Ngahinapouri School - Strive to Improve - We are learning to be seekers, creators and users of knowledge

Ngahinapouri School 15/08/2012


1 Context
What are the important features of this school that have an impact on student learning?
Ngahinapouri School is situated south-west of Hamilton. It is a rural full primary school
catering for students in Years 1 to 8 from local and surrounding communities. Of the 147
students on the roll, eleven identify as Māori. An enrolment zone is in place to ensure that
students living close to the school are able to attend. The school has intergenerational links
with families in the district. It makes good use of the adjacent hall, courts and grounds that are owned and managed by the community. School buildings are attractively presented and very well maintained.
A settled, inclusive, family-like environment effectively supports learning. Teachers
demonstrate caring and affirming relationships with students and have a strong focus on their
well-being, progress and achievement. Values set in consultation with the community are
explicitly displayed and well understood by students. A house system promotes the school’s
values along with high expectations for behaviour and learning. Leadership opportunities for
senior students encourage support for younger peers. Students benefit from many
opportunities to participate in sports and cultural activities, including a performing arts group.
There is an established culture of pride in the school and student success is regularly
celebrated.
Since the 2009 ERO review, a new deputy principal and assistant principal have been
appointed. Teachers have participated in professional learning and development in response
to identified needs. The experienced principal and staff are well supported by the board and
community in their commitment to providing the best possible outcomes for students. An
active Parent Teacher Association raises funds to support teaching and learning.



2 Learning
How well are students learning – engaging, progressing and achieving?
Students are very well engaged in learning. At the end of 2011 most students were achieving
at or above National Standards in reading, writing and mathematics. Achievement information is well used by trustees, senior leaders and teachers to identify students who are at risk of underachieving and to provide focused, regularly monitored programmes to accelerate their progress. Target groups include students needing both support and extension. There are clear expectations for teachers about instructional grouping, and differentiated teaching to raise achievement. Extension programmes cater for students’ individual needs and interests.
Senior leaders have identified that they should now develop expectations to further promote
students’ use of assessment to guide their learning and individual progress.
There is a flexible and responsive approach to providing targeted learning support. Trustees
receive specific, well-analysed information throughout the year about the progress of students at each year level. They provide funding to employ an experienced part-time teacher and teacher aides to support the progress of students causing concern.
Senior leaders and teachers have made very good progress in implementing National
Standards. Overall teacher judgements are moderated across classes and compared to
nationally referenced assessments. In particular, teachers have found that anniversary
assessment and reporting in junior classes benefits students, teachers and parents by
enabling the immediate development and monitoring of next steps for learning. Teachers are
continuing to develop indicators to support school-wide assessment consistency. Parents
receive useful information about student achievement, next learning steps and suggestions
for home learning.


3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
Ngahinapouri School’s curriculum very effectively promotes and supports student learning. A
recent collaborative focus on curriculum design has resulted in very well considered
expectations for teaching, learning, assessment and self review. Class programmes include
an appropriate emphasis on literacy, numeracy and learning experiences that reflect students’ interests and include the use of information and communication technologies as tools for learning. Senior leaders and teachers are continuing to develop guidelines for curriculum coverage and review.
Very effective teaching practices include questioning that promotes challenge and thinking,
maintaining attractive learning-focused class displays, integrating literacy learning with current inquiry topics, and providing students with meaningful feedback about their progress and next steps for learning.
How effectively does the school promote educational success for Māori, as Māori?
Trustees, senior leaders and teachers effectively promote educational success for Māori as
Māori. Nearly all of the eleven Māori students are achieving within or above National
Standards in literacy and mathematics. There is a strong emphasis on monitoring and
accelerating the progress of targeted Māori students. The school maintains close
communication with Māori parents through face-to-face conversations, email access to
principal and teachers, formal interviews and curriculum evenings. Senior leaders, teachers
and parents have high expectations for the achievement and behaviour of Māori students.
Māori are well represented in leadership roles such as the student council.
In response to community consultation, the board and senior leaders aim to increase
awareness of te ao Māori throughout the school. Accordingly, the board funds a kapa haka
tutor and a te reo Māori teacher. Students express strong appreciation for these opportunities.
Senior leaders agree that these programmes could also be used to deliberately build teacher
confidence and capability in te reo Māori and waiata teaching. Many high-quality teaching
practices support Māori learners in a culturally competent way. Teachers would benefit from
affirming these practices in the light of Tātaiako Cultural Competencies for Teachers of Māori
Learners.


4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
Ngahinapouri School is very well placed to sustain and improve its performance because:
self review within a reflective school culture is well established
governance is very effective. Dedicated trustees have relevant and complementary
skills and experience the principal’s professional leadership empowers deputy and assistant principals and teachers to develop and use personal expertise to enhance outcomes for students senior leaders and teachers regularly engage in relevant professional learning
quality assurance and appraisal processes are strongly linked to improving student
achievement collaborative staff relationships are underpinned by caring and respectful interactions with parents, students and one another a multi-faceted approach to communication with the community suits a range of styles and preferences. These processes are constantly reviewed.
ERO and the board agree that the school’s self review framework should be further developed and streamlined to more explicitly identify areas, timeframes and processes for review at each level of school operation.


Provision for international students
The school is a signatory to the Code of Practice for the Pastoral Care of International
Students (the Code) established under section 238F of the Education Act 1989. At the time of
this review there was one international student attending the school.
The school has attested that it complies with all aspects of the Code.
ERO’s investigations confirmed that the school’s self-review process for international students is thorough.


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
stand-downs, suspensions, expulsions and exclusions
attendance.


When is ERO likely to review the school again?
ERO is likely to carry out the next review in four-to-five years.


Makere Smith
National Manager Review Services
Northern Region (Acting)
15 August 2012