Patutahi School

Education institution number:
2643
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
30
Telephone:
Address:

29 Atkins Street, Patutahi, Gisborne

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Patutahi School - 20/12/2019

School Context

Patutahi School is situated on the outskirts of Gisborne, for students in Years 1 to 8. At the time of this review there were 19 children on the roll and all are Māori. There is presently one class with a teaching principal.

The school vision statement ‘Future talent at work’ is underpinned by the school’s values of ‘curiosity, honesty, aroha, respect, manākitanga, mahi-pono-tia’.

The 2018-2020 strategic plan focuses on:

  • implementing a localised curriculum

  • establishing connections and growing relationships within the community

  • growing learner capability in te ao Māori

  • on-going improvement in student achievement across reading, writing and mathematics.

Leaders and teachers have reported to the board, 2018 mid-year and end of year achievement for all students in reading, writing and mathematics in relation to The New Zealand Curriculum.

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 school has been building its effectiveness in achieving equity and excellence for all its students. Since the June 2017 ERO report, school reported data at the end of 2018, indicated that student achievement in all areas had increased. A large majority of students achieved at or above The New Zealand Curriculum expectations in reading and writing. Most students achieved at or above in mathematics. Boys made some gains in reading and writing. There was ongoing disparity with girls, but the majority of boys, at the end of 2018, achieved at or above expectation in reading, writing and mathematics.

At the time of this ERO evaluation, the school was unable to provide achievement information for 2019.

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

In 2018, the school identified specific children for acceleration in reading, writing and mathematics. Of these children a few made acceleration in reading.

The school was unable to provide progress and acceleration information for 2019.

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?

Children learn in settled environments. They know the expectations and are encouraged to collaborate which each other across all year levels.

Parents and whānau receive useful information about how they can support their child’s learning. The school has drawn on community resources and expertise to promote and extend student learning opportunities. Students have regular opportunities to engage with te ao and te reo Māori.

The documented curriculum and school charter reflect the local context to support students make connections to their culture, language and identity.

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

In 2017, systems and processes to guide school operation and practices were established. These have not been sustained.

Teaching programmes need to be strengthened to ensure all children have maximum opportunity to learn and achieve at or above the appropriate curriculum level.

Students need to be given explicit teaching and the opportunity to develop learning strategies such as goal setting, self-monitoring and assessing. Developing teacher understanding of student agency, combined with more opportunities for student choice, should allow for children to have more personalised learning programmes and greater engagement in their learning.

Leaders and teachers need to develop current assessment knowledge and practices that are purposeful and timely to inform teaching and learning. This should assist with identifying progress and acceleration to ensure children are supported to reach their potential.

Establishing schoolwide understanding of evaluation, inquiry and knowledge building should support sustainability and inform ongoing improvement and innovation.

The board has not met legislative obligations in relation to the principal’s appraisal. Since 2017, there has been no appraisal process for the principal or teachers. A suitable process should be implemented, linked to the school’s strategic priorities and the principal’s development needs. Leadership should develop guidelines to assist teachers to understand school and legislative requirements for performance management.

When needed, trustees have sought relevant advice and guidance. However, the board has not maintained its policies, procedures and practices in regard to health and safety, curriculum and personnel.

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 Patutahi School performance in achieving valued outcomes for its students is: Needs development.

ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success 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:

  • relationships with whānau and the community that recognise and enhance children’s equitable access to experiences.

Next steps

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

  • extending leaders’ and teachers’ understanding of the effective use of data to accelerate learners’ progress and achievement
  • strengthening processes to ensure a systematic approach to gathering, and analysing data, and monitoring progress for all children
  • effectively implementing a curriculum that enacts its vision for teaching and learning and promotes student agency
  • promoting quality teaching and learning programmes
  • internal evaluation processes and practices using data from a range of sources to better identify what is working well for students’ learning and where improvements are needed
  • reviewing of policies and procedures to ensure these reflect the current practice of the school and legislative changes.

Actions for compliance

ERO identified significant areas of non-compliance in:

  • emotional safety of students (including prevention of bullying)
  • physical safety of students
  • curriculum
  • teacher registration and certification
  • processes for appointing staff including school policies in relation to meeting the requirements of the Children’s Act 2014.
    [National Administration Guidelines 1,2,3,5]

Since the onsite phase of the review the school has provided policies and procedures to evidence they are meeting legislative requirements in:

  • emotional safety of students (including prevention of bullying)
  • physical safety of students
  • processes for appointing staff including school policies in relation to meeting the requirements of the Children’s Act 2014.
    [National Administration Guidelines 1,2,3,5]

The next phase is to ensure these are implemented, adhered to, and monitored.

