1041 Broadwood Road, Broadwood
View on mapBroadwood Area School
Broadwood Area School
Findings
1 Background and Context
What is the background and context for this school’s review?
Broadwood Area School | Te Kura Takiwa o Manganuiowae is located in North Hokianga. It caters for approximately 100 students in Years 1 to 15. Nearly all students are Māori. The local Māori community and marae are within the tribal boundaries of Ngāpuhi and Te Rarawa.
The 2018 ERO report recommended that ERO, the Ministry of Education (MoE) and New Zealand Trustees Association (NZSTA) support the school in its improvement journey. The report also noted the following strengths of the school that continue to be evident:
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school values and vision underpin the school’s culture and foster a community of bicultural learning for all
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a strong school identity that promotes opportunities for students to enjoy success as Māori
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school leaders and trustees who are keen to promote greater collaboration with students, staff, parents and whānau.
The school has worked with MoE Student Achievement Function (SAF) practitioners focused on developing teaching and learning effectiveness and building leadership capability. During the past year, SAF practitioners have worked with senior leaders on improving school systems to support teachers’ professional growth.
Leaders and staff continue to manage challenges of the COVID-19 requirements, and the wellbeing in the school’s community. These challenges have constrained ongoing school development. In 2022, leaders, staff and students have also had to adapt to changes caused by the large building project funded by the MoE.
Broadwood Area School is a member of the Hokianga Community of Learning l Kāhui Ako (CoL).
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
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Building stewardship and leadership capability.
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Improving the quality of teaching and learning.
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Developing a cohesive and responsive curriculum.
Progress
External agencies have continued to help senior leaders improve leadership and teaching practice, and support trustees to build their stewardship capability.
Building stewardship and leadership capability
Growing leadership capability in the school has been a key aim for the principal, and she encourages and supports teachers to adapt their practice and lead initiatives. Well-considered allocation of management units is being used to support distributed leadership and growth.
The board has participated in governance training provided by NZSTA representatives. The school’s strategic planning and charter have been developed through working with staff. The charter reflects a collective voice and is inclusive of Te Tiriti o Waitangi principles. The board has adopted SchoolDocs to ensure that policies are kept current and reflect legislative requirements and changes.
Other factors contributing to capability building:
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Externally facilitated professional learning and development (PLD) programmes supporting leadership growth, including the Springboard Trust’s High Performing Leadership Teams courses.
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An external appraiser continues to work with senior leaders, offering them valuable opportunities to reflect on, and develop their roles.
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Trustees have been co-opted onto the board to provide further perspectives from the community and to replace trustees who resigned during the pandemic.
Improving the quality of teaching and learning
Alongside the SAF work, multiple streams of PLD are ongoing in the school. Leadership PLD has continued with the aim of supporting teachers to lift the effectiveness of their practice. Relationship-based learning has focused on supporting students to achieve, including Māori students achieving as Māori. Digital learning PLD was timely for the challenges presented by COVID-19.
COVID-19 requirements have constrained developments in learning, assessment and progress over the past two years. Despite this significant event, leaders and teachers continue to develop their data analysis knowledge and skills. Plans are in place for a PLD programme to develop leaders’ and teachers’ use of the Learning Progressions Framework.
Other improvement features:
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A current PLD contract involves a continuing focus on the quality of teaching and learning, including building teachers’ assessment for learning practices.
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Kura Teina (Years 1 to 8) teachers have developed more consistent approaches to planning and assessment for student learning and progress. This year they are working with an external facilitator to develop practice aimed at raising achievement in writing.
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The school’s professional growth cycle is supporting teachers to reflect on, and change their practice to cater for students’ diverse learning and wellbeing requirements.
Developing a cohesive and responsive curriculum
Factors contributing to capability building:
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Te marautanga o te kura has been developed as a guiding curriculum document for staff, students and the community. It aligns well with the school charter and strategic plan.
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Various curriculum choices are provided for students in Whare Kura (Years 9 to 13) through advantageous staff appointments. Staff are appointed based on their expertise and experience, and most are from the community or have connections with kura staff.
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Senior students can choose to join the sports academy programme that has been working in the school for more than two years.
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A current PLD contract includes a focus on further developing the localised curriculum.
Key next steps
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A key priority is for the board to proactively prepare for this year’s board elections by promoting community interest in the school’s governance and stewardship.
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Evaluating the impact of PLD strategies on teaching practice and achievement outcomes for students.
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Continue developing teachers’ and senior leaders’ analysis and reporting of student progress and achievement.
