Makikihi School

School Context

Makikihi School is a small rural Year 1 to 8 school south of Timaru, and has a roll of 30 students who are taught in two multi-level classrooms.

The school’s overarching vision is ‘Preparing children for success in life.’ The vision is supported by guiding principles which include concepts of ‘prioritising literacy and numeracy’, ‘inclusive environment’, ‘family feel’ and ‘opportunities for all students to respect and understand te reo Māori and tikanga Māori’.

Three aims are guiding strategic work and these focus on academic improvement for all, effective relationships and partnerships, and effective governance to promote roll growth.

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

• literacy and mathematics
• students receiving additional support.

A new board chair and principal have been appointed since the 2015 ERO review. Leaders and teachers have participated in whole-school professional learning around promoting a positive school culture.

The principal and teachers value their involvement in the Waimate Kāhui Ako|Community of Learning (CoL).

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?

The school has been making some progress in achieving equitable and excellent outcomes for most students in 2017, and for the majority of students in 2018.

In 2017, the school’s data shows that most students achieved at or above curriculum expectations in reading, writing and mathematics. In 2018, the majority of students achieved at or above curriculum expectations in writing and mathematics, and a large majority achieved at or above curriculum expectations in reading.

The school’s 2018 data also shows disparity in outcomes for boys, who achieved less well than girls in writing, and for Māori students, who achieved less well than others in mathematics. Leaders and teachers need to be more effectively monitoring and responding to the learning needs of these students.

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

There is some evidence of success in accelerating learning for those Māori and other students who need this. The school’s 2018 data shows that 50% of students targeted for support in writing made accelerated progress that year.

ERO is unable to evaluate how well the school is accelerating the learning of identified students in mathematics and reading as this information was not available during the onsite stage of the review.

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?

Students learn in a positive and inclusive school culture. Classroom environments and strategies used by teachers promote the purposeful engagement of students in learning. Students identified with additional and complex learning needs have appropriate support to promote their inclusion and achievement.

School trustees, the principal and teachers are working collaboratively to promote a positive learning environment for children and build a learning community. Emphasis is placed on promoting:

• positive community connections with parents and whānau

• meaningful consultation with families, students and teachers to identify priorities for improvement

• a regular cycle of self review to inform board resourcing decisions.

The principal and teachers respond thoughtfully to the needs and interests of children. They differentiate learning in their planning, instructional techniques and organisational practices. Teacher aides are intelligently deployed to maximise learning opportunities for children. Responsive programmes are based on individual need and interest and identify pathways for students’ learning.

The board, principal and teachers are willing to consider interventions or initiatives to improve outcomes for learners. This is supported by useful inquiry processes which connect well to the needs of learners. Staff work collaboratively, sharing ideas about effective practice and drawing on each other’s strengths. They take responsibility for their own professional learning and are well supported in this by the board and principal.

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

The school has the capability and capacity to improve outcomes for students. As they review and develop the school’s curriculum, leaders and teachers need to:

• clarify the content, coverage and contexts of the local school curriculum and its links to the New Zealand Curriculum

• build on assessment practices so that students can play a more active role in setting their own goals for learning and self-monitoring their engagement and progress

• provide specific feedback and feed forward to students to develop shared understandings that support and make explicit the expectations and improvements required for positive learning outcomes over time.

Leaders need to improve data analysis, evaluation and inquiry practices to ensure that a strong focus is maintained on achieving equity and excellence for all students. School priorities are to:

• clarify patterns of achievement and progress over time across all students, including key identified groups

• identify the impact of teaching strategies and interventions put in place to support students’ learning

• provide high quality achievement information that better supports the school to set strategic priorities for learning and improvement.

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 ERO’s Overall Judgement

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

ERO’s Framework: Overall School Performance 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:

• collaboration by the board, leaders and staff to promote a positive learning environment and community
• responsiveness of the principal and teachers to the needs and interests of children and differentiating learning in their planning, instructional techniques and organisational practices
• the willingness of the board, principal and teachers to trial innovations for improvement.

Next steps

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

• using curriculum review to clarify coverage and localise content, set high expectations for learning and to develop student agency in learning.
• strengthening data analysis, evaluation and inquiry to clarify patterns of achievement and progress, confirm the impact of interventions and to set strategic goals for learning.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

11 July 2019

About the school

Location	Makikihi
Ministry of Education profile number	3426
School type	State Full Primary, Years 1-8
School roll	30
Gender composition	Girls 13, Boys 17
Ethnic composition	Māori 7 NZ European/Pākehā 19 Other ethnicities 4
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	May 2019
Date of this report	11 July 2019
Most recent ERO report(s)	Education Review February 2016 Education Review October 2012

Findings

Students benefit from individual support with their learning as a result of the high ratio of adults to students and small class sizes. Students enjoy rich and varied learning experiences. Most achieve well in relation to the National Standards. Trustees are actively building their understanding of their governance role. They are strongly focused on supporting student learning and achievement. 

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

1 Context

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

Students at Makikihi School benefit from individual support with their learning as a result of the high ratio of adults to students,and small class sizes. Students in this small, rural school (Years 1 to 8) learn in two multi-level classes. They enjoy the friendly, family atmosphere of their school.

Teachers know the students and their families very well and the school is actively supported by its parents and wider community. The school and community share a number of facilities, including the swimming pool, tennis courts and hall.

