Whangara School

School Context

Whangara School is a rural school located on the East Coast, north of Gisborne. There has been significant roll growth since the ERO review in 2015. The school caters for 80 students in Years 1 to 8 of whom 75% are Māori. An increasing number of students from the local rural community attend the school. The board partially funds a bus from Gisborne to provide transport for students who whakapapa to the area, particularly those from Ngati Konohi. Paikea kindergarten is situated on the same site and many of these children transition to the school.

The school’s vision is “for tamariki to have a strong identity and connection to people, places and the land, to develop a love of learning with their unique talents and skills to make a difference in their lives and in the world”. The vision is regularly reviewed with whānau to ensure that all aspects of the school are underpinned by the fundamental values of turangawaewae, ako, mohiotanga and whakatinana.

Since the previous 2015 ERO review the school has strengthened Te Puāwaitanga - the graduate profile that reflects the knowledge, skills and dispositions of their tipuna, Paikea Ariki. Paikea embodied the values and beliefs of tino rangatiratanga, whanaungatanga, kaitiakitanga, tukaha and akonga. The whānau aspirations are for their tamariki to acquire the skills and attributes of Paikea during their time at Whangara School.

Te Puna a Tinirau is an initiative introduced in mid-2017 for akonga in Years 1 to 8. This initiative is the result of whānau aspirations for students to learn te reo o Whangara me ōna tikanga katoa. The focus during this foundation stage has been on language acquisition particularly those learning te reo for the first time. The school is establishing and defining what personalised achievement and acceleration looks like for each student in this immersion setting.

A significant focus since the previous ERO review has been on the development of processes to support the acceleration of at-risk learners. The school uses the term ‘Kauika’ for those identified learners requiring support. Kauika is a pod of whales that support each other to travel and this is aligned with their kaupapa in promoting the positive potential of students.

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

• turangawaewae, ako, whanaungatanga and whakatinana
• reading writing and mathematics
• Te Puna a Tinirau korero-a-waha/whakarongo
• progress and achievement of kauika learners.

The school has been involved in a range of professional learning and development opportunities focussed on improving teacher capability. These include Accelerated Learning in Mathematics (ALiM), Mathematics Support Teacher (MST), literacy learning, developing active learners, effective collaborative teaching, and resource support and development in Māori medium.

Since the last ERO review the principal, assistant principal and team leaders continue in their leadership of learning roles. There have been new appointments to the teaching and support staff due to the growing roll. The board is led by an experienced chairperson and includes both new and experienced trustees, who have a range of skill sets and intergenerational links to the school.

The school is part of the Ngati Porou Community of Learning|Kāhui Ako.

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 is achieving equitable and excellent outcomes for students. School data indicates that in 2018 the majority of students are achieving at expected or above curriculum levels in reading, writing and mathematics.

Over the last three years there has been no noticeable pattern of disparity between the achievement of boys and girls. Boys and girls have enjoyed similar levels of success in reading writing and mathematics.

Almost all students leaving the school at Year 8 are achieving at or above expected levels in reading writing and mathematics, and demonstrate the skills and attributes of their tipuna, Paikea. Other valued student outcomes as defined by the school are the core values defined in Te Puāwaitanga. Students across the school articulate, demonstrate and exemplify these principles and beliefs and stand with a strong sense of confidence and pride in their cultural identity.

Students with moderate to high learning needs have made significant progress, achieving well towards their learning goals and in their ability to verbally communicate, socially interact and display the attributes defined in Te Puāwaitanga.

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

The school can show effective acceleration for Māori and other kauika learners who need it, in reading, writing and mathematics. The positive acceleration outcomes for Māori and other learners are the result of the school’s systematic approach to the identification, tracking, monitoring and response to kauika learners.

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?

Akonga benefit from a rich, authentic, culturally connected curriculum. The whakataukī ‘ko Whāngarā te pūtahitanga o te korero, te pārekereke o te tangata’ guides the development and enactment of the curriculum. Students are immersed in deep meaningful learning about the stories, knowledge, understandings and history of their ancestors. The programme makes active use of all aspects of the local environment including the marae to promote students’ understanding of the connectedness to tipuna, whenua, moana, and Atua. The curriculum is holistic and places strong emphasis on students’ understanding their role as kaitiaki and promoting sustainability and social justice. These culturally embedded practices are reinforcing students’ sense of belonging -turangawaewae, and their identity as Whangara and Ngāti Konohi.

