Rewa Rewa School

School Context

Rewa Rewa School, located in Newlands, caters for a diverse range of students in Years 1 to 6. The roll has grown steadily since the November 2016 ERO review with a significant increase noted in 2019. Of the 107 children enrolled 21% are Māori and seven percent are of Pacific heritage. Nine children receive English Language Learner (ELL) funding.

The school is committed to empowering learners to develop life-long learning skills. The school’s ‘R.I.D.E.’ values of respect, integrity, diversity and empathy guide school culture and practices. These are known by students, staff and the community.

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

• achievement in reading, writing and mathematics
• progress and achievement in relation to the school targets and supporting interventions
• attendance
• wellbeing.

Since the November 2016 ERO report, there have been significant changes to staff including the appointment of a new deputy principal. Longstanding and recently elected members make up the board of trustees.

A number of property developments have occurred since the last review. This includes the establishment of onsite facilities to host the local Resource Teachers of Learning and Behaviour.

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?

School analysed achievement data from 2019 shows that most students are achieving at or above The New Zealand Curriculum expectations in reading, writing and mathematics. 

Achievement of Māori and Pacific heritage learners show outcomes that compare equitably with their peers in literacy and mathematics. Girls are achieving slightly better than boys in reading and writing.

At the end of 2019, nearly all Year 6 students achieved at or above expectation in reading and most in writing and mathematics.

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

The school has accelerated learning for most students who need this.

Achievement information from the end of 2019 indicates that a significant number of target students, including Māori, experienced acceleration through class programmes and interventions in mathematics and writing. In reading, some target students made more than expected progress.

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?

Trustees and leaders have a clear strategic vision that is meaningfully focused on improving learning and wellbeing outcomes for all children. They work deliberately and collaboratively to strengthen key organisational and learning conditions to promote equity and excellence for all students. A purposeful range of systems, processes and strategies are used to identify, track and address the individual needs of students, particularly those at risk of not achieving.

Leaders ensure an orderly and supportive environment conducive to staff and student engagement and wellbeing. They are committed to developing innovative, learner-centred teaching practices to enhance the response to individual needs. The focus on learning to learn strategies and the ‘R.I.D.E.’ values provides guidance for children to know about their strengths, progress and next steps.  A focus on te reo me ngā tikanga Māori is evident.

Students with high needs are well supported to participate and engage in learning alongside their peers. Individual planning and appropriate resourcing supports learners with additional needs, including ELL. Targeted programmes support students to effectively progress their learning. External expertise suitably supports this provision. Flexible transition practices support learners into, through and out of the school.

Relationships across the school are positive. Staff prioritise the continued development of learning-centred partnerships with parents and whānau. These voices should meaningfully contribute to ongoing curriculum development and school decision making.

Building professional capability across the school is highly valued. Provision of an extensive range of professional learning and development is clearly aligned to school priorities. This effectively enhances trustees, leaders and teachers’ collective capacity. Improvement-focused appraisal, school- wide inquiry and opportunities for regular collaborative conversations purposefully support student success.

The board actively and effectively represents and serves the school in its stewardship role. Good systems and governance guidelines are in place for meeting statutory requirements.Relevant training and support from the New Zealand School Trustees Association for board members promotes shared understanding of trustee roles and responsibilities.Trustees receive comprehensive and useful information from the principal. Strategic priorities are well aligned to the schools valued outcomes and resourced appropriately.

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

Trustees and leaders are highly reflective and improvement focused. They have effectively identified the developments required to better promote positive student learning and wellbeing outcomes.

Leaders acknowledge the need to develop a shared understanding of internal evaluation, across all levels of the school. Explicitly identifying desired outcomes should enable clear indicators of success to be articulated. This should enable trustees’, leaders’ and teachers’ to effectively measure the impact of actions taken and inform ongoing strategic direction and decision making.