The school has an experienced principal, teaching staff and teacher aide. External specialists enhance students’ learning. A varied and interesting education-outside-the-classroom programme (EOTC) is a valued feature of the curriculum.

The school is a member of the recently formed Waimate Community of Learning, along with six other primary and secondary schools.

School leaders have made some progress in addressing the recommendations from the 2012 ERO review. This 2015 review has identified that these continue to be work in progress.

2 Learning

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

Achievement information is well used by the principal, teachers and board to make positive changes to learners’ engagement, progress and achievement.

Most students reach the National Standards in reading, writing and mathematics. Appropriate targets are set to accelerate the learning of those who are at risk of not achieving at expected levels.

The principal regularly reports achievement information to the board. Together, they use this information well to:

• set achievement targets
• identify and source suitable learning support for students whose progress needs to be accelerated.

The principal and teachers use assessment information effectively to:

• identify students’ learning needs and how best to adapt their teaching in response to these
• regularly monitor students who need extra help to succeed to ensure accelerated progress is being made
• report very clearly to parents on their child’s achievement in relation to the National Standards (including students’ next learning steps and advice on how parents can support learning at home)
• reflect on and evaluate the impact of their teaching and learning programmes on students’ achievement.

Teachers use a range of assessment tools and practices to help them make reliable judgements about student achievement. These judgements are moderated internally across the school and with other schools. Teachers are continually developing their capability to make judgements about students’ achievement.Next steps

ERO found some good examples of students being supported to develop their self-assessment skills. These practices could be more consistent across the school. The school's work in helping students identify their own learning needs and evaluate their own and others’ work against clear criteria should be extended and further developed.

ERO recommends that clear mid-year reporting on students'progress towards reaching the National Standards be formalised and embedded as regular procedure.

There is potential to develop a more consistent school-wide approach to recording and tracking student progress over time.

3 Curriculum

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

Students benefit from a broad curriculum that promotes and supports their learning.

Respectful, caring relationships between students and teachers and amongst students provide a safe environment for students to learn in. Useful guidelines support teachers in the delivery of the curriculum. Teachers prioritise reading, writing and mathematics and thoughtfully integrate these into other learning areas.

Students enjoy rich learning experiences. These include sporting, cultural, the arts, academic learning and the good use of local geography and industries (especially the rural lifestyle). Students participate in community projects that support sustainability and citizenship,such as the Bushtown and ECAN planting.

The key competencies are well integrated in the curriculum as there is an expectation that students will be well prepared for life. Links with other local schools also enrich students’ learning. For example, senior students go to the high school for technology education.

Students are motivated to learn. There is an increasing focus on gathering students’ opinions and ideas about what they want to learn to further enhance their engagement. They are encouraged to set social and learning goals.

Next steps

The principal, teachers and board have identified the need for greater use and integration of digital technologies to support and enhance learning.

ERO agrees with the school’s developing focus on encouraging greater student involvement in what and how they learn.

The principal needs to review and update the career education programmesand resources for years 7 and 8 students. The school community could more clearly define the qualities and skills students need to develop to be successful, lifelong learners. This would provide a strong foundation for the self-review programme and strategic plan. It would also help guide strategic priorities, curriculum developments, and teaching and learning practices.

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

The school focuses on providing a rich learning environment for its Māori students. It is increasing its connections with the local rūnanga. Some Māori perspectives are included in topics of learning. Opportunities are provided for students to learn te reo 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 are mostly new in their role. They are actively building their understanding of governance and processes for self review. Trustees are strongly focused on supporting student learning and achievement. They have high expectations for the teachers and students.

The school is ably led by an experienced and long-serving teaching principal.

Trustees support the principal and teachers to attend professional development that is relevant to school targets and improvement goals.

Teachers have useful systems to inquire into the effectiveness of their teaching practice on students’ learning. The principal reports information on students’ learning and achievement throughout the year. At the end of the year, the board is given a clear picture of how well students have progressed, particularly those students who need to make accelerated progress.

The school is part of a recently formed Community of Learning along with six other local primary and secondary schools. Trustees and the principal identify that this is likely to support ongoing development and improvement in teaching practices and school operations.

Next steps

Trustees and staff can identify current priorities for the school’s future direction. These strategic priorities need to be better reflected in the school’s strategic plan.

The principal and trustees could reduce the number of policies they currently review. They may consider replacing many of these with procedures that reflect current school practice.

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.

While ERO was on site it became apparent that the school's obligation to renew police vets every three years had been overlooked.

Action

The school should ensure that systems are in place to meet the legal requirements for police vetting. Source [78CC]

Conclusion

Students benefit from individual support with their learning as a result of the high ratio of adults to students and small class sizes. Students enjoy rich and varied learning experiences. Most achieve well in relation to the National Standards. Trustees are actively building their understanding of their governance role. They are strongly focused on supporting student learning and achievement.

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

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

25 February 2016

School Statistics

Location	South Canterbury
Ministry of Education profile number	3426
School type	Full Primary (Years 1 to 8)
School roll	26
Gender composition	Girls: 13 Boys: 13
Ethnic composition	Pākehā Māori Asian Tongan	18 5 2 1
Review team on site	December 2015
Date of this report	25 February 2016
Most recent ERO reports	Education Review Education Review Education Review	September 2012 June 2009 February 2006