399 Koputaroa Road , Levin
View on mapThis Profile Report was written within 12 months of the Education Review Office and Koputaroa 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
Koputaroa School is located in rural Horowhenua and provides education for learners in Years 1 to 8. The school prioritises fostering a nurturing and caring environment where children are encouraged to be actively involved in the learning and teaching process. The school is proud of its 132-year history and traditional community events that have been upheld through the generations.
Koputaroa School’s strategic priorities for improving outcomes for learners are to:
enhance our innovative learning environment
encourage and inspire students and whānau in their learning
increase hauora (wellbeing) for all ākonga (learners)
embrace our unique country school.
You can find a copy of the school’s strategic and annual plan on Koputaroa School’s website.
ERO and the school are working together to evaluate how effectively the school is implementing culturally responsive practices which include:
the development and implementation of a progressive te reo Māori improvement plan
systems, processes and practices for effective teaching and learning.
The rationale for selecting this evaluation is:
the school recognises the need to develop and implement a comprehensive improvement plan for the teaching and learning of te reo Māori across the school
to strengthen systems, processes and practices for effective teaching and learning.
The school expects to see:
the knowledge and aspirations of whānau, hapū and iwi embedded in the enacted curriculum
the integration of te reo Māori across the curriculum, and a progressive programme of instruction linked to the national curriculum and responsive to learner needs
consistent assessment for learning practices applied to both English and Māori learning contexts
information relating to learner progress, in both English and Māori learning contexts, effectively scrutinised and analysed to identify strategies and interventions to support improved outcomes.
The school can draw from the following strengths to support the evaluation and achieving its goals.
The school board and leaders are committed to providing the conditions for staff and students to engage in learning about te ao Māori, te reo Māori me ona tikanga.
The school community is invested in participating in school-wide activities, events and decision making that support high levels of learner engagement and success.
Agentic learning is highly valued and highly visible from Years 1 to 8.
Collaborative practices are highly valued and staff are collectively committed to providing supportive, engaging and motivating learning experiences.
Moving forward, the school will prioritise:
school leaders increasing engagement with whānau, hapū and iwi in the development of a te reo Māori improvement plan
all staff participating in professional learning in te reo Māori, monitored through the professional growth cycle
school leaders investigating professional learning for effective pedagogical practice in second language acquisition
consistent assessment and moderation practices that can be applied across both English and Māori learning contexts
strengthening data literacy and effective internal evaluation of practice.
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
21 June 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of May 2022, the Koputaroa School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Koputaroa School, 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
21 June 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
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:
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.
ERO is likely to carry out the next review in three years.
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 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.
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:
accountabilities for students at risk of underachieving
teacher goal setting and the teacher inquiry process to better support these targeted students.
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.
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:
The recently introduced appraisal processes should support a more cohesive collection of evidence towards the Practising Teacher Criteria and personal professional growth.
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and boys remains.
Leaders and teachers:
know the children whose learning and achievement need to be accelerated
need to improve the school conditions that support the acceleration of children’s learning and achievement.
need to build teacher capability to accelerate children’s learning and achievement.
The school agrees to:
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
|
Location |
Levin |
|
Ministry of Education profile number |
2882 |
|
School type |
Full Primary, (Years 1 – 8) |
|
School roll |
174 |
|
Gender composition |
Girls 53%, Boys 47% |
|
Ethnic composition |
Māori 24% Pākehā 71% Other ethnic groups 5% |
|
Provision of Māori medium education |
No |
|
Review team on site |
February 2017 |
|
Date of this report |
18 April 2017 |
|
Most recent ERO report(s) |
Education review, May 2014 Education review, April 2011 Education review, October 2007 |