Waikawa Bay School

Waikawa Bay School - 02/03/2018

School Context

Waikawa Bay School is a contributing (Years 1 -6) school located in the Marlborough Sounds. It has a roll of 152 children. 

The school’s vision is to be a caring community of learners where everyone achieves success. The motto of ‘Living and Learning the Waikawa Way’ is captured (summarised) in the values, expressed in te reo Māori and English, of being honest (kia pono), kind (kia atawhai), respectful (kia manaaki) and the best you can be (kia whakamiharo). The school’s aims and goals focus on improving children’s achievement and developing their competencies.

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

  • reading, writing and mathematics achievement
  • the extent to which school practices are inclusive of all children
  • engagement with parents, whānau and community.

Since the previous review there have been a number of staff changes including the appointment of a deputy principal. The board is a mix of experienced and new trustees.

The school has been part of the Ministry of Education Accelerating Learning in Literacy (ALL) programme for two years.

Waikawa Bay School is a member of the Marlborough Sounds/Te Wheke Akoranga Kāhui Ako|Community of Learning (CoL).

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is effective in achieving positive outcomes for most children. Levels of achievement in reading, writing and mathematics continue to improve in relation to school expectations.

Girls achieve better than boys in reading and writing. A strategic, targeted approach by the school has been successful for Māori children and boys, particularly in writing. In both writing and mathematics the achievement of Māori children is similar to all children.

Children with additional learning needs are well supported through regular and careful planning and monitoring of their progress and their inclusion in school life.

The school regularly celebrates a range of student success, and in particular children’s writing as part of a school-wide focus to promote achievement.

Teachers use a range of effective assessment methods and regular in-school moderation to enable them to make consistent achievement judgements.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school effectively identifies, monitors and responds to children whose learning and achievement need acceleration.

Māori children whose learning requires acceleration are well supported. A school-wide focus on engaging and working with whanau, as well as careful tracking and appropriate interventions, has resulted in children making accelerated progress.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

The school’s culture is inclusive and respectful, and places children at the centre of learning and teaching. Children have strong ownership of the school environment. This fosters their wellbeing and pride in the school, and builds a deep sense of belonging. Pastoral care needs are clearly identified and well monitored. Leaders and staff create and maintain welcoming relationships with parents and whānau to empower them to become partners in the school and their children’s learning.

Children benefit from a broad, rich curriculum that uses local contexts and expertise. They have appropriate opportunities to choose what, when and how they learn. Teachers are responsive to each child’s interests, needs and abilities. Children have many opportunities to hear te reo and experience tikanga Māori.

Teachers engage with parents and whānau in supportive ways to strengthen learning partnerships. Children have many opportunities to develop their personal competencies and leadership skills. School staff work well together with a strong team approach, to achieve positive outcomes for children.

There is strong leadership in the school. The principal, board and teachers have a clear vision for the school for all to be the best they can be. The deliberate, distributed leadership approach creates trusting relationships and effective communication across the school. These strategies encourage and empower teachers to be innovative and increase their professional capabilities. Leaders and teachers are purposefully involved in professional learning and development that is well aligned to school priorities.

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

The school needs to further develop the consistency of teaching practices across the school. It should strengthen the appraisal process to include regular, documented observations of teacher practice. Leaders need to provide the opportunity for clear, meaningful feedback. This should ensure professional development goals are useful and lead to improving outcomes for all children.

Leaders, trustees and teachers need to develop and implement a planned, systematic internal evaluation process to:

  • create a shared understanding of evaluative practices
  • evaluate the impact and effectiveness of programmes, practices and initiatives on outcomes for children
  • inform school-wide decision making that supports the achievement of the school’s priorities.

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:

  • the inclusive and respectful culture that places children at the centre of learning and teaching and promotes their wellbeing, engagement and learning
  • the broad, rich curriculum that uses the surrounding environment and local expertise to engage children in learning
  • strong school leadership, trusting relationships and effective communication that promote meaningful parent and whānau involvement in leaning and the life of the school.

Next steps

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

  • strengthening the consistency of teaching practice across the school to promote well-defined, coherent expectations for learning and teaching
  • developing a planned, systematic internal evaluation process to create a shared understanding of evaluative practices and ongoing improvement.

