2193 South Road, Patea
View on mapThis Profile Report was written within 6 months of the Education Review Office and Kakaramea School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Kakaramea School is located in Patea, Taranaki. It caters for co-educational learners from years 1 to 6. The school’s strategic plan, vision and values have been recently refreshed. The school’s vision is e tipu, e rea - grow and keep growing.
Kakaramea School’s strategic priorities for improving outcomes for learners are:
Courageous Learners: Grow connections that make a positive difference for learners
United in our Vision: Grow stakeholder investments and engagement in the school, showing genuine learning partnerships with our community
Owning our Learning Journey: Grow professional leadership capability and collective capability.
You can find a copy of the school’s strategic and annual plan on Kakaramea School’s website.
ERO and the school are working together to evaluate how effectively the school is achieving its strategic priorities.
The rationale for selecting this evaluation is the school has recently completed a comprehensive community consultation to establish a coherent strategic plan that will direct its priorities for the next three years. This evaluation will use the school’s established internal evaluation processes and practices to show that their strategic priorities have been progressed.
The school expects to see:
learners who have agency over their learning, have high levels of wellbeing and achieve equitable outcomes
an invested and engaged community who take collective responsibility for the success of the school
staff who are engaged in effective culturally responsive and collaborative teaching and learning practices.
The school can draw from the following strengths to support it in its goal to evaluate how effectively the school is achieving its strategic priorities:
a school climate that is inclusive, relational, and increasingly culturally responsive
a leadership and governance team who are united in their vision for the school and who have the skills and knowledge to realise their strategic intent
a carefully considered implementation plan
embedded systems and processes that can be used to track learner success and evaluate progress.
Moving forward, the school will prioritise:
further building the capacity of staff to use culturally responsive and collaborative teaching and learning practices
further strengthening school-community partnerships and relationships
coherently enacting te Tiriti o Waitangi responsibilities.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
26 January 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of November 2022, the Kakaramea School, School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Kakaramea School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
26 January 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Kakaramea School is a rural school situated between Hawera and Patea, in southern Taranaki. The roll of 85 students includes 20 who identify as Māori.
Since the June 2014 ERO report, there has been a period of growth. This involved the building of a new classroom, the appointment of an additional teacher and the creation of a new garden area. In addition there have been two new trustees appointed to the board.
The school has recently reviewed its charter in consultation with whānau and the community. This reaffirmed the school’s vision and affirmed the school’s personalised approach to learning.
Staff have been involved in a range of ongoing professional learning and development.
The school is developing its approach to supporting students whose learning and achievement need acceleration. Schoolwide systems and processes have been strengthened since the previous ERO review. Many learners, including Māori, achieve success in relation to National Standards in reading, writing and mathematics. The school has yet to reduce the disparity in the achievement for boys in writing.
School leaders are developing a future-focused curriculum and culturally responsive practices. Teachers have revisited the underpinnings of the curriculum. Consultation with the community has clarified and confirmed aspects of development. Student ownership and control of their learning is a key part of the new direction. Significant progress has been made in te reo me ngā tikangā Māori within the curriculum.
Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
Agreed next steps are to continue to embed and refine initiatives and evaluate their impact on student outcomes.
ERO is likely to carry out the next review in three years.
In 2016, the school reported that many students, including Māori, achieve well in relation to the National Standards in reading, writing and mathematics.
The school has yet to achieve equity of outcomes for all students. Boys’ achievement is below the level of girls in writing. A dip in achievement was reported in 2016. The reasons for this have been investigated and steps are in place to address the findings through the 2017 student achievement targets. Leaders also acknowledge the need to address the overall achievement of boys in writing. This is the focus of teacher development in 2017.
Teachers have a good, shared understanding of current assessment tools and practices. They recognised the need to review these tools and did so in 2016. Processes to ensure the dependability of teacher judgements for National Standards in writing and mathematics are in place.