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Develop evaluation processes to help the board, leaders and teachers scrutinise the impact of strategies that make the most difference for learners’ progress.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
Broadwood Area School is much better placed to sustain and continue to improve its performance for students. The school has shown a steady trajectory of progress despite the ongoing challenges of COVID-19 constraints, community wellbeing and staffing for some senior subjects.
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:
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board administration
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curriculum
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management of health, safety and welfare
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personnel management
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financial management
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asset management.
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration
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processes for appointing staff
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stand-downs, suspensions, expulsions and exclusions
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attendance
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school policies in relation to meeting the requirements of the Children’s Act 2014.
Action for compliance
ERO identified non-compliance in relation to all children’s workers needing to be safety checked every three years. This includes both staff employed and staff engaged in the kura, whose work involves regular or overnight contact with children.
Children’s Act 2014.
4 Recommendations
Recommendations, including any to other agencies for ongoing or additional support.
ERO recommends that the school continue to work with external expertise, including the MoE and NZSTA, to sustain improvements. Continued development of stewardship, leadership and teaching will contribute to positive learner outcomes.
Te Ara Huarau
The school has made sufficient progress and will transition into ERO’s approach to working with schools, Te Ara Huarau.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
16 September 2022
About the school
Broadwood Area School - 15/11/2018
School Context
Broadwood Area School, Te Kura Takiwa o Manganuiowae is located in the north Hokianga area. It caters for 77 students in Years 1 to 15. Nearly allstudents are Māori. The local Māori community and marae are within the tribal boundaries of Ngāpuhi and Te Rarawa.
The board’s overarching mission statement and vision promote a supportive, bicultural learning environment that nurtures respectful, responsive, confident and responsible learners who experience success. The school’s values and philosophy are underpinned by the concept of ‘Ko te mea nui ko te tika, te pono me te aroha’ (our greatest asset is a love that encompasses honesty and integrity).
Current achievement targets are focused on lifting the achievement of all learners in reading, writing, mathematics, NCEA and Vocational Pathways. Leaders and teachers report to the board, information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics
- achievement within the New Zealand Qualifications Framework.
Since the 2015 ERO review the board is mostly new, and is led by an experienced board chairperson. At the beginning of 2018 a new principal and leadership team were appointed, after a period of long-serving school leadership.
During 2017, the school went through a period of significant changes in leadership and teacher staffing. Further changes to the leadership and teaching teams have continued in 2018. The school roll is decreasing and fluctuates during the year due to transience within the community.
Over time, teachers have participated in professional learning and development (PLD) in using digital technology in the classroom. The school has also been involved in a programme that promotes positive strategies for learning and behaviour.
The 2015 ERO report highlighted several next steps relating to developing a cohesive schoolwide curriculum, meeting assessment requirements, collecting and reporting achievement information, and establishing effective appraisal processes. Aspects of each of these are underway and have yet to be well embedded.
Broadwood Area School is part of the Hokianga Community of Learning l Kāhui Ako (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 is developing its capability and capacity to achieve equitable and excellent outcomes for all its students.
School achievement information for students in Years 1 to 8 show variable results in reading and mathematics and an overall decline in achievement in writing over time. Significant disparity for boys in each of these areas has not been reduced.
More recently in 2017, data showed that the large majority of students in Years 1 to 8 achieved at or above expected New Zealand Curriculum (NZC) levels in reading, writing and mathematics. The majority of students made expected progress and some students made accelerated learning progress.
The board should more closely scrutinise the achievement and valued outcomes for students in Years 9 and 10. This would help trustees with resourcing decisions to support the learning pathways of this group of students.
Roll-based achievement information shows that the majority of students achieve Level 1 in National Certificate of Educational Achievement (NCEA) qualifications. Most students achieve well at Level 2 NCEA. However, achievement at Level 3 is not as strong.
Leaders identify that strengthening moderation processes to ensure greater reliability of achievement is an area of development.
The most highly valued student outcomes in this school relate to learning te reo me ngā tikanga o Hokianga. These outcomes are evident through students who:
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have a strong sense of themselves as Māori learners
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know each other well and value their tuakana/teina relationships
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value the leadership opportunities given them to succeed as Māori.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school is in the early stages of developing its schoolwide capability to accelerate the learning of those students who need this.
The school reports specific examples of programmes and teaching practices that successfully accelerate the learning and achievement of some students most at risk of not achieving. These strategies often respond to a current need and are not yet well established as part of schoolwide practice. Students with high learning needs receive good support.
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?
