Summary
Koputaroa School, for students in Years 1 to 8, is situated on the outskirts of Levin. The roll of 174 students, includes 41 who identify as Māori.
The school’s rural character is integrated into teaching, learning and operation of the school. The charter has been recently reviewed and the vision redefined as “Nurturing confident, future-focused learners”.
Since the May 2014 ERO report, there has been a period of change. In 2015, a new principal was appointed. Five new teachers have also been appointed. Three new trustees were elected in June 2016. Two trustees are now serving for a second term.
Teachers have completed professional learning and development (PLD) in writing. They are currently involved in PLD to support changes for an innovative learning environment and in teaching mathematics.
How well is the school achieving equitable outcomes for all children?
The school is developing its approach to supporting students whose learning and achievement need acceleration. National Standard information shows a small improvement in student achievement over time. In 2016, the school has reported that most students achieve in relation to the National Standards in reading, writing and mathematics, with significant numbers of students achieving above these standards.
Many Māori students achieve at or above National Standards. The school has yet to have equity of achievement for these students, particularly in relation to numbers achieving in reading and above the Standards.
School leaders are intent on developing a future-focused curriculum and culturally responsive practices. Significant progress is evident in integrating te reo me ngā tikanga Māori in the curriculum. Many school processes have been strengthened.
Teachers have revisited the underpinnings of the curriculum. Consultation with the community has clarified and confirmed aspects of this. Growing students to be active in their learning is a key part of this new direction.
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and boys remains.
The school agrees to:
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develop more targeted planning to accelerate learning for children
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monitor targeted planning, improved teaching, and children’s progress
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discuss the school’s progress with ERO.
ERO is likely to carry out the next review in three years.
Equity and excellence
How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?
The school is developing its approach to supporting students whose learning and achievement need acceleration.
In 2016, the school has reported that most students achieve in relation to the National Standards in reading, writing and mathematics. A significant number of students achieve above these standards.
Many Māori students achieve at or above National Standards in reading, writing and mathematics. There is yet to be equity of achievement with their non-Māori peers, particularly in relation to numbers achieving above the Standards. Achievement in mathematics is becoming equitable.
There is a lower achievement for Māori and boys reported across the areas of reading, writing and mathematics. A recent initiative in writing for Years 5 and 6 boys shows positive early results, especially in attitude and readiness for learning.
The school has systems in place to monitor the achievement of students whose learning and achievement need acceleration. The achievement of all Māori and Pacific students is identified and tracked. Teachers monitor students’ progress and are beginning to discuss the effectiveness of teaching strategies they use.
Students who require additional learning support are identified and their learning is planned and tracked through individual education plans.
As part of the writing PLD, staff are supported to undertake internal moderation. Ongoing revision of the assessment tools used is occurring. Development of moderation processes in reading and mathematics are required. Teachers should also test the dependability of their National Standards’ judgements with teachers from other schools.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
School leaders are strongly focused on developing a future-focused curriculum and culturally responsive practices. Significant progress has been made in the integration of te reo me ngā tikanga Māori in the curriculum. For growth in this area, a range of community expertise, that is responsive to student and staff needs, is used.
Teachers have revisited the underpinnings of the curriculum. Consultation with the community has clarified and confirmed aspects of this. Growing students’ understanding of, and responsibility for, their learning is a key part of this new direction. Students take increased ownership of their learning. Their interests are valued and considered when programmes are implemented, supported by digital resources.
Teachers are trialling and developing new approaches to learning. They work collaboratively in the new learning pods (groups of classes working closely together). They participate in PLD to support the changes to their practice.
Trustees are clear about their roles, responsibilities and ways of operating. They value community input to inform the school’s strategic direction. Recently, they have focused on review of the school’s charter, strategic direction and health and safety policies.
Sustainable development for equity and excellence
What further developments are needed in school processes to achieve equity and excellence?
Many school processes have been strengthened. Further work is needed for equitable learning opportunities and outcomes for all students.
Teachers are inquiring into their practice. The development of a more in-depth understanding of internal evaluation at board, senior leadership and teacher level is a key next step. Support for this development is available from within the school. The principal and two trustees have attended an ERO internal evaluation workshop.
There is also a need to further strengthen:
Students at risk of not achieving are identified and targets set for key groups. Although the board receives information on individual students, a clearer focus is needed on the learning gains for target groups and the impact of individual programmes that support learning. Such evaluation should support strategic decisions that more effectively target student needs and ensure equitable learning outcomes for all.
There is a need to co-ordinate change to ensure that key areas of the curriculum are implemented and the needs of groups and individual students are met.
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:
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
The recently introduced appraisal processes should support a more cohesive collection of evidence towards the Practising Teacher Criteria and personal professional growth.
Going forward
How well placed is the school to accelerate the achievement of all children who need it?
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and boys remains.
Leaders and teachers:
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know the children whose learning and achievement need to be accelerated
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need to improve the school conditions that support the acceleration of children’s learning and achievement.
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need to build teacher capability to accelerate children’s learning and achievement.
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.
The school has requested that ERO provide them with an internal evaluation workshop.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
18 April 2017
About the school
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Location
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Levin
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Ministry of Education profile number
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2882
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School type
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Full Primary, (Years 1 – 8)
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School roll
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174
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Gender composition
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Girls 53%, Boys 47%
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Ethnic composition
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Māori 24%
Pākehā 71%
Other ethnic groups 5%
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Provision of Māori medium education
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No
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Review team on site
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February 2017
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Date of this report
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18 April 2017
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Most recent ERO report(s)
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Education review, May 2014
Education review, April 2011
Education review, October 2007
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