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson
Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

2 March 2018

About the school 

Location

Marlborough Sounds

Ministry of Education profile number

3057

School type

Contributing Years 1-6

School roll

152

Gender composition

Female: 43%

Male: 57%

Ethnic composition

Māori: 40%

Pākehā: 51%

Other: 9%

Provision of Māori medium education

No

Review team on site

November 2017

Date of this report

2 March 2018

Most recent ERO report(s)

Education Review: September 2014

Education Review: October 2012

Education Review: August 2009

 

 

Waikawa Bay School - 25/09/2014

Findings

Students achieve well in an inclusive environment. Good progress has been made in addressing the key areas identified for improvement in the 2012 ERO report. Waikawa Bay continues to develop appropriate systems and practices to evaluate and review its performance.

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

1 Background and Context

What is the background and context for this school’s review?

Waikawa Bay School, Picton, caters for students in Years 1 to 6. The roll was 148 at the time of this review.

The October 2012 ERO report identified the need to improve processes for managing curriculum, including assessment, promoting Māori student success, building leadership and capability for self review. Areas identified for improvement in the 2009 ERO report had not been adequately addressed.

Since then, the school has participated in an ongoing ERO evaluation process for improvement with support from the Ministry of Education. Senior leaders and teachers have been involved in professional development in leadership, mathematics and assessment. There have been changes of significant personnel. The principal began at the school in May 2013 and a new chairperson was elected to lead trustees after the board elections in 2013.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Priorities for development were planned and actioned. These included improving:

  • culturally responsive practice
  • the clarity of reporting to parents
  • curriculum guidelines
  • assessment practice and systems
  • processes for identifying gifted and talented students.
Progress

The June 2014 interim National Standards data indicates a particularly positive shift in Māori student achievement. These students now perform similarly to their peers in reading and mathematics, although slightly lower in writing.

A focus on developing shared understandings in assessment practice is promoting improved teacher judgements. A schedule for assessment is in place. Reports to parents now include progress in relation to National Standards. Student-led conferences enable parents to better understand their child’s learning and progress.

Professional development in mathematics has resulted in teachers deepening their understandings of teaching strategies and quality learning. Curriculum guidelines have been reviewed and updated in mathematics. A next step is to review literacy guidelines to sustain the impact of recent professional development. Progress is being made on developing documents in other essential learning areas. Guidelines are in place to support the identification of gifted and talented students.

The school is actively engaging with whānau and responding to their aspirations. There are opportunities for more frequent, focused whānau meetings. Positive relationships between school personnel and whānau have been extended. There is increased use of te reo Māori, and karakia and waiata are used daily. The teacher leading te reo me ngā tikanga Māori is having a positive impact across the school.

Teachers have worked with the government’s education strategy document Ka Hikitia - Accelerating Success 2013-2017. They are now considering how they will integrate Māori perspectives in curriculum documents.

3 Sustainable performance and self review

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

Priorities identified for review and development

These included developing:

  • leadership capability
  • shared understandings of self review
  • governance systems and procedures.
Progress

Good progress has been made in addressing the key areas identified for improvement in the 2012 ERO report. Waikawa Bay School is well placed to systematically review and improve its performance. The school is accessing appropriate and timely training and support.

All staff, including leaders, have clearly defined roles and responsibilities. There is a coherent approach to building leadership that takes teacher strengths and interests into account.

Teachers are beginning to use data to inquire into the effectiveness of their teaching for improving student achievement. They conduct their own inquiries in key subject areas associated with areas of professional development. This is an acknowledged area for continued development.

There is an authentic, thoughtful approach to reflection and improvement. Understanding of formal self review is progressing. It is important that the school continues to work toward consistency in these processes.

A review of performance management is strengthening appraisal processes which now include the Registered Teacher Criteria.

Trustees conduct business in a systematic manner. Meeting minutes are well organised. The board is receiving information needed for informing decision-making. A formal system of policy review is in place. Trustees have engaged in appropriate training to build understanding of the governance role.

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

Students achieve well in an inclusive environment. Good progress has been made in addressing the key areas identified for improvement in the 2012 ERO report. Waikawa Bay continues to develop appropriate systems and practices to evaluate and review its performance.

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

Joyce Gebbie

National Manager Review Services Central Region

25 September 2014

About the School

Location

Picton

Ministry of Education profile number

3057

School type

Contributing (Years 1 to 6)

School roll

148

Gender composition

Male 53%,

Female 47%

Ethnic composition

NZ European/Pākehā

Māori

Other ethnic groups

63%

29%

8%

Review team on site

August 2014

Date of this report

25 September 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2012

August 2009

March 2006