A comprehensive focus on curriculum review to be more responsive to the diverse needs of students has occurred. Programmes and practices are in place that align to the school’s new strategic direction. Leaders have identified the need to:

• further develop shared understandings of The New Zealand Curriculum levels. This should better inform consistent overall teacher judgements across the school, particularly for new teachers
• clearly articulate and document a culturally responsive curriculum for Māori children and Pacific heritage learners.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Rewa Rewa School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

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

• a clear strategic vision that is meaningfully focused on improving learning and well-being
• effectively building professional capability and collective capacity to promote student success
• the purposeful range of systems, processes and strategies used to identify, track and address the individual needs of students.

Next steps

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

• developing shared understanding of internal evaluation to effectively measure the impact of actions taken and inform ongoing strategic direction and decision making
• ongoing curriculum review to meet the needs of all learners
• continued improvement of learning-centre partnerships with parents and whānau to support ongoing curriculum development and school decision making.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region - Te Tai Tini

19 May 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

1 Context

Rewa Rewa School is a small, multi-cultural school located in Newlands, Wellington. The roll of 89 includes 28 Māori, 9 Pacific and 24 Asian students. Thirteen ethnic groups are represented in the school. Since the November 2013 ERO review, a new principal and deputy principal have been appointed. At the time of this review, several trustees are new to their roles including the chairperson and a kaumātua.

The school is participating in the establishment phase of a Community of Learning (CoL) with schools in Newlands.

2 Equity and Excellence

The vision and valued outcomes defined by the school are to achieve the best possible learning outcomes for each student. The school sets high expectations through the Rewa Rewa Tātou values of respect, integrity, diversity and empathy (R.I.D.E) which were developed collaboratively with students. The values are well integrated into the life of the school and through teaching and learning programmes. The school celebrates cultural diversity.

The school’s achievement information shows that overall, achievement has improved over the past three years with most students being at or above National Standards in mathematics, reading and writing. During this time the achievement of Māori students has been variable. In 2015, the school data showed that Māori achieve at similar rates to their peers in writing while being slightly below in reading and mathematics.

Leaders and trustees are strongly focused on achieving equitable outcomes for Māori students. They set and monitor strategies and programmes to accelerate progress of target groups of Māori learners.

The achievement of the small numbers of Pacific students at the school has improved in the past two years to be at a similar level to their peers. Asian students are achieving at higher levels than other groups.

The school uses a wide range of assessment tools to identify the achievement and progress of students. Regular and ongoing discussion between teachers supports assessment judgements about students' learning. Whole team PLD in assessment continues to strengthen teachers' understanding to support their decision-making. Some external moderation occurred in mathematics and writing in 2015. Extending this to include moderation of reading judgements is a next step.

Since the previous ERO review, systems for accelerating learning and progress to promote equity and excellence for all students have been a development focus. The school has been involved in a range of PLD initiatives in eLearning, literacy and mathematics to improve programmes, teaching practices and outcomes for students. Work has been done to strengthen student engagement and the leadership capacity of the senior team.

3 Accelerating achievement

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

The school has strengthened its response to Māori students whose learning and achievement need acceleration. A systematic and focused approach promotes the engagement and presence of these students in purposeful learning. This includes:

• the use of profiles for Māori students to record relevant information about their interests, iwi connections and whānau. These are starting to be used to track learners' progress over time and have potential for strengthening learning partnerships with whānau
• an increased emphasis, in 2016, on understanding and promoting success for Māori as Māori
• teachers reflecting on their practice in relation to the Ministry of Education initiatives Ka Hikitia - Accelerating Success 2013 - 2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners
• specific targeting and monitoring of students' progress and achievement schoolwide and at classroom level
• trialling new ways to engage Māori learners through increased use of information technologies and student voice, and the introduction of special programmes such as parent tutoring
• improving the acknowledgement of te ao Māori in teaching and learning.

Accelerated progress of groups of targeted students is evident in 2015 and 2016.

The senior leadership team has identified the importance of using a well-planned approach to catering for the needs of Māori students and to improve involvement of whānau in the life of the school. Continuing to develop teachers' knowledge to integrate te reo Māori into their everyday interactions with students should complement the school's approach.

