Kiwitea School

Education institution number:
2382
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
65
Telephone:
Address:

7 Perry Line, Kiwitea

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Kiwitea School

Te Ara Huarau | School Profile Report  

Background 

This Profile Report was written within 6 months of the Education Review Office and ​Kiwitea 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 

Context 

Kiwitea School is located north of Feilding and caters for students in Years 1 to 8. 

​​Kiwitea School​’s strategic priorities for improving outcomes for learners are: 

  • to provide excellent teaching and learning through a variety of engaging and meaningful learning contexts and opportunities  
  • to grow and maintain family-like relationships between home and school in our rural environment that are focused on learning  
  • to provide an environment where we all CARE and the wellbeing and success of all learners is supported and promoted.  

You can find a copy of the school’s strategic and annual plan on ​Kiwitea School​’s website. 

ERO and the school are working together to evaluate how well delivery of the Kiwitea School curriculum achieves equitable and excellent outcomes for all learners. 

The rationale for selecting this evaluation is:  

  • the school is seeking to further develop and document their localised curriculum. ERO and the school will work together over time to evaluate the impact of these changes on learner outcomes. 

The school expects to see:  

  • equitable and excellent outcomes for learners and accelerated progress for students working toward curriculum expectations 
  • effective teacher practice, reflecting agreed expectations for teaching, learning and curriculum delivery 
  • the localised curriculum is well documented reflecting the school’s key priorities and new approaches as these are introduced and embedded into practice. 

Strengths  

The school can draw from the following strengths to support its goal to achieve equitable and excellent outcomes through delivery of their localised curriculum: 

  • leaders, trustees, and staff develop and pursue relevant plans and targets to achieve their shared vision for learner success 
  • learners are provided with a wide range of curriculum experiences and activities to support their engagement at school 
  • classroom environments, underpinned by CARE values, encourage the purposeful engagement of students in learning. 

Where to next? 

Moving forward, the school will prioritise: 

  • provision of professional learning and development for teachers aligned to priorities in mathematics, literacy and further development of the localised curriculum 
  • reviewing and reintroducing the school’s professional growth cycle to support the ongoing capability building of staff 
  • documenting changes to the Kiwitea School curriculum that establishes agreed expectations for delivery of their localised curriculum. 

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.  

Shelley Booysen 
Director of Schools 

​​10 April 2024​   

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home 

Kiwitea School

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to 2027​  

As of ​March 2024​, the ​Kiwitea School​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 

​​Yes​ 

Curriculum 

​​Yes​ 

Management of Health, Safety and Welfare 

​​Yes​ 

Personnel Management 

​​Yes​ 

Finance 

​​Yes​ 

Assets 

​​Yes​ 

Further Information 

For further information please contact ​Kiwitea 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. 

​​Shelley Booysen​
​​Director of Schools​ 

​​10 April 2024​   

About the School  

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home 

Kiwitea School - 12/07/2017

Summary

Kiwitea School is a Years 1 to 8 school, situated north of Feilding in the Oroua District. At the time of this ERO review there were 41 students and ten identify as Māori. The roll has significantly increased in 2017 and half of the current students have been enrolled for less than a year. The school is a focal point for community facilities and activities.

Two of the three teachers, including the principal, are new to the school in 2017.

The vision and valued outcomes for children have been redefined since the April 2013 ERO report. The agreed vision is to develop confident, enthusiastic, educated ‘Kiwis’. The school values are being revisited to support their integration into school practices. Whānau Groups have been established in 2017 to further promote these outcomes, including increased opportunity for student leadership.

The school has a very positive ERO reporting history.

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

School-provided assessment information indicates there continues to be a very effective response to the varying learning needs of children. At the time of this ERO review, the achievement data shows that high proportions of children achieve at or above in relation to the National Standard each year in reading, writing and mathematics.

Well-considered processes and classroom practices effectively promote students’ progress and achievement. The new principal is systematically enhancing existing processes to further strengthen school effectiveness and student outcomes.

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school successfully addresses in-school disparity in educational outcomes.

ERO is likely to carry out the next review in four-to-five years.

