO review most Māori and other children were achieving at or above the National Standards in reading, writing and mathematics. Generally girls achieve at a higher levels than boys.

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated

• need to improve the school conditions that support the acceleration of children’s learning and achievement.

The school agrees to:

• develop more targeted planning to accelerate learning for children

• monitor targeted planning, improved teaching, and children’s progress

• discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Equity and excellence

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

Ngatea School responds well to Māori and other children whose learning needs acceleration.

During the three previous years most Māori and other children achieved at or above the National Standards in reading and mathematics. Slightly lower results were achieved in writing. These results are below the Ministry of Education’s 2017 goal of having 85% of all children achieving at or above the National Standards in reading, writing and mathematics.

Māori children proportionally achieved at similar levels than their non-Māori peers at the school in reading and writing, and in 2016 at lower levels in mathematics. Generally girls achieved at higher levels than boys.

School leaders have developed some useful processes to support teachers to make dependable National Standards judgements. They are continuing to review and strengthen these processes.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Many processes are effective in enabling the achievement of equity and excellence.

School leadership is knowledgeable and well informed in providing a strategic approach to school development. They work collaboratively with teachers to implement the school’s shared vision of ‘children as authors of their learning’. There is an effective approach to building teacher capability, including accessing meaningful professional development and implementing robust teacher appraisal process. Leaders have developed a useful strategic plan to build cultural responsiveness and are establishing positive relationships with the Māori community. Well-informed leadership contributes to the school being able to meet its vision and promote positive outcomes for children.

The school’s curriculum is rich and responsive to children’s learning and was developed in consultation with the school’s community. The school’s local and collaborative curriculum supports children as self-directed learners.

Teaching practices are effective in engaging children and promoting learning. Teachers demonstrate positive and affirming relationships with children. They make effective use of achievement information to provide targeted learning programmes. High levels of collaboration among teachers supports them to effectively respond to children’s learning needs. ERO observed children engaged in meaningful learning experiences. Children’s learning and wellbeing are enhanced through effective teaching and positive relationships.

Trustees work in the best interests of children. They are well informed about school-wide achievement. Trustees are supportive of teacher professional learning and development, and ensuring equitable opportunities for all children. Supportive stewardship contributes to the school’s commitment to equity and excellence.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Further development is needed in targeting and accelerating the learning and achievement of identified at risk learners, achieving below National Standards. Aspects of this process are not well developed and aligned:

• charter targets need to focus more specifically on the number of children whose learning requires acceleration

• leaders need to report on the rates of progress for identified groups of target children.

Effective internal evaluation processes, including teachers’ inquiries into their practice, are yet to be embedded. Improved use of achievement information by leaders to identify the effectiveness of initiatives in accelerating achievement is necessary as part of ongoing evaluation.

The school is at an early stage of implementing culturally responsive practices. The school is yet to provide a sequential te reo and tikanga Māori programme across the school, and to systematically include local Māori history in the curriculum.

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

• 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. 

Going forward

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

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated

• need to improve the school conditions that support the acceleration of children’s learning and achievement.

The school agrees to:

• develop more targeted planning to accelerate learning for children

• monitor targeted planning, improved teaching, and children’s progress

• discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

21 June 2017

About the school