Students at risk of low achievement are quickly identified, their needs recognised and programmes of support are put in place. Their progress is regularly monitored and reported to trustees and whānau.
The school’s valued outcomes of socially active, community minded students who experience an interesting, personalised curriculum are evident.
The school is strengthening its approach to supporting students whose learning and achievement need acceleration.
Students are challenged and supported to succeed in a calm, responsive learning environment. They are purposefully engaged in tasks and have opportunities to pursue individual interests and strengths. A positive tone and respectful interactions are evident.
Students experience an engaging, inclusive and increasingly culturally responsive curriculum. Ongoing review has resulted in a comprehensive and coherent document that guides programme delivery and sets clear, high expectations for teaching practice. Priority is given to reading, writing and mathematics. There is an increased focus on the integration of curriculum areas, authentic contexts and personalised learning.
The school has a clear focus on monitoring the progress of learners who have yet to achieve against National Standards. Achievement data is well used to make decisions about students’ progress and to reflect on the effectiveness of teaching programmes. There are clear expectations that teachers will learn how to improve their practice by: examining the effectiveness of their actions in classrooms; collaborating with colleagues; and participating in school-wide professional development programmes.
Strategic leadership provides a strong framework for school operation and student achievement. The building of teacher capacity and capability through involvement in tactical professional learning and development has supported the building of collaborative practices, lifted expectations and supported the development of shared understandings of effective teaching strategies.
Trustees are focused on student learning, wellbeing and achievement. Ongoing developments to integrate te reo me ngā tikangā Māori into the curriculum are fostered and supported by trustees with strong links to the local community.
Change is well considered and thoughtfully implemented. Staff are highly reflective and recognise the value of regular evaluation. They are well informed through professional reading. A range of actions are in place to monitor the effect of changes made. An agreed next step is to formally evaluate the impact of these changes on student achievement.
Many schoolwide systems and processes have been strengthened since the previous ERO review. School leaders recognise the need to embed and refine the initiatives put in place. These include:
further developing the school’s localised, future-focused curriculum that incorporates a Māori perspective
developing mechanisms to identify the needs of transient students in a timely manner and quickly implement programmes of support
evaluate the impact of new initiatives on student outcomes.
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.
The school’s appraisal processes support cohesive collection of evidence towards the Practising Teacher Criteria and teachers’ professional growth.
Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
Agreed next steps are to continue to:
further develop the school’s localised, future focused curriculum that incorporates a Māori perspective
develop mechanisms to identify the needs of transient students in a timely manner and quickly implement programmes of support
evaluate the impact of new initiatives on student outcomes.
ERO is likely to carry out the next review in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
11 August 2017
|
Location |
Patea |
|
Ministry of Education profile number |
2374 |
|
School type |
Contributing Primary, Year 1 to 6 |
|
School roll |
85 |
|
Gender composition |
Female 45, Male 40 |
|
Ethnic composition |
Māori 20 |
|
Provision of Māori medium education |
No |
|
Review team on site |
June 2017 |
|
Date of this report |
11 August 2017 |
|
Most recent ERO report(s) |
Education Review June 2014 |
Kakaramea School near Patea caters for students in Years 1 to 6. It has experienced roll growth recently. At the time of this 2014 ERO review there are 86 students enrolled, with 21 identifying as Māori. The school provides a welcoming environment for students and parents.
A new principal was appointed in 2012 and has given priority to development of processes and systems to build staff capability and review of the school’s curriculum. Areas identified for review and development in the April 2011 ERO report have been progressed and continue to be a focus for further strengthening.
Assessment information is purposefully used to promote the progress and achievement of students. An appropriate range of data is collected and analysed in reading, writing and mathematics to plan programmes, and monitor and report student progress.
Reported achievement information at the end of 2013 showed many students achieved in relation to the National Standards in reading, writing and mathematics. Staff have increased the tracking of student progress in 2014. This should enable school leaders, teachers and trustees to better respond to students' needs as they arise.
