93 Chapel Drive , Te Awamutu
View on mapWaipa Christian School is a state integrated full primary catering for students in Years 1 to 8. The school’s values for learning are to support relationships, respect, responsibility and resilience, which are underpinned through the school’s special Christian character.
The current roll of 72 includes 15 Māori and small numbers of students from diverse ethnic backgrounds. The roll has grown significantly since the last ERO review in 2015. A new principal was appointed in 2017 and there have been changes to the teaching team. The board chairperson and most of the current trustees are also new to their governance roles. The school’s vision is to ‘equip students to become life-long learners who can collaborate, be innovative, curious and actively and passionately live out their Christian faith’.
The school annual plan sets out targets to improve outcomes for at-risk learners in reading, writing and mathematics. During 2017 and 2018 teachers have undertaken professional learning to support student wellbeing and achievement in reading and writing. The 2019 annual goals are to further develop teaching as inquiry practices, with a focus on targeted learners.
Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:
The school is working towards achieving equitable and excellence outcomes for all its students. Data collated by the school shows that for 2018 most students achieved at expected curriculum levels in reading. The majority achieved at expected curriculum levels in writing and mathematics. School data also shows Māori are achieving at higher levels than other students in reading, writing and mathematics. Boys are achieving at higher levels than girls in reading and mathematics and girls are achieving at higher levels than boys in writing.
The school is able to show acceleration for many Māori and other students whose learning and achievement needs this. School data gathered shows effective acceleration in reading, writing and mathematics for many of those achieving below expected curriculum levels at the beginning of the year.
The special Christian character is evident throughout the school environment. Parents are increasingly engaging in partnerships with the school that are focused on student learning and holistic development. A wide range of communication strategies enable parents to be well informed about student learning and successes. Students with specific learning needs are identified and the school works closely with families and other specialist agencies to provide personalised support programmes.
The school values are well enacted. Teachers promote high expectations for student self-management and responsibility for others. Teachers know children and their families well. Respectful and trusting relationships support high levels of engagement and on-task behaviours for learning. This positive, inclusive culture supports students’ achievement and wellbeing.
Important elements of culturally responsive practice such as whanaungatanga, manaakitanga and aroha are evident in the school and are consistent with the school’s special character. A teacher with expertise in te reo Māori provides guidance for other teachers to better reflect te ao Māori in class programmes.
School practices for achievement of equity and excellence that need to be strengthened include:
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. The school has recently reviewed procedures to ensure they align with all aspects of the Code of Practice.
At the time of this review there were no international students attending the school.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Waipa Christian School performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
To improve current practice, the board of trustees should:
Phillip Cowie
Director Review and Improvement Services Central
Central Region
2 May 2019
|
Location |
Te Awamutu |
|
Ministry of Education profile number |
266 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
72 |
|
Gender composition |
Boys 39 Girls 33 |
|
Ethnic composition |
Pākehā 32 |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Number of Māori medium classes |
|
|
Total number of students in Māori medium (MME) |
|
|
Total number of students in Māori language in English medium (MLE) |
0 |
|
Number of students in Level 1 MME |
|
|
Number of students in Level 2 MME |
|
|
Review team on site |
February 2019 |
|
Date of this report |
2 May 2019 |
|
Most recent ERO report(s) |
Education Review November 2015 |
Waipa Christian School is an integrated special character full primary school catering for Years 1 to 8 students. The school is located in Te Awamutu and operates under the proprietorship of Waipa Christian School Ltd. The current roll is 49, including one international student. The school vision is ‘to empower each student to grow in their relationships with God and others’. There is a warm, inviting family atmosphere focused on providing a Christian based curriculum.
The school is part of the Learning Cluster Network: Kawhia Moana King Country. This provides opportunities for professional discussion and sharing. Teachers have been involved in professional development related to writing and mathematics, and the board of trustees has accessed professional development in their governance roles.
