Ngaere School

School Context

Ngaere School is situated between Stratford and Eltham, in rural Taranaki. It has 163 students from Years 1 to 8, and 17% are Māori. Since the August 2016 ERO report, several changes have occurred to staffing and after recent elections, at governance level.

The vision is for all children seeks to promote Living and Learning With RESPECT, Te ora me, te ako me, te whakaute.

Strategic goals from 2019 to 2021 are focused on:

• student achievement, in order that all learners, including Māori and priority students experience success
• providing an environment to develop and support future-focused learners who can drive their own learning by effective teaching
• achieving the values of respect and strengthening all learners to be confident risk takers demonstrating a strong work ethic and positive attitude
• strengthening partnership with families and whānau for students to feel supported in their learning.

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

• student progress and achievement
• attendance.

The school is part of the Central Taranaki Kāhui 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?

Reported outcomes at the end of 2018 in reading, writing and mathematics indicate that overtime, from 2016, outcomes for students have moved noticeably in achieving equitable achievement outcomes for students. Most students, including Māori learners achieved curriculum level expectations in reading, writing and mathematics.

High levels of attendance are achieved by nearly all students.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

School processes and practices respond well in meeting the needs of those Māori and other children whose learning and achievement need acceleration. In 2018 and up to mid-year 2019, most students requiring their progress accelerated in reading, writing and mathematics made expected progress with some accelerating their achievement. Higher acceleration rates for learners were achieved in reading and mathematics.

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?

Leaders, teachers and trustees collectively pursue the school’s curriculum vision for learner success.

Strategic and annual planning systematically guides ongoing development toward determined priorities. Teachers are highly collaborative, engaging purposefully with other educational partners to foster shared practices designed to promote equitable and excellent outcomes for all students. Involvement in professional learning and development (PLD) has strengthened teacher practice and improved outcomes for learners. Systematic inquiry processes are well aligned to PLD priorities. These inquiries provide the basis for understanding how well-planned actions are collectively building the capability of staff to match the school’s future-focused curriculum vision.

Leaders and teachers use a range of effective strategies to achieve equitable outcomes for students. Transition to school is well managed to reflect the needs of students, parents and whānau. Assessments are well used by teachers to identify, plan and address the needs of individual students. Collaborative action plans encourage meaningful learning partnerships with parents, families and whānau, reflecting appropriate individual goals for the child’s development. Tracking and monitoring of student progress occurs regularly between staff, leading to actions that adapt to changes in children’s learning needs. Reported information ensures the board is well informed when making resourcing decisions that benefit outcomes for learners.

Student are well engaged at school. Classroom environments are positive and purposeful learning spaces. The enacted curriculum supports a wide range of experiences for students. Te ao Māori is increasingly part of each student’s schooling experience. This includes learning through relevant contexts that encompass the themes of sustainability and caring for the local environment. Shared school values are well established, forming the basis for positive interactions between individuals, their peers and staff. Student voice is sought, and their leadership is valued, contributing to the positive school culture.

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

Current curriculum development is focused on building teacher capability and practice to:

• encourage students in determining their individual learning pathways,
• fully acknowledge Maori learners’ culture, language and identity in all facets of the curriculum.

PLD is well-aligned to progressing these priorities. As agreed practices are enhanced, teachers should revise and document their shared expectations for teaching and learning. This is needed to support the collective understanding of curriculum practice between staff. These expectations should also form the basis for inquiry and evaluation into how well the school’s curriculum vision impacts on students.

Teachers are in the process of adapting their assessment practices to better enable students to direct their individual learner pathways. Leaders should continue to develop the collective knowledge of teachers in relation to curriculum levels. Consolidating teacher knowledge and use of assessment should enhance the role of students in guiding outcomes toward their specific learning goals.

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 Ngaere School’s performance in achieving valued outcomes for its students is: Well placed.

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:

• using effective teaching strategies and practices that achieve equitable outcomes for students
• creating an inclusive learning environment that supports the purposeful engagement of students in a wide range of curriculum learning experiences
• collaborative practice between leaders, teachers, trustees and the school community that pursues the school’s valued outcomes and guides ongoing development.

Next steps

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

• further development of curriculum and assessment practice to strengthen student involvement in directing their individual learning pathways
• building culturally responsive practice to encompass Māori students’ culture, language and identity across the curriculum.

Actions for compliance

ERO identified non-compliance in relation to developing relevant guidelines on the use of physical restraint and ensuring consultation with the community to develop a statement on the delivery of the health curriculum.

To address this, the board of trustees must:

• adopt a statement on the delivery of the health curriculum after consultation with the community 
  [Section 60B Education Act 1989]
• develop guidelines on the use of physical restraint.
  [Sections 139AB to 139AE Education Act 1989]

Phillip Cowie

Director Review and Improvement Services Central

Central Region

23 September 2019

About the school