Annual achievement targets focus on improving the achievement of groups of students identified as working toward the National Standards. The school has identified actions to improve achievement by developing aspects of teaching, learning and the curriculum. Making these actions more specific to the targeted groups should improve opportunities for review of how well the planned strategies and initiatives contribute to improved student progress.
Teachers are well supported to use the analysis of data for teaching and learning. Staff meet regularly to collaboratively review and moderate data. They use analysed achievement information well to cater for student needs.
Parents are well informed about students' progress and achievement. Written reports provide useful information to support them to contribute to their child's next learning steps. Parent teacher interviews and cumulative assessment records support communication about progress and show achievement outcomes.
Staff continue to strengthen guidelines and expectations to promote the implementation and review of the school curriculum.
Students engage in a wide range of opportunities to motivate and promote their learning. Participation in practical, creative and sporting activities, and education outside the classroom occurs throughout the year. This provides meaningful experiences for students.
Comprehensive literacy guidelines encourage shared expectations for effective teaching practice. These clearly document assessment procedures and promote priorities for curriculum delivery in reading and writing.
The principal has identified the need for further development of inquiry learning for students and review of the learning statements in other curriculum subjects. ERO confirms that strengthening the school’s documented priorities in health, science, social science and technology is required to reflect what is being taught.
Students experience positive and affirming relationships with staff and their peers. School values have been redefined and form part of classroom teaching. Student leaders contribute to school events. Behaviour expectations promote shared teacher and student expectations for positive inclusion in the classroom. To promote ongoing development, the school should increase the use of student voice in review.
Teachers demonstrate useful strategies in the classroom to promote positive outcomes for students. Students are well engaged. Appraisal provides useful feedback against documented expectations to promote the development of agreed strategies. Teachers have implemented a useful model to inquire into their practice. Continuing to use these processes to build a shared understanding about the effectiveness of their agreed strategies should support increased consistency across the school.
The school has implemented a common planning format for teachers to identify learning outcomes for teaching. It is timely to review this format, and consider how effectively it is used to target the needs of individuals.
Students identified with special needs receive appropriate support. Data is used to track their progress. Individual education plans (IEP) contain specific goals for improvement. Parents/caregivers are included in planning for progress. It is timely for school leaders and teachers to review the IEP process and consider when to initiate this and how best to extend planned outcomes for students who have complex needs.
The school suitably promotes Māori student achievement. Reported achievement in 2013 showed most students achieved at or above in relation to the National Standards in reading, writing and mathematics. Relationships between peers and staff are positive and affirming.
The principal and staff should strengthen how the school’s curriculum responds to Māori students' culture, language and identity. As part of ongoing review, the school should include in the curriculum culturally relevant actions and experiences, and strategically build teachers' cultural competency.
The school is well placed to further develop review and evaluation practices to sustain and improve outcomes for students.
The new principal has purposefully sought change to promote sustainable practice. Self review continues to be strengthened through improved documentation of curriculum expectations and processes for tracking and reporting student achievement. Promoting internal leadership of staff is well supported. Strategic and annual planning identifies useful actions to strengthen outcomes through relevant goals, expected outcomes and strategies to promote student progress.
Trustees have a clear focus on supporting the progress and achievement of students. They participate in training to support their governance practice. A schedule for review of policies and procedures and reporting of assessment data supports improvement and self review.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services Central Region
13 June 2014
|
Location |
Patea |
|
|
Ministry of Education profile number |
2374 |
|
|
School type |
Contributing (Years 1 to 6) |
|
|
School roll |
86 |
|
|
Gender composition |
Male 47, Female 39 |
|
|
Ethnic composition |
Pākehā Māori Chinese |
64 21 1 |
|
Review team on site |
April 2014 |
|
|
Date of this report |
13 June 2014 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
April 2011 June 2008 May 2005 |