Equity and excellence

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

School-provided and nationally-standardised assessment information indicate very effective responses to Māori and other children whose learning and achievement need acceleration.

A range of assessment tools is used to identify the learning needs of individual students. Targeted teaching and interventions successfully promote their accelerated progress and successful outcomes.

The school’s data shows that most children achieve at or above in relation to the National Standards each year in reading, writing and mathematics. A significant proportion are at the above level. In the past three years, the school has reported that all students are at or above the National Standards by the end of Year 8.

Student achievement information is regularly reported to trustees. Targets are set to support acceleration of learning for children below the National Standards. The 2017 achievement targets are for writing and mathematics. Actions to support target learners have been identified and their progress is tracked and monitored in a structured way. Mid-year data indicates these children are making significant progress.

Teachers collaboratively consider National Standard judgements. These are informed by appropriate assessment information, teacher observations and conversations with students. Across school moderation strengthens the dependability of judgements.

School conditions supporting equity and excellence

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

Well-considered processes and classroom practices effectively promote children’s progress and achievement.

Children participate and learn in caring, collaborative, inclusive learning communities. They are confidently and enthusiastically involved in learning. There are regular challenges and high expectations to support achievement. Learning environments promote and celebrate learning.

The curriculum supports authentic opportunities for children to learn across a range of areas. It is relevant, engaging and successful in developing skills and dispositions likely to contribute to lifelong learning. There are expectations and opportunities for students to manage and lead their own learning. These abilities are well developed in the senior room.

An increase in the number of children identifying as Māori in 2017 has contributed to the development of more learning contexts that include Māori language and culture. Whānau contribute to up skilling adults and children to support the integration of te reo me ngā tikanga Māori in school practices. 

The well-informed board of trustees provides competent stewardship that is strongly focused on supporting and sustaining successful outcomes for all students. Regular involvement in training assists individual trustees to effectively carry out their roles and responsibilities. Regular feedback is sought from parents to support board decision making.

Effective communication practices support and strengthen reciprocal, learning-centred relationships. The school identifies and draws on community expertise to enhance children’s learning opportunities. Recently introduced student portfolios have the potential to further enhance home-school partnerships.

The principal leads the development of plans and activities to pursue the school’s vision, goals and targets for achieving high quality student outcomes. This collaborative approach promotes a supportive environment, conducive to children’s learning and wellbeing.

Systems are being strengthened to ensure effective planning, coordination and evaluation of the school’s curriculum and teaching. Inquiry and knowledge building are promoted to support decision making and improvement.

Sustainable development for equity and excellence

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

The new principal is systematically enhancing existing processes to further strengthen school effectiveness and outcomes for learners.

ERO’s evaluation affirms these as key next steps:

  • the documented curriculum is being updated to reflect the current and developing teaching and learning practices. A collaborative approach to its review has been implemented, involving a range of stakeholders, with a particular emphasis on including children’s ideas. Current priorities include the Year 7 and 8 programme and unpacking key school values
  • a significant recent increase in the number of learners identifying as Māori provides the opportunity to partner with whānau and iwi to influence the direction of how the school promotes Māori culture, language and identity. This should include developing a shared understanding of culturally responsive teaching to support Māori children’s success
  • written reports to parents are being reviewed in Term 3 as part of wider review of communication.

A strengthened, comprehensive appraisal process has the potential to support teacher capability and improve children’s outcomes. It is aligned to student needs, teacher professional learning goals and the board’s strategic targets. It is expected that teachers will improve their practice through engaging in collective and individual inquiry. 

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?

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school successfully addresses in-school disparity in educational outcomes.

ERO is likely to carry out the next review in four-to-five years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

12 July 2017

About the school

LocationFeilding
Ministry of Education profile number2382
School typeFull Primary (Years 1 - 8)
School roll41
Gender compositionFemale 26 Male 15
Ethnic compositionPākehā 31 
Māori 10
Review team on siteMay 2017
Date of this report12 July 2017
Most recent ERO report(s)Education Review April 2013 
Education Review April 2010
Education Review November 2006