Waihi Beach School Education Review

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1 Waihi Beach School Waihi Beach School Education Review 1 Context 2 2 Learning 3 3 Curriculum 4 4 Sustainable Performance 5 About the School Location Ministry of Education profile number Waihi 2048 School type Contributing (Years 1 to 6) Decile [ 1] 6 School roll 258 Gender composition Boys 60% Girls 40% Ethnic composition NZ European/Pākehā NZ Māori Other European Tongan Other 72% 21% 4% 2% 1% Review team on site September 2011 Date of this report 4 November 2011 Most recent ERO report(s) Education Review Education Review Education Review December 2008 November 2005 June 2002 The Purpose of an ERO Report Page 1 / 7

2 The purpose of ERO s reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. An ERO school report answers the question How effectively is this school s curriculum promoting student learning - engagement, progress and achievement? Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the school s systems for sustaining and continuing improvements. [1] School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school s decile the more funding it receives. A school s decile is in no way linked to the quality of education it provides. Disclaimer Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone book, or see the ERO web page, for ERO office addresses. 1 Context Page 2 / 7

3 1 Context What are the important features of this school that have an impact on student learning? Waihi Beach is a seaside primary school located 10 kilometres from Waihi in the Western Bay of Plenty. The school roll is 258, of whom 54 identify as being of Māori descent. The board and Ministry of Education are in the process of implementing an enrolment scheme to manage the high demand from families from outside the school s catchment area who wish to attend the school. Since the previous review in 2008, a new principal has been appointed, and teachers have participated in a major professional learning and development programme with a focus on information and communication technologies (ICT). A significant focus for the board has been the ongoing review and development of the school s vision. The values of honesty, respect and courtesy contribute to a welcoming and settled school environment. 2 Learning Page 3 / 7

4 2 Learning How well are students learning engaging, progressing and achieving? The school is using a range of appropriate assessment tools to gather information about student achievement in literacy and mathematics. Assessment information indicates that the range of achievement in reading and mathematics is above national comparisons. In writing, the school has identified that there is a need to strengthen processes for gathering reliable and valid information about achievement levels. The recent change of the school s data management system has affected its ability to monitor the progress of students. However, there is a need for senior leaders to further develop the analysis of school-wide student achievement information to show progress of cohorts and groups of students over time. During the course of the review, ERO observed high levels of student engagement in classroom activities. Many students had a positive attitude to learning. They related well to their peers and teachers, and demonstrated high levels of enjoyment, participation and success in school events and activities. There are many opportunities for students to assume leadership roles, and to take increasing responsibility for their own learning within a safe and supportive school environment. How well does the school promote Māori student success and success as Māori? School assessment information shows that while Māori students are achieving below their non-māori peers, they are achieving at similar levels to national comparisons in reading and mathematics. School leaders have initiated a range of strategies to engage with the Māori community and to strengthen the Māori dimension across the school. This has included: the appointment of a Māori trustee with strong connections to the local community the establishment of a board sub-committee to encourage the involvement of the Māori community in the school the implementation of a sequential te reo Māori programme across the school the re-vitalisation of kapa haka, waiata and tikanga Māori. 3 Curriculum Page 4 / 7

5 3 Curriculum How effectively does this school s curriculum promote and support student learning? The school s curriculum places a strong emphasis on developing students knowledge and skills in literacy and mathematics. Teachers have high expectations for students' learning and behaviour. They have established positive relationships with students and their families, and good use is made of the wider community to enhance learning programmes. There are examples of teachers using strategies that effectively promote student learning and achievement. Students benefit from having access to well-organised and presented classroom environments, including high quality resources. A feature of classrooms is student access to information and communication technologies (ICT) to promote engagement in learning. Extensive learning support programmes are provided to meet the needs of identified groups of students. A broad range of learning opportunities are provided including education outside the classroom (EOTC), sports and cultural activities, and a comprehensive special needs and learning support programme. To bring about greater consistency in the use of effective teaching strategies, school leaders, together with staff, should: continue to develop agreed expectations for effective classroom practice identify and implement targeted professional learning and development strengthen the implementation of the school s performance management system. 4 Sustainable Performance Page 5 / 7

6 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. Key indicators include: a stable and cohesive leadership team strong community support and involvement processes in place for ongoing self review well-developed and detailed board operations and governance processes diverse range of trustee skills, knowledge and expertise senior leaders' and teachers' strong focus on raising student achievement the school s sound financial position. 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. Page 6 / 7

7 The board, with the principal and teaching staff must ensure parents and whānau receive two plain language reports about their child s progress and achievement against National Standards in reading, writing and mathematics. [National Administration Guideline 2a] When is ERO likely to review the school again? ERO is likely to carry out the next review in three years. Richard Thornton National Manager Review Services Northern Region 4 November 2011 Page 7 / 7

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