Recommendations to other agencies

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to bring about improvements in:

  • curriculum
  • personnel
  • governance.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

20 December 2019

About the school

Location

Gisborne

Ministry of Education profile number

2643

School type

Full Primary (Years 1 to 8)

School roll

19

Gender composition

Female 12, Male 7

Ethnic composition

Māori 19

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

October 2019

Date of this report

20 December 2019

Most recent ERO report(s)

Education Review June 2017
Education Review October 2014
Education Review November 2011

Patutahi School - 23/06/2017

Findings

Patutahi School has made steady progress since the 2014 ERO review. Strong, respectful relationships are clearly evident. Trustees and staff are focused on improving learning, progress and achievement for all children. They continue to build their knowledge and understanding of internal evaluation to inform ongoing improvement and future priorities for sustainability.

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?

Patutahi School is a rural school for children in Years 1 to 8, situated on the outskirts of Gisborne. All 21 students are Māori.

Since the November 2011 ERO report, the school has undergone a number of changes. Significant improvements were needed to improve teaching and learning and board capability. ERO undertook to work alongside the school to improve performance. A further ERO report in October 2014 found that there were still some significant issues to address.

The board and staff have worked for some time alongside a School Achievement Function (SAF) practitioner appointed by the Ministry of Education. They developed a plan in response to the areas for review and development identified in the previous ERO report. This plan supports improvement and raising student achievement.

The school has experienced considerable changes in personnel. There is presently one class with a teaching principal. Prior to the appointment of the present principal in Term 2 2016 there was a period of uncertainty around leadership. The previous principal took long term leave then resigned. There is now a greater sense of stability within the school.

Board and staff have focused on rebuilding community confidence in the school. 

2 Review and Development

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

Priorities identified for review and development

The October 2014 ERO report identified that the school needed to:

  • accelerate student progress and achievement
  • develop the Patutahi School curriculum
  • strengthen the engagement of parents and whānau
  • build trustee capability
  • improve health and safety processes
  • ensure the principal is appraised annually
  • develop a shared understanding of internal evaluation.

Key priorities identified for improvement were:

  • development of positive community relationships and involvement in raising student achievement
  • provision of curriculum and a learning environment that engages students
  • review and development of systems and processes for using student achievement information to accelerate achievement.
Progress

School reported data in 2016, shows many children achieving at National Standard expectations in mathematics. Reading and writing data continues to show significant student underachievement.

Reading and writing remain high priorities for improvement. This is reflected in the 2017 strategic and annual plans. Achievement targets are appropriately focused on those children not meeting the Standard in reading, writing and mathematics. There is a clear emphasis on the importance of high quality teaching contributing to improved student achievement.

The school has developed a strategic goal with a range of strategies to increase communication, involvement and engagement of whānau in school activities and focus on purposeful learning. Community members participate in a regular programme, Reading Companions, by working with children across the school. The school reports that children are motivated to extend their reading.

Development of the Patutahi School curriculum continues to be a priority for staff and board. Ongoing consultation with families and whānau inform the board on what they value for their children.

The principal has been proactive in developing an appropriate career education and guidance programme for senior learners. Due to the very low number of seniors, negotiation with other schools is being undertaken to work cooperatively to progress this. 

Trustees demonstrate greater clarity about their roles and responsibilities. The principal now reports monthly to the board against the annual targets. This information links into the board’s decision-making and ongoing priorities for improvement. Targeted training with a New Zealand School Trustees Association facilitator has assisted the board to progress. The school is currently working on developing a policy framework to guide school operation.

3 Sustainable performance and self review

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

The school is now in a position where it can improve and review its performance. Trustees and staff are continuing to build their knowledge and understanding of internal evaluation to inform ongoing improvement and future priorities for sustainability. Relationships and partnerships with the community are purposeful.

The school is at early stages of engaging in a Community of Learning | Kāhui Ako (CoL). Involvement in the CoL provides an opportunity to collectively meet the challenge of ensuring equity and excellence for those groups of children most at risk of poor educational outcomes.

Trustees know and understand their role in taking all reasonable steps to provide children with a safe environment. Considerable work has been undertaken to put systems and processes in place. Police vetting has appropriately occurred for all non-teaching staff and volunteers.

The principal’s performance agreement is in the process of being finalised. The board has engaged an external appraiser for the principal.

Key next steps

The board and staff should continue to promote equity and excellence for all students by:

  • raising student achievement
  • fully developing the Patutahi School curriculum
  • implementing the appraisal process for the principal
  • building internal evaluation capability.
  • To assist ongoing developments the school agrees to:
  • develop more targeted planning to accelerate learning for children
  • monitor targeted planning, improved teaching, and children’s progress
  • discuss the school’s progress with ERO. 

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

Patutahi School has made steady progress since the 2014 ERO review. Strong, respectful relationships are clearly evident. Trustees and staff are focused on improving learning, progress and achievement for all children. They continue to build their knowledge and understanding of internal evaluation to inform ongoing improvement and future priorities for sustainability.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

23 June 2017

About the School

Location

Gisborne

Ministry of Education profile number

2643

School type

Full Primary (Years 1 to 8)

School roll

21

Gender composition

Female 13

Male 8

Ethnic composition

Māori

21

Review team on site

May 2017

Date of this report

23 June 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2014

November 2011

February 2008