Kakatahi School

School Context

Kakatahi School for Years 1 to 8 students is located midway between Whanganui and Raetihi. This small rural school has experienced fluctuating rolls over the past three years. The current roll is eight. Most students identify as Māori.

The recently revised values statement - awhi ngā tamariki ki to ao hurihuri - , was developed by the school and affirmed by local iwi. Valued outcomes for students are to respond to learning within the context of their local environment.

The school’s strategic aim for learning is continuous enhancement of reading, writing and mathematics programmes to accelerate student progress.

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

• achievement in reading, writing and mathematics.

An alternative governance model provides stewardship support and guidance for school operation.

The school has responded positively to the June 2015 ERO review and made progress in several areas.

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 majority of students achieve at or above school expectations in reading. Achievement in writing and mathematics needs improvement.

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

The school does not effectively formally evaluate or report on accelerated progress. School data shows that some students make better than expected progress in literacy 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?

The board is committed to upholding the school’s mission and values. Trustees receive and discuss achievement information with the principal. They support the use of the local environment as contexts for learning. Parents and the wider whānau are engaged and involved in school activities.

Students are actively involved in their learning. Teachers promote students’ meaningful engagement in their learning. Children’s strengths, interests and needs are known and responded to by teachers. Learners are supported to reflect and act on constructive feedback. Digital tools are used where appropriate. Te reo me ngā tikanga Māori are woven through school programmes. The classroom is a welcoming, settled environment and interactions are respectful. Student wellbeing is a clear focus.

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

Leaders and teachers are beginning to use inquiry to reflect on practices and systems. The next step is for the board, leaders and teachers to more deeply analyse and evaluate all information and evidence gathered to better show the impact of strategies for acceleration of student learning.

The school curriculum requires strengthening to explicitly show how teachers foster, with children, the development of key competencies.

An appropriate range of assessment tools is used for reading and mathematics. Use of standardised assessment tools and the development of effective moderation practices are needed to better support the validity and reliability of teacher judgements.

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.

Appraisal audit

Teachers should collect, annotate and archive evidence against the Education Council standards so that endorsements of applications for review of practising certificates are based on sound, valid evidence.

Actions for compliance

ERO identified non-compliance in relation to child protection, appointment of staff, seclusion and physical restraint and police vetting.

In order to address this, the board of trustees must:

1. develop policies, procedures and practices on good behaviour management practice, including elimination of seclusion and the need to minimise physical restraint.
   [Sections 139 AB to 139 AE Education Act 1989]

Areas for improved compliance practice

To improve current practice, the board of trustees should ensure that:

• all policies are up to date with current legislation and regularly reviewed

• appropriate procedures are attached to policies.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• positive relationships with parents, whānau and the wider community, that support student learning and wellbeing

• recognising and valuing students’ culture, language and identity within te ao Māori that contribute to their pride and sense of ownership of the school.

Next steps

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

• further building on the school curriculum to include key competencies

• strengthening school tracking and monitoring systems that measure the rate of student achievement and acceleration so that the leaders and teachers gain in-depth information about what works and why

• targeted planning to accelerate learning [ERO will monitor and discuss progress with the school]

• internal evaluation, to support trustees, leaders and teachers to inquire deeply, analyse and evaluate student achievement information and the impact of teaching programmes to specifically target and resource student learning
  [ERO will provide an internal evaluation workshop for trustees and senior leaders].

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

27 June 2018

About the school

Findings

Significant initiatives since the 2013 ERO report have led to improvement. Students are well engaged in their learning. Parents and whānau are actively involved in their children’s education and school activities. Commitment to ongoing progress is evident, and priority areas for further development have been identified.

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

1 Background and Context

What is the background and context for this school’s review?

Kakatahi School is a Years 1 to 8 primary located midway between Whanganui and Raetihi. The current roll is four. All students identify as Māori.