Since the last ERO visit in 2012 there has been a change of principal. New teachers have been appointed and a new board of trustees chair elected in 2013. The charter was re-developed in consultation with the staff, board of trustees and school community to give a better and clearer focus on raising student progress and achievement. Progress has been made in relation to the areas for development identified in the 2012 ERO report. The principal is leading the continual improvement in these areas related to student achievement analysis, teaching tools, and feedback to students.
A new administration block has been built and an early childhood centre opened on the school grounds this year. Construction is about to begin on two teaching and learning spaces to replace current classrooms.
The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. The school reports that in 2014 the vast majority of students were achieving at or above National Standards in reading, writing and mathematics.
The board is well informed about student progress and achievement. This information helps them to make appropriate resourcing decisions and set school-wide achievement targets. A teacher aide, support programme and external agencies, including an English as a second language tutor, provide strategies, programmes and initiatives for students with identified learning needs.
The principal designed an assessment schedule which is leading to a more consistent approach by teachers. He analyses school-wide data to monitor and report student progress and achievement. Teachers use ability grouping within multi-level classes, cross-group between classrooms, and use an inquiry approach to investigate topics and students’ interests. It would be beneficial for teachers to identify more specific group and individual goals for teaching and learning from ongoing assessment information.
Teachers have established positive and reciprocal interactions with students who are confident to contribute to whole class discussions and group activities. Students are making more use of digital technology to support learning, and modelling books are constantly evolving. Portfolios have been introduced to track student progress and celebrate achievements. Parents are kept well informed of their children’s progress and achievement through informal discussions with teachers, three-way conferences, and two written reports each year.
The school’s curriculum effectively promotes and supports student learning. In 2014 the principal and staff reviewed and refined the curriculum, in consultation with trustees, proprietors and parents. This resulted in an increased alignment with The New Zealand Curriculum and provides more focus on literacy and numeracy. The strong integration of the Christian character is a feature of the school’s curriculum.
Hard working teachers know students and their families well. They plan collaboratively and are involved in professional conversations focused on improving student outcomes. Teachers use in-depth discussions and open ended questioning to extend and challenge students’ thinking. Students benefit from a variety of authentic learning experiences.
Students participate in a wide range of extra-curricular activities including sports, the arts and outdoor education. Parents are actively involved in school events and support school initiatives. They attend parent education evenings and the Parent/Teacher Association organises working bees and fundraising activities. There is a positive school/parent partnership and clear two-way communication including regular parent surveys.
There is a very small number of Māori students attending Waipa Christian School. Progress has been made in integrating a Māori dimension since the last review. The school welcomes visitors with a powhiri, students learn waiata and karakia, and teachers are beginning to use te reo Māori for commands and greetings in their classrooms. There is now a need for teachers to strengthen the inclusion and visibility of te reo and tikanga Māori throughout the school programme.
The school is well placed to sustain and improve its performance because:
ERO and management agree that the next steps for Waipa Christian School are to:
ERO recommends that management access the relevant expertise to respond to the next steps identified in this report.
The school is a signatory to The Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.
At the time of this review there was one international student attending the school. This student is well catered for within school programmes, including access to regular English language tuition. He is well supported by other students, teachers and the school community and enjoys many opportunities to participate in school activities. Information and relevant guiding documents relating to the international student are well organised and up-to-date.
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:
The principal, teachers and trustees focus on improving school development and outcomes for all learners. Students are well engaged and experience success in a wide range of academic, sporting and cultural activities. Effective partnerships with parents and the school’s community support a positive learning environment and strong special Christian character.
ERO is likely to carry out the next review in three years.
Graham Randell
Deputy Chief Review Officer Northern
|
Location |
Te Awamutu |
|
|
Ministry of Education profile number |
266 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
49 |
|
|
Number of international students |
1 |
|
|
Gender composition |
Boys 28 |
|
|
Ethnic composition |
Pākehā |
32 |
|
Review team on site |
October 2015 |
|
|
Date of this report |
23 November 2015 |
|
|
Most recent ERO report(s) |
Education Review |
October 2012 |