Koputaroa School

Koputaroa School - 18/04/2017

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:

  • 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.

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:

  • 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.

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

  • 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.

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:

  • 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:

  • 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 

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



Koputaroa School - 23/05/2014

1 Context

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

Koputaroa School is located north of Levin and caters for 170 students from Years 1 to 8, 19% of whom are Māori. Since the April 2011 ERO review, a new deputy principal has been appointed. Most of the trustees joined the board in 2013.

The school provides a welcoming, inclusive environment. Students are friendly, enthusiastic and confident. The school’s values and practices promote student wellbeing.

Positive areas outlined in the April 2011 ERO report have continued and the school has responded well to the areas for review and development.

2 Learning

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

The school reports that the majority of students are achieving at or above expectations in relation to National Standards in reading, writing and mathematics. Data analysis shows that while Māori students are making good recent progress with more working at the National Standards expectations, overall they achieve lower than other students in literacy and mathematics.

Student achievement data is used well to identify patterns and trends. This information is referenced in the charter targets. All students, including Māori, identified as achieving below National Standards are targeted to receive additional help designed to support their progress.

Students with special educational needs are identified on the special education register and individual education plans put in place for selected students. The register is currently being upgraded to facilitate easier tracking and more coherent reporting of student progress.

Children with special abilities are identified and catered for through differentiated class programmes and special interest groups. These are also made available to other interested children. The programmes support positive student engagement.

Teacher aides and a learning support teacher work with children requiring additional support.

Classes are settled and focused learning environments. Students are highly engaged in their learning programmes. Senior students display self management skills as they positively respond to the high level of self choice available. Many students can articulate the purpose of their learning. Well established routines help maximise learning time.

Parents are provided with a variety of opportunities to know about their children’s progress. Twice yearly reports and student learning conferences give parents specific information about their child’s progress. School newsletters and the school’s website share other worthwhile information about student engagement and achievement overall.

3 Curriculum

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

The school has reviewed its overarching curriculum framework. This has involved extensive research and consultation. Programmes integrate the key learning areas, principles and key competencies of The New Zealand Curriculum.

The curriculum framework supports student ownership and gives scope for teachers to use innovative approaches to deepen learning. A next step is to develop specific guidelines in literacy and mathematics to further support high quality teaching practices.

Te reo me ngā tikanga Māori are given high priority. This reflects considerable work through consultation and programme provision. An external provider facilitates professional development for staff as well as weekly classes for students. Continuing to grow teacher confidence in using te reo Māori is a recognised next step.

Since the previous ERO review, teacher professional development has focused on strengthening teacher practices and developing shared understandings about the research that underpins effective teaching. This includes:

  • formative assessment practices
  • developing teacher skills in areas linked to student achievement needs
  • supporting teachers to make more effective use of assessment data to further focus their teaching and improve student outcomes.

Teachers are supported to be reflective practitioners and to constantly scrutinise different aspects of their teaching. They have opportunities to extend their teaching strategies as part of the school's teaching as inquiry process.

How effectively does the school promote educational success for Māori, as Māori?

Over the last three years a considerable amount of work has been done by staff and trustees to integrate te ao Māori and to more overtly and authentically embrace Māori cultural practices. Whānau consultation has been key.

A next step is to continue to strengthen the strategic focus on Māori in board decision making to promote success for Māori.

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. Trustees, the principal and teachers are improvement focused. Extensive reflection is evident in the review that occurs at all levels. Student voice is included.

The principal identifies that the focus on student outcomes should further strengthen self review. A focus on evaluative review needs to be made clearer in review reports.

The board has an ongoing cycle of policy review. There are clear links between the charter, strategic and annual goals aimed at increasing student achievement across the school. Continuing with a higher level of focus on accelerating the progress of priority learners is a next step

New trustees have undertaken appropriate training to broaden their understanding of their roles. Networking with other schools has deepened their knowledge of teaching and learning. Trustees receive extensive student achievement information from the principal. Board decision making and resourcing focus on improving student outcomes. Provision of digital technologies to enhance learning is a strong focus.

The staff appraisal system is well structured, cyclical and designed to improve teaching. It effectively incorporates the professional standards, the registered teacher criteria and aligns to government priorities. Appraisal goals reflect best practice research for effective teaching.

School leaders have high expectations for student learning and achievement and for teachers as professionals. Leadership roles are appropriately delegated and opportunities made available for teachers to develop leadership and to collaboratively share areas of expertise.

The principal has a clear vision for the school and continues to facilitate a collegial, research-based approach to ongoing improvement.

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.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

23 May 2014

About the School

Location

Levin

Ministry of Education profile number

2882

School type

Full Primary (Years 1 to 8)

School roll

170

Gender composition

Female 57%

Male 43%

Ethnic composition

Māori

NZ European/Pākeha

19%

81%

Review team on site

April 2014

Date of this report

23 May 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2011

October 2007

December 2004