The principal is focused on change and improvement. There is a renewed emphasis on developing leadership capability and a professional teaching and learning culture that is focused on valued outcomes for students. The board and principal are promoting greater collaboration by seeking input from staff, students and the community to inform new directions for the school. Good access to digital technology is contributing to improved collaboration.
The vision and values underpin the school curriculum, culture, practices and valued outcomes for students/learners. School programmes provide good opportunities for students to learn through te ao Māori as Māori. Students learn through hearing high levels of spoken te reo Māori and demonstrate competence and confidence as speakers of te reo. They successfully and proudly participate in manakura (leadership roles) at hui-a-kura and events such as Manu Kōrero.
The board, school leaders and staff are building positive relationships and connections with their community, parents and whānau. Seeking community input is a priority for the board. Whānau involvement in the school includes support for in-class programmes and the on-site playgroup. School events, such as noho marae and sports outside of school successfully draw parents and whānau into the school.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
A challenging period of staffing change has impacted on the progress and sustainability of ongoing improvement. The board and school leaders require more time to fully implement and embed several developments that have begun.
The principal has had a strategic focus on developing leadership capability and distributing leadership opportunities. An external professional learning and development (PLD) provider is supporting school leaders to work with teachers to:
- achieve greater consistency of schoolwide processes and practices
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improve the quality of teaching practice and learning opportunities for students.
Leaders are re-introducing several initiatives, with the help of some PLD that has the potential for improving learner success. These worthwhile developments include:
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strengthening the teacher appraisal process, including more regular opportunities for leaders and teachers to inquire into and adapt their practice
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improving the analysis and moderation of assessment information, contributing to greater reliability of teacher judgements and targeted teaching programmes
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strengthening processes for regular tracking and monitoring of student progress and achievement over time.
Leaders have also started reviewing the curriculum with a recent focus on designing clear learning pathways, particularly for senior secondary students. School plans prioritise documenting a curriculum that features a schoolwide cohesive approach, local contexts and valued outcomes for students. Such a curriculum will help guide teaching and learning.
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:
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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:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration and certification
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processes for appointing staff
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stand down, suspension, expulsion and exclusion of students
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attendance
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school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
Actions for compliance
ERO identified non-compliance in relation to students having access to a curriculum that provides breadth and depth of learning related to the needs, abilities and interests of students in Years 1 to 15 and the scope of The National Curriculum, as expressed inThe New Zealand Curriculum.
National AdministrationGuideline 1: 2, 9, 10, 11
Areas for improved compliance practice
To improve current practice, the board of trustees should review its:
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processes for documenting discussions when the public is excluded
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policy and practices in regard to risk analysis and management when students are involved in education outside the classroom
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processes for Whānau Tautoko, to ensure they meet requirements relating to stand-downs, suspensions and exclusions.
4 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
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the values and vision that underpin the school’s culture and foster a community of bicultural learning for all
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a strong school identity that promotes various opportunities for students to enjoy success as Māori
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school leaders and trustees who are keen to promote greater collaboration with students, staff, parents and whānau.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
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more regular opportunities for leaders and teachers to inquire into and adapt their practice, in order to improve the quality of teaching practice and learning opportunities for students
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documenting a schoolwide curriculum to help guide teaching and learning
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evaluation processes to help the board, leaders and teachers scrutinise the impact of strategies that make the most difference for learners.
Recommendations to other agencies
ERO recommends that the Ministry of Education provide support in order to bring about improvements in:
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developing and implementing a change and improvement plan to bring about accelerated learning and achievement for students at risk of not achieving
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documenting a school curriculum for Years 1 to 15
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building school capability to enable significant change through internal evaluation processes and practices that will be sustainable over time.
ERO recommends that New Zealand School Trustees Association consider providing support for the board of trustees in order to bring about improvements in strategic and annual planning.
ERO’s next external evaluation process and timing
ERO intends to carry out a process of ongoing external evaluation to support development over the course of one-to-two years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
15 November 2018
About the school
Location |
Broadwood |
Ministry of Education profile number |
6 |
School type |
Composite (Years 1 to 15) |
School roll |
77 |
Gender composition |
Girls 47 Boys 30 |
Ethnic composition |
Māori 71 |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
Yes |
Review team on site |
September 2018 |
Date of this report |
15 November 2018 |
Most recent ERO report(s) |
Education Review June 2015 |
Broadwood Area School - 29/06/2015
1 Context
What are the important features of this school that have an impact on student learning?