Highly effective leadership has built a strong sense of whanaungatanga amongst the school community and a collaborative culture for learning. With the support of trustees, leaders have taken a strategic approach to building teacher capability through targeted professional learning informed by high-quality internal reflections and evaluation. A methodical and systematic approach to improving the collective capability of teachers has resulted in examples of effective acceleration for groups of learners ensuring more equitable outcomes for all.

Teaching practice is underpinned by a strong sense of ako and manaakitanga for students and their whānau. Teachers have established effective systems and processes to accelerate the learning of kauika learners through and provision of high-quality in-class support programmes. Support staff and teachers work in partnership with parents and whānau. For students with high additional learning needs, teachers and the Special Education Needs Coordinators develop individualised education plans and work collaboratively with external specialist agencies. There is a strong culture of inclusion and support that promotes equity for all students.

Trustees, leaders, teachers and whānau have developed an effective framework and system for internal evaluation to drive ongoing improvement. There is a clear, shared understanding of acceleration. Leaders and teachers regularly review and refine teacher practice, interventions and support programmes that target kauika learners. The aims, aspirations and contributions of whānau and students are regularly sought and ensure shared ownership and collective commitment to ongoing improvement. Regular consultation and reflection is enabling equity, excellence and acceleration for all students.

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

Trustees, leaders and teachers now need to ensure annual targets are specific and measurable and align with the learning needs of students who require acceleration.

The process for teaching as inquiry needs further refinement to focus more specifically on at-risk learners in each class to build on students’ interests, needs and strengths.

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.

4 Going forward

Key strengths of the school

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

• a contextually rich curriculum that promotes students’ strong cultural identity
• a culture of collaboration among leaders, teachers, parents and whānau, that maintains high expectations for teaching and learning throughout the school
• an inclusive school culture that promotes equity and excellence for all students
• internal evaluation that drives ongoing improvement.

Next steps

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

• setting achievement targets that are specific, measurable and aligned with kauika students
• refining the teaching as inquiry process to focus specifically on students requiring acceleration.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review and Improvement Services

Central Region

20 December 2018

About the school

Findings

Whangara School continues to provide a caring, welcoming learning environment. The positive tone, strong sense of cultural identity and high whānau engagement promotes students’ wellbeing. All students benefit from rich opportunities to learn te reo and the inclusion of Tikanga Māori guided by the learning pathway of Paikea Ariki.

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

1 Context

What are the important features of this school that have an impact on student learning?

Tēnei te mihi ki a koutou o te kura o Whangara. Ki te pōari, te tūmuaki, ngā kaiako, ngā mātua, ngā tamariki, me te hapu o Ngāti Konohi, me te iwi o Ngāti Porou, tēnā koutou, tēnā koutou, tēnā koutou katoa. Tēnei te mihi ki a koutou e pou kaha ana kia whai ai te mātauranga mō ō koutou tamariki mokopuna.

Whangara School is a small rural school located on the East Coast, north of Gisborne. Almost 90% of the students identify as Māori. The culturally rich environment continues to be an important part of the community, which has long-standing and inter-generational connections with the school. Paikea Ariki is central to the school’s kaupapa. The whakatauki, 'Te Putahitanga o te kōrero; Te Parekereke o te tangata,' is well embedded in systems and practices in this school.

The school caters for students from Years 1 to 8 in four whānau classes. A high proportion of students who have strong whakapapa links to Whangara, travel from Gisborne. Increasing numbers of local students now attend the school. Paikea Kindergarten is situated at the front of the school and is an integral part of this inclusive school community.

Since the 2010 ERO review, classrooms have been modernised. The attractive learning environments are well resourced and contribute to students’ interest in learning. Special features of the school’s setting include the carved waharoa and pou, tukutuku panels, mosaic artwork and school gardens. All students were involved in designing and constructing these special features.

The school is well led by a capable leadership team and a dedicated board of trustees. Significant staff professional development has been targeted to improve outcomes for all students. ERO’s 2010 review identified the inclusive teamwork, authentic contexts for learning, and the values of children grounded in Ngāti Poroutanga. These features continue to be strengths of the school.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. This information indicates that the majority of students achieve at or above the National Standards in reading, writing and mathematics. Appropriate targets are set to raise achievement, and progress is regularly reported to the board and community. School leaders acknowledge that further work is required when reporting to parents in relation to National Standards.

Well-developed monitoring systems track progress and achievement of students. Students who are at risk of not achieving at or above National Standards are identified. Individual education programmes are developed and adapted to meet these students’ learning needs.