The 2013 ERO report identified that the school was not adequately placed to improve its performance or sustain gains made and that significant risks to students' education, wellbeing and success remained.  Factors impacting on the quality of service for students included the:

• lack of a permanently appointed principal
• instability of the roll
• need to resolve issues between the school and the community.

In Term 3 of 2013 a new principal was appointed and the Ministry of Education (MoE) appointed a third ministerial appointee to the board of trustees to govern the school.

Following the 2013 report, the principal and MoE appointee developed a plan for review and development, in consultation with ERO. This has provided a framework to guide improvements in priority areas.

This report evaluates the progress made since 2013 and how well placed the school now is to sustain continuous improvement. 

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

An action plan was developed with key priorities for development. Actions and outcomes were monitored throughout the process.

The overall goal was to ensure significant improvement in student engagement, progress and achievement for all students. Actions to support this have included:

• building teacher capability to promote positive learning outcomes for all students
• enhanced organisation of the curriculum and management of programmes and routines
• effective use of student achievement information
• promoting positive engagement with families and the community
• governance, leadership and management development
• reviewing policies and procedures to ensure that they meaningfully support school operations, student learning and safety.

Progress

There has been a deliberate, strategic and well-supported approach to improvement. The identified priorities are being addressed effectively.

Teachers have developed processes and systems for improved use of achievement information to:

• identify students’ learning needs, strengths, and levels of achievement
• accelerate student progress
• make more robust teacher judgements about student achievement in relation to the National Standards
• report to parents and families about student achievement
• report to the board.

Teachers use an appropriate range of assessment tools to inform their overall judgements about progress and achievement. They are supporting students to begin to know about their learning levels and next steps. The principal has identified and ERO agrees:

• the need to develop a system to track individual students' progress and achievement
• that moderating with other schools should further strengthen the reliability and validity of teacher assessment judgements about students' progress and achievement.

Parents and families receive clear, written reports twice a year. Reports include achievement in relation to National Standards and other useful information about their children’s progress and achievement.

The principal has developed and continues to refine an appropriate curriculum. There is a clear rationale evident for choices made and expectations for teaching and learning in literacy and mathematics. 

A model for student inquiry learning is at an early stage of implementation and is a useful framework that should support students’ learning, research and thinking skills. The curriculum reflects the school’s locality and uses appropriate local contexts as a basis for learning. The principal has identified, and ERO agrees, that the next steps are to:

• collate curriculum information into a cohesive document
• develop individual student targets for achievement in reading and mathematics.

A positive working atmosphere assists students to engage in their learning. Older students are independent learners. Respectful, reciprocal relationships encourage students to participate and take risks in their learning. Teachers use a range of appropriate strategies that are responsive to students' needs.

The principal maintains a strong focus on engaging parents, whānau and the wider community in the life of the school and students’ learning.

The Ministry appointed board chairperson, in collaboration with the principal, has led the review of policies and related procedures over the past eighteen months. These effectively guide school operations, student learning and safety.

An appraisal process has been developed and implemented. Principal and teacher development goals are aligned to school priorities.

ERO has identified, and the principal agrees, that aligning the appraisal process to the Registered Teacher Criteria and Tātaiako: Cultural Competencies for Teachers of Māori Learners should further support teacher development.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

The school has increased its capacity to sustain, improve and review its performance. The principal and the board have worked in a deliberate way to address areas identified in the 2013 ERO report. They are focused on the school being a key part of the local community.

Developments are beginning to have a positive impact on students’ learning. Established processes and documentation are likely to promote positive school performance and improvement. As new initiatives are implemented, it will be appropriate to strengthen evaluation to measure the impact of specific strategies and the curriculum on students' learning. 

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:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

Conclusion

Significant initiatives since the 2013 ERO report have led to improvement. Students are well engaged in their learning. Parents and whānau are actively involved in their children’s education and school activities. Commitment to ongoing progress is evident, and priority areas for further development have been identified.

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

Joyce Gebbie
Deputy Chief Review Officer Central

3 June 2015

About the School