Ka mihi tonu kia koutou, e ngā rangatira, ngā kaiako, ngā tauira, te Poari me ngā mātua o e te kura e kaha ana ki te mahi kia hakaritengia ngā moemoea o ngā tauira me ngā mātua kia tae ai wa tātou tamāriki ki ngā teiteitanga o te ao pena ko tenā te tumanako o rātou me o rātou whanau.
Te Kura o Manganuiowae, Broadwood Area School is located in the North Hokianga within the tribal boundaries of Ngāpuhi and Te Rarawa. The school continues to be the hub of its small isolated community. Ninety eight percent of students are of Māori descent, and are linked to local hapū and iwi. Teachers, staff, and students enact and embrace school values. Manaakitanga, whanaungatanga, tikanga and respect are clearly apparent.
The school plays a significant role in the North Hokianga, particularly for the small rural outer schools. It also provides opportunities for students to re-engage in learning when they have been unsuccessful in other schools. Staff and student turnover in the school presents challenges for learning in this small community context.
Over the last two years, the school has participated in professional development in literacy and Starpath contracts, and in the He Kakano initiative using external facilitators. The school has recently begun externally provided professional learning contracts in mathematics and in positive behaviour for learning (PB4L). There has been a significant focus on developing information technologies, especially in the secondary area of the school.
Since the 2012 ERO review the leadership team has grown to a team of three. The experienced principal provides important leadership in the school and community. School leaders continue to be actively involved in whānau, hapu and iwi matters.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers have received significant professional development in how to assess student learning, and how to use assessment data to help promote that learning. As a result, assessment practices are slowly improving. Teachers are beginning to use more reliable data to assess and monitor student progress and achievement effectively.
The collection and analysis of assessment information is beginning to improve as a result of teacher professional learning and development (PLD). Teachers' analysis is becoming more in-depth and the reporting of student achievement to parents and students has improved. Students in Years 1 to 10 know more about their achievement levels in reading, writing, and mathematics. Senior students know about how well they are meeting the requirements of their selected learning pathways.
Achievement information gathered by the school shows that more students in Years 1 to 8 are achieving at or above the National Standards in reading, writing and mathematics. Patterns of achievement since 2013 indicate that student achievement in National Standards has been trending upwards.
However, further development is needed to strengthen assessment practices in Years 1 - 8. Senior leaders are aware that quality assurance systems should be improved to ensure the validity and reliability of assessment data. The principal is developing strategies to improve these practices and systems. ERO agrees that this is a priority area for development. Improvements should include implementing better processes for managing data and strengthening the quality and regularity of information that is reported about the progress of targeted students.
Student achievement at Years 9 and 10 continues to be an area for improvement. Senior leaders agree that the achievement targets for individual students at these year levels should be reviewed and refined.
There are cases of positive achievement outcomes for individual students in National Certificate of Educational Achievement (NCEA) in senior secondary classes. Level 1 NCEA results have begun to improve, and in 2014 they exceeded national levels for schools of similar decile.
Roll-based public achievement information shows that while numbers are low, some cohorts of students achieve very well in Level 2 NCEA. However, similar data on school leavers indicates that the number of students leaving without a Level 2 qualification is increasing. Raising student achievement levels in NCEA must remain a matter of urgency for the school.
To help accelerate student progress, ERO and senior leaders agree that they should:
- take a school-wide approach to the analysis, evaluation, sharing and reporting of student progress and achievement information
- monitor and evaluate how well programmes are meeting the needs of identified learners
- review and refine specific achievement targets for Years 1 to 10
- improve ways of helping Year 1 - 10 students to know about and discuss the next steps in their learning
- ensure that systems are in place to make sure that NCEA assessment requirements are consistently met, and that roll-based achievement data is used to report on student achievement.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is effective in promoting and supporting student learning in terms of taha Māori. The values of compassion for whānau, students, community and tikanga remain at the heart of the principal’s curriculum leadership and direction. The school is responsive to its community. It embraces the heritage of its Māori students through the curriculum and through valuing the cultural aspects, processes and traditions that link particularly to Te Rarawa and Ngāpuhi. Supportive learning programmes enhance students’ levels of te Reo Māori me ona tikanga.
Positive and affirming relationships are evident between teachers and students. Teachers work very hard to support students to achieve. Some teachers successfully engage students in their learning. Good access to information technologies (IT), including iPads, is beginning to increase students' engagement with school, and is making learning more relevant for students. The board and school leaders are keen to continue the focus on and use of IT to support and promote student learning.