Students are willing learners. They are well engaged in learning and are able to work independently and collaboratively. Classroom environments are specifically planned to promote self-managing learners. Students choose from a range of tasks to support their learning strengths and needs. Staff facilitate and intervene as required.

Teachers gather and use student achievement information to plan meaningful learning experiences. Increasingly they are supporting students to reflect on their progress and to set learning goals. Targeted professional development is informed by achievement data and focussed on lifting student achievement in literacy and mathematics.

School leaders acknowledge the need to strengthen school-wide analysis and reporting of student achievement. They agree that it would be useful to:

• develop clearly defined charter targets for groups of students who are ‘at risk’ of not achieving
• develop a plan to accelerate the progress of underachieving students
• share achievement information with students to assist them to become self-managing learners
• strengthen teachers’ reflective practice and align these reflections to student achievement and programme evaluation.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum is effective in promoting and supporting student learning. Māori students are provided with many opportunities to experience success as Māori. They play a key role in the planning, design and development of the school environment. The culturally responsive and localised curriculum benefits all children and symbolises the school’s mātāpono, whakatīnana, mohiotanga, ako and turangawaewae. It also appropriately prioritises wellbeing and sustainable education alongside literacy and mathematics.

Classes are vibrant, interesting and student centred. Students contribute to school decision-making influencing the design and creation of the attractive outdoor school environment. Significant artwork around the school demonstrates high levels of collaboration between students, teachers and community members.

The environment of Whangara, including the local marae is an integral part of students’ learning. Students proudly participate in pōwhiri with senior students leading mōteatea, haka and waiata. Te reo Māori is used confidently and often by staff and students. A wananga reo immersion class is timetabled for one teaching block a day, to increase older students’ understanding and use of te reo Māori in everyday conversations. The development of a school-wide te reo Māori plan is timely and would provide a coordinated and strategic approach to extend te reo Māori across the school. This plan could specify governance and management goals and show how the implementation and effectiveness of the plan will be monitored.

Good quality teaching supports learners and curriculum delivery. Teachers promote learning through the use of information and communication technologies (ICT). Teachers use their well-resourced learning environments effectively, and could now consider increasing the pace and challenge to further extend learners. Senior leaders recognise the need to promote shared school wide expectations for teachers to develop consistency and quality in their teaching practices. It is likely to build greater coherence in providing high-quality programmes to accelerate student achievement.

Student learning is enhanced by the curriculum focus on home/school relationships and student learning. High numbers of whānau participate in the Hikitai outdoor education programme. Home/school partnership evenings are well attended and parents are provided with a wide range of strategies for supporting the learning of their children. Strengthening and building on learning partnerships with parents continues to be a priority for school leaders.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. Thoughtful leadership and well-considered governance characterise the school. Core values of aroha, manaakitanga, tu kaha and whanaungatanga guide the ways in which students, teachers, leaders and trustees interact with each other.

Senior leaders and the board have used their complementary strengths to form a team that works collaboratively and share a clear future vision for the school. They recognise that embedding and consolidating new ideas and practices into the school is an important part of its development cycle. School leaders value the contributions of others, including whānau, and maintain a positive working relationship with the board of trustees.

Self-review processes assist the board and senior leaders to make sound decisions. Important next steps include:

• aligning self-review more directly to strategic planning
• keeping all parties up-to-date and better informed about the progress it is making towards meeting its charter, strategic and annual goals
• simplifying the strategic and annual plans with more clearly defined goals.

School leaders are focused on building the capacity of teaching staff. During the review ERO and senior leaders agreed that appraisal processes could be strengthened to further assist teachers to develop clearer and more specific professional development goals.

Trustees have complementary skills and are highly supportive of senior leaders and staff. Senior leader’s reports to the board are comprehensive but need to be more evaluative and inform the board about the effectiveness of school initiatives and outcomes of strategic planning. These reports should assist the board’s self review processes, and ongoing governance training would strengthen trustees understanding of legislative requirements and responsibilities.

The board has undertaken significant property development. Classrooms have been refurbished to support the curriculum and promote self-managing learners.

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

Whangara School continues to provide a caring, welcoming learning environment. The positive tone, strong sense of cultural identity and high whānau engagement promotes students’ wellbeing. All students benefit from rich opportunities to learn te reo and the inclusion of Tikanga Māori guided by the learning pathway of Paikea Ariki.

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

Dale Bailey

Deputy Chief Review Officer Northern

5 June 2015

About the School