Kio Kio School

Education institution number:

1779

School type:

Full Primary

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

151

Website:

http://www.kiokio.school.nz

Telephone:

07 873 1816

Address:

1701 S H 3-Otorohanga Road, Kio Kio, Otorohanga

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Kio Kio School - 14/05/2018

14 May 2018

School Context

Kio Kio School is a rural, full primary located near Otorohanga. The school has a roll of 122 students, including 26 of Māori descent. The principal was appointed in mid-2017 and there are four new teachers to the school since the beginning of 2017, two of whom are provisionally certified.

The school’s vision is for students to be confident, to be able to relate well to others and to be lifelong learners. The school has a set of agreed core values linked to responsible citizenship. The school states that it will provide all learners with a positive, safe learning environment with maximum opportunities to excel. Key goals relate to learning and achievement, school culture and governance and have the intent of:

ensuring success for all
nurturing positive partnerships within the school and wider community
governing strategically and effectively.

The school’s achievement targets for 2018 relate specifically to reading, writing, and mathematics.

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

reading, writing, mathematics.

Kio Kio School has a positive ERO reporting history. Since the last ERO report in 2014, the school has implemented a te reo Māori programme and teachers are currently engaged in a tikanga Māori professional development course. An agreed school-wide understanding of effective teaching practice, and the appraisal process continue to need strengthening and time to embed with the new principal and teaching team.

The school is a member of Nga Awa ki te Moana Community of Learning |Kāhio Ako.

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?

Many students in the school, including Māori, are achieving very well. Most students are achieving expected levels in mathematics and reading, and the majority in writing. Māori students achieve at comparable levels with their Pākehā peers in reading and mathematics, and there is a slight disparity in writing. The most notable disparity is for boys as a cohort across the school in writing, in comparison with girls. The school’s data indicates that this gender disparity increased significantly in 2017.

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

The school needs to strengthen processes for accelerating the progress of at-risk learners. The school’s 2017 end-of-year data indicates that a small number of identified at-risk learners made accelerated progress. Teachers have assessment information for individual children in their classes and they use this to closely monitor progress. However, school leaders are yet to aggregate this information to develop a school-wide picture of rates of progress, and the extent and pace of students’ accelerated progress.

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?

Partnerships for learning are strong and meaningful. Parents are included in decision making for their children’s learning and are well informed about the progress their child is making. They appreciate the opportunities for leadership available for their children. There are many opportunities for parents to meet with teachers to discuss and share strategies for helping their children at home. Students needing additional support with their learning are particularly well-supported through the home-school partnerships.

There is a positive, inclusive culture for learning. The school values are well embedded and evident. The values of respect and citizenship are promoted in the daily life of the school. The current curriculum reflects the aspirations of the rural community and an appreciation of the natural environment. The school is increasingly integrating te ao Māori. The board provides a well-equipped, modern learning environment. There are many opportunities for students to reach their potential and experience success.

The principal is providing clear expectations about learning and teaching practice. Systems for teacher planning, assessing student learning and targeting achievement have been recently developed. These systems are providing explicit direction for teachers. They are placing greater emphasis on teaching practices to accelerate the achievement of at–risk learners.

These processes and practices are effective at enabling achievement of equity and excellence, and acceleration of learning.

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

Appraisal systems and practices need further development as follows:

teaching as inquiry process needs to be embedded
updating the current appraisal policy and procedural statements to reflect the new system
including observations of teaching practice with documented feed forward and feedback
consistency of reflective practice and evidence gathering with a focus on learning outcomes for students.

The management and use of achievement information needs to be strengthened. Particular consideration needs to be placed on:

targeting achievement more specifically in the charter (e.g boys and Māori in writing)

using achievement data to show rates of progress, particularly for identified groups of at-risk learners
using achievement data comparatively to monitor disparity between groups of learners over time
making data more accessible for reporting purposes to the board, to inform their decision making.

The curriculum now needs to be reviewed. An inclusive process for curriculum review and development is necessary to ensure that:

it is responsive to the needs, interests and aspiration of students
it is culturally responsive
effective teaching practice is agreed and understood by the current teaching team.

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 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

a collaborative culture for learning that contributes to positive learning outcomes for students
leadership that is clearly focused on building teacher capability.

Next steps

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

appraisal practices to support consistently high levels of teacher performance
reviewing the school’s curriculum to ensure it reflects local context and parent aspirations
internal evaluation processes and practices

[ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato

Te Tai Miringa - Waikato / Bay of Plenty Region

14 May 2018

About the school

Location	Otorohanga
Ministry of Education profile number	1779
School type	Full Primary (Years 1-8)
School roll	122
Gender composition	Girls 52% Boys 48%
Ethnic composition	Māori 21% Pākehā 70% Tongan 3% Indian 2% South East Asian 2% Other Asian 2%
Provision of Māori medium education	No
Review team on site	March 2018
Date of this report	14 May 2018
Most recent ERO report(s)	Education Review 2014 Education Review 2011 Education Review 2008

Kio Kio School - 10/10/2014

10 Oct 2014

Findings

Kio Kio School provides an effective broad curriculum that supports student learning. The school’s achievement information shows high levels of achievement in reading, writing and mathematics. A school feature is the continued community support. Students benefit from positive relationships with their teachers and learn in spacious well-resourced environments.

