Findings
On the basis of the findings of this review, ERO‘s overall evaluation judgement of Mohaka School’s performance in achieving valued outcomes for its students is: Developing.
1 Background and Context
What is the background and context for this school’s review?
Mohaka School is a small rural school located in a coastal area of the Wairoa District. It has students in Years 1 to 8. The roll of 42, includes 38 Māori students.
Since the November 2015 ERO report, the school has experienced changes in personnel. New teaching staff were appointed in 2018. A new board chairperson was appointed recently.
Community engagement and a focus on student wellbeing continues to be a strong feature of the school.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
ERO recommended:
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trustees and the principal continue to make accelerating student achievement a priority
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the principal and teachers continue to review, update and deliver a curriculum that reflects the unique cultural and historical aspects of the community in which the school is located
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trustees and teachers use evidence-based evaluation to measure the impact of programmes on student outcomes
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teachers use assessment information and their professional knowledge to evaluate how effectively teaching practices are improving students’ learning
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the performance management process be strengthened to better support teacher development and performance.
In order to improve practice the board needed to:
- ensure the performance of the principal and teachers are appraised annually against the Practising Teacher Criteria (now Standards for the Teaching Profession) based on relevant evidence
- strengthen the appointments policy by including reference-checking procedures
- develop an annual plan to guide policy review.
Progress
The school has made some progress in addressing the areas for development identified in the previous report.
The school has sustained a positive culture that is focused on student wellbeing. A wide range of external agencies works closely with the school. Teachers work collaboratively with whānau to support students’ engagement and participation in learning.
Student achievement in writing and mathematics is a strength. The school’s 2018 achievement data reports that the majority of students achieved to expectations in reading, writing and mathematics. There is evidence that students make significant progress in all areas from Years 4 to 8. However, the ongoing trend of under achievement in reading, particularly evident for students in Years 1 to 3, remains a concern to be addressed. The 2019 achievement targets should be refined to more specifically focus on this age group.
Evidence indicates that in 2018, most students made progress and some accelerated their learning, particularly in writing and mathematics. Processes to track and monitor the progress of priority learners have been strengthened. This enables teachers to monitor more closely target students’ progress and be responsive to their needs. Sustaining these processes should provide teachers with a better picture of progress and acceleration of student learning over time.
The principal and teachers have reviewed curriculum documentation and developed a more coherent document to support teaching and learning. The curriculum is aligned to the principles, values and key competencies of the New Zealand Curriculum, that are reflected through the school’s valued outcomes for students. The curriculum is strongly underpinned by enviro schools, with students learning through local contexts and authentic experiences. Reviewing the range and use of assessment tools to better inform teaching and learning remains a priority.
A new appraisal process has been implemented. This is aligned to current Teaching Council requirements and includes teaching as inquiry. Further strengthening this process and continuing to develop teachers’ understanding of the inquiry process, should enable them to know the impact of the curriculum and teaching strategies on improving outcomes for students.
The board has implemented an appropriate appraisal process for the principal, accessing external expertise for guidance and advice.
Trustees, leaders and teachers should continue to focus on:
- improving learning outcomes for all students, particularly those in Years 1 to 3 and with a focus on reading
- improving assessment processes and practices.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school has made progress in addressing the areas for development in the previous report.
Trustees are regularly informed about school operation and student achievement. They are focused on improving wellbeing and learning outcomes for all students. They are aware that all school policies and procedures need to be current and meet legislative requirements and are working to achieve this. As the school transitions to a new system, particular attention needs to be given to policies that guide school practice in relation to health and safety and personnel.
For ongoing improvement, sustainability of operation and coherency of approach to accelerating student achievement, trustees and the principal should seek assistance to:
- develop a strategic plan for student achievement priorities and stewardship development
- clearly define roles and responsibilities to progress these identified priorities
- have annual planning that clearly shows specific actions, responsibilities and timeframes
- develop success measures
- regularly monitor progress using these success measures.
Internal evaluation processes and practices are not well understood. Developing a shared understanding of internal evaluation and using this to systematically evaluate the effectiveness of the curriculum, process, practices and interventions should enable trustees, the principal and teachers to know what is working or not working, for which learners and why. Findings should then be used to inform decision-making for ongoing improvement and sustainability.
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.
ERO identified non-compliance in relation to some key policies and procedures.
In order to address this, the board of trustees must:
- comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees
[National Administration Guidelines 5]
- develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of the students.
[National Administration Guideline 3]
4 Recommendations
Recommendations, including any to other agencies for ongoing or additional support.
The board should seek support from:
- the New Zealand School Trustees Association to address the actions in this report
- the Ministry of Education to develop strategic planning for ongoing improvement and sustainability.
Conclusion
On the basis of the findings of this review, ERO‘s overall evaluation judgement of Mohaka School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall School Performance is available on ERO’s website
Phil Cowie
Director Review and Improvement Services
Central Region
13 May 2019
About the School
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Location
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Mohaka
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Ministry of Education profile number
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1677
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School type
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Full Primary (Years 1 to 8)
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School roll
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42
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Gender composition
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Male 21, Female 21
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Ethnic composition
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Māori
Pākehā
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38
4
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Review team on site
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February 2019
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Date of this report
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13 May 2019
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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November 2015
November 2012
March 2006
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