The curriculum appropriately emphasises literacy and mathematics in Years 1 to 10. There is an increasing focus on careers and learning pathways for students from Years 9 to 13. Students are encouraged into courses that are relevant to future pathways and lead to qualifications. They can learn through multi-levelled courses and, in some instances, individual programmes are being provided. The curriculum design has broadened students’ thinking about their futures.
However, the curriculum lacks a school-wide focus. The curriculum is currently developed separately in school syndicate groups; Years 1 - 6, Years 7 - 8, Years 9 and 10, and in Years 11 to 13. The lack of collaborative, coherent curriculum planning between the syndicates has resulted in disconnected curriculum experiences for students.
Senior leaders acknowledge that the potential for a more coherent curriculum lies in more collaborative curriculum leadership and the school-wide implementation of teacher professional development. Existing curriculum policies, procedures and planning practices should also be reviewed.
Timetabling of learning programmes at the secondary level should be regularly reviewed to ensure students have access to the best learning options. There should also be more appropriate timeframes provided for students to succeed in those options. Year 7 and 8 students should receive more formalised careers education.
At present formal bilingual classes begin at Year 7 and end at Year 8. Te reo Māori is used conversationally and informally across the school, however it is now timely for leaders to review the opportunities students have to learn Te reo Māori within the school curriculum. This includes implementing good processes for assessing students’ acquisition of Te Reo Māori.
School leaders, staff leaders and the board, in consultation with whānau, should ensure that better pathways for bilingual or immersion learning are provided in the school curriculum.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school should continue to engage with Ministry of Education support and targeted professional learning and development to sustain and improve its performance.
The board and the principal have accessed a range of PLD in recent years, to support the quality of teaching and learning, and to enhance governance processes and school operations. They have a clear vision for Manganuiowae, aiming to provide a supportive, challenging place of learning that nurtures learners academic, physical, social and spiritual endeavours. A shared, collaborative approach however, within the senior leadership team, is required to ensure that they can respond to and enact the schools vision.
Senior leaders will need to develop agreed ways of working together that demonstrate a collective commitment to, and responsibility for, student's success.
The board of trustees is a collaborative, capable group of independent thinkers who place students at the heart of decision making. They are committed to students and their community. Trustees have increased their knowledge about assessment and help to support the community’s understanding of National Standards and NCEA.
Trustees have recently developed a work plan to give direction to their governance of the school. Attention should now be given to strengthening the use of the board's strategic plan as a review tool to provide better information to guide the school’s future development. The board and principal have identified the need to make clearer links between the aims of the charter and annual planning goals to help them focus on key school development areas.
Senior leaders should conduct more formal and specific appraisals of staff. They should use appraisal processes to better identify staff strengths and development needs. Appraisal processes for senior leaders and for teachers should clearly document and communicate agreed expectations and desired outcomes. Expectations should clearly link to the Practicing Teacher Criteria and the schools vision and goals.
To support future progress, the leadership team should:
- develop coherent, sustainable school-wide management systems and practices aligned with the school’s strategic plan
- access external support to develop a school-wide curriculum
- evaluate how well teachers are implementing the professional learning they have received
- implement robust, effective appraisal processes to support leaders' and teachers' performance and development.
Since the on-site stage of this review, the board, with the principal, has assured ERO that an external appraiser has been employed to undertake the appraisals of all members of the senior leadership team, with a view to strengthening their collective leadership and effectiveness.
Effective, whole-school leadership is required to realise the areas for improvement identified by ERO and acknowledged by the board and the principal.
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 students' 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.
Recommendations to other agencies
ERO recommends that the Ministry of Education provide on-going, targeted professional support for the board, school leaders and staff in order to bring about further improvements in governance, school leadership, assessment and curriculum.
Conclusion
Broadwood Area School continues to be the hub of its small community. It has a positive learning environment that supports students’ achievement and cultural wellbeing. Improvements in the leadership of assessment and curriculum should help students to improve their learning. Although progress has been made, continued work is required to accelerate student achievement and improve their learning opportunities.
ERO is likely to carry out the next review in three years.
Dale Bailey
Deputy Chief Review Officer Northern
About the School
Location |
Broadwood, Northland |
|
Ministry of Education profile number |
6 |
|
School type |
Composite (Years 1 to 15) |
|
School roll |
104 |
|
Gender composition |
Boys 54% |
|
Ethnic composition |
Māori |
98% |
Special Features |
Bilingual classes Years 7 to 8 |
|
Review team on site |
March 2015 |
|
Date of this report |
29 June 2015 |
|
Most recent ERO report(s) |
Education Review |
June 2012 |