Mokoia School

1 Context

Mokoia School is a rural contributing school with a teaching principal, catering for students in Years 1 to 6. At the time of this ERO review, there were 13 students on the roll, five of whom identify as Māori. The roll of 13 represents 7 families.

In 2015 there was significant change to the roll due to the mid-year farm changeover.

At the 2016 board elections all parent representatives were retained.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are ‘lighting the way to the future’ and ‘to inspire all children towards a lifetime of learning’. The school’s values promote friendship, learning, a great attitude, self-management and empowerment.

The community encourages and supports the school to participate in a variety of learning experiences and opportunities outside of the classroom. The school’s culture is welcoming and inclusive.

The school’s achievement information shows that most students at the end of 2015 were at or above the National Standards in reading, writing and mathematics. There is no evidence of disparity between the achievement of Māori students and other students.

Mid-year data in 2016 indicates that reading and writing achievement has improved and some students have accelerated their progress. Mathematics has been identified as a focus area for 2017.

The principal uses standardised tests, other assessment tools and a range of observations of student capabilities to make dependable judgements about achievement in relation to National Standards.

Since the 2014 ERO evaluation the school has been involved in extensive professional learning and development (PLD) in reading, writing, mathematics and cultural competencies. This year a teacher with strength in literacy has worked alongside the teaching principal to strengthen the school’s writing programme, support acceleration and model good practice.

3 Accelerating achievement

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

The school responds well to children whose learning and achievement needs acceleration.

The principal knows about the learning of her students, their levels of achievement and what they need to learn next to improve. This knowledge informs classroom teaching programmes and the initiation of further interventions. Out-of-class support has been implemented for some children who need to make accelerated progress. Their progress is monitored.

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?

Most of the school's curriculum and organisational processes and practices effectively enact the school's vision, values, goals and targets for equity and excellence.

The school’s curriculum ensures that most children make good progress. It is flexible and responsive. The curriculum is adapted to meet the community’s aspirations and the learning needs of students. This year, in response to student voice, the curriculum has been adapted to be more reflective of students' interests.

Supporting Māori children to achieve educational success is well considered within the curriculum, and meaningful connections are made to their culture and identity. Expertise from the community is used to support the school.

Parents and whānau are welcomed and involved in school activities as respected and valued partners in learning. The school has:

• deliberately planned to strengthen its relationship with iwi and the local marae, Taiporohenui
• provided useful information about how parents can support their child’s learning at home
• usefully reported to parents and whānau about their child’s progress
• encouraged mutually supportive relationships with family and whānau.

Students learn in a classroom where:

• teaching is differentiated to the needs of the individual
• clear expectations are expressed
• students self-manage and increasingly know about what they are learning and what they need to do to improve
• relationships are respectful and supportive.

Digital technology is beginning to be used to support learning.

The principal participates in a range of PLD opportunities. Knowledge gained is thoughtfully implemented to strengthen teacher practice and classroom programmes. The appraisal process provides opportunity for reflection and goal setting related to leadership and teaching.

The principal actively involves the students and the community in building strong relationships. She is focused on providing a well-managed and supportive environment that is conducive to learning.

Trustees are strongly focused on improving outcomes for students. They ensure that the curriculum is responsive to local needs and wishes. They are in the early stages of understanding that student progress and achievement is the board’s core concern. Trustees and the teaching principal set broad annual targets for improving student achievement. 

The board are building their capability to more purposefully plan and take actions for school improvement. Strengthening internal evaluation will assist trustees and the principal to more closely align strategic and annual goals with actions. Evaluating success using evidence of the impact on student outcomes is likely to support a cycle of continuous improvement and ensure that sufficient resources are allocated.

5 Going forward

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

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated
• respond effectively to the strengths, needs and interests of each child
• regularly evaluate how well teaching is working for these children
• act on what they know works well for each child
• build teacher capability effectively to achieve equitable outcomes for all children
• are well placed to achieve and sustain equitable and excellent outcomes for all children.

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

7 Recommendation

ERO recommends the school strengthens internal evaluation processes.

Joyce Gebbie

Deputy Chief Review Officer Central

19 January 2017

About the school