How effectively does this school respond to other children whose learning and achievement need acceleration?

The school responds effectively to address the needs and accelerate the progress of other students. Each student's learning needs are identified and appropriate strategies put in place to address these.

Trustees and teachers continue to improve their targeted support for students requiring additional support. This includes:

• support for children in the junior school to develop their oral language skills through significant investment in, and use of, innovative resources
• increased use of digital technology for teachers to collaboratively plan for learning and strengthening engagement of students in literacy and mathematics
• well-considered support for English language learners which results in improved learning outcomes
• differentiated and individualised planning for identified learners, including those transferring to the school during the year.

Leaders make good use of mid-year and end of year evaluation to identify students making accelerated progress and the impact of interventions on raising achievement. They identify areas for further inquiry and development to improve learning and achievement of target groups.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

Conditions for promoting sustained good practice and ongoing improvement to student outcomes are under development.

The school curriculum suitably prioritises literacy and mathematics. It includes a wide range of experiences linked to essential learning areas, local contexts and is responsive to students' interests and strengths. Inquiry learning is used effectively as a framework in the wider curriculum. Guidelines for teaching and learning are coherent and well aligned to the school's vision and values.

The importance of te ao Māori is acknowledged and suitably enacted through planned learning opportunities. Students' sense of identity and pride are well supported through their use of waiata, pōwhiri and karakia.

A next step in supporting students' transitioning into school is to strengthen relationships with early childhood services to share information about children's learning. This should support continuity of learning for students.

The principal and deputy provide effective and complementary leadership for change and school improvement initiatives. They model and encourage a cooperative approach to assist learning for teachers and students. They seek and value input from a range of sources. Innovation and inquiry are supported.

The board is well informed about student achievement throughout the year and has systems and processes for regular policy review and development. There is increased representation of cultures in the community on the board.

To strengthen their stewardship roles, trustees should seek focused support to further build their knowledge of roles and accountabilities. This should include strategic planning and reporting, community consultation and internal evaluation. To support a sustainable approach and shared understanding of expectations, trustees should consider developing guidelines for governance at the school.

A developing culture of regular reflection, review and inquiry is well supported by school leaders. A good range of practice guidelines provides a basis for evaluation of aspects of the curriculum.

Next steps should include:

• further development of a framework to support understanding and use of internal evaluation from classroom through to board level
• ensuring appraisal goals and inquiries are more specific and linked to improved student outcomes.

The principal and trustees are exploring ways of extending communications and consultation with parents and whānau. The school has a positive and inclusive tone that promotes student wellbeing and participation in their learning. Shared values and high expectations for teaching and learning provide a supportive learning environment.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school is well placed to achieve and sustain equitable outcomes for all students. Effective practices and processes are being established to accelerate progress for Māori, Pacific and other students below National Standards.

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated
• respond effectively to the strengths, needs and interests of each child
• regularly evaluate how well teaching is working for these children
• act on what they know works well for each child
• build teacher capability effectively to achieve equitable outcomes for all children
• are well placed to achieve and sustain equitable and excellent outcomes for all children.

Some programmes and processes are in the early stages of implementation in the school. There is not yet sound evidence of their impact on outcomes for students. Systems should be further developed to monitor goals and effectiveness of plans in promoting improvement. The leadership team recognises evaluation as critical to sustaining and strengthening practice and are committed to further developing their understanding and use of evaluation across the school.

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

6 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 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

• processes for appointing staff

• stand down, suspensions, expulsions and exclusions

• attendance

• compliance with the provisions of the Vulnerable Children Act 2014

In order to improve current practice, trustees should make plans to effectively manage or eliminate hazards caused by the uneven concrete surfaces in the playground.

7 Recommendation

ERO recommends that to sustain and improve the positive developments already implemented, the school should strengthen:

• the use of evaluation
• trustees' understanding of stewardship
• learning partnerships with parents and whānau.

Joyce Gebbie

Deputy Chief Review Officer Central

3 November 2016

About the school