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?

Kio Kio School, located 7 kilometres north of Otorohanga, provides education for students from Years 1 to 8. The school’s roll of 155 includes 38 students of Māori descent. The school caters for students from surrounding rural areas and an increasing number come from Otorohanga. The school continues to operate a Ministry of Education enrolment scheme designed to manage potential roll growth. A special feature of the school is the long standing intergenerational links that many families have with the school.

Since the 2011 ERO review there has been some changes to the teaching staff and a new senior teacher has been appointed to the leadership team. Three new trustees were elected at the 2013 board elections. Teachers have undertaken professional learning and development in writing, the use of information and communication technologies (ICT), mathematics, and ‘Incredible Years for Teachers’.

The school motto, 'Whakatangata – playing the game of life' and the values associated with the school’s 'Kio Kio Learner' model are well known and contribute to the positive atmosphere for learning evident in the school.

Students and teachers benefit from the work of an active supporters committee which organises community fundraising events and supports the general operation of the school.

Kio Kio School has a positive ERO reporting history. The areas of strength identified in the 2011 ERO report continue to be evident. Good progress has been made in addressing the area for development in the last report about documenting the school’s curriculum.

2 Learning

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

The school makes good use of student achievement information to promote positive outcomes for students.

School leaders have established useful guidelines to collect appropriate achievement information in the areas of reading, writing and mathematics. They make good use of this information to report school-wide achievement results to the board of trustees and community. School leaders are effectively using achievement information to identify students that require additional support and to monitor the achievement of groups of students over time. There is a need for school leaders to strengthen moderating processes to assist teachers to make reliable judgements in relation to the National Standards.

Trustees are well informed about school-wide student achievement. They use this data well to set appropriate charter targets and to inform their decision making.

Teachers use achievement information to group students for instruction in reading, writing and mathematics. Some teachers are using this information to effectively plan and implement targeted learning programmes for students. ERO and the principal agree that this needs to be applied consistently across the school.

Parents are well informed about their children’s progress and achievement. They receive two comprehensive written reports each year that includes useful information in relation to the National Standards. The school also holds two learning conferences each year where teachers are able to share with parents key aspects of their children’s learning, progress and achievement.

The school’s student achievement data from 2012 and 2013 indicates that a significant majority of students achieved at or above the National Standards in reading, writing and mathematics. This information shows Māori students achieved at similar levels to their non-Māori peers at the school. The school is well placed to meet the government’s target of having 85% of students at or above the National Standards by 2017.

3 Curriculum

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

Kio Kio School’s curriculum effectively promotes and supports student learning.

An appropriate priority is placed on literacy and mathematics learning in the school. There is a good range of programmes in place for those students who require additional support, especially in the area of literacy. The principal, board and teachers have an inclusive approach to supporting students with high health and learning needs.

Particular features of the school’s broad curriculum include:

regular camps and trips in the local and wider community
opportunities for senior students to develop their leadership skills and to take on school responsibilities
school-wide events that reflect the rural nature of the school’s community
many opportunities for students to participate and experience success in sporting and cultural activities and competitions.

The school’s curriculum is strengthened by the long-standing and active support that it receives from parents and the wider community of Kio Kio.

Students benefit from learning in spacious, well-resourced and attractively-presented learning environments. These environments include extensive playing fields, a well-stocked library and a modern school hall. A feature of many classrooms is the displays of high-quality art work that reflect student creativity.

Teachers have positive and affirming relationships with their students. They make good use of relevant contexts that engage students in learning. ERO observed examples of teachers using highly-effective practices. In order to develop the consistent use of these strategies priority should be given to:

developing an agreed school-wide understanding of effective teaching at Kio Kio School
providing teachers with regular feedback about their practice, including implementing a more robust teacher appraisal process.

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

Māori students’ sense of identity and belonging at the school is supported by:

increasing use of te reo Māori by teachers with students
opportunities to participate in kapa haka and school pōwhiri
recognition and celebration of special occasions such as Matariki.

The board of trustees is currently seeking to build stronger partnerships with whānau of Māori students and local iwi to support an increased Māori dimension at the school.

ERO, the principal, and the board of trustees agree that urgent priority should be given to:

developing and implementing an appropriate sequential te reo and tikanga Māori programme for all students at the school
incorporating the history and traditions of tangata whenua as part of the school’s curriculum.

Regular professional development should be provided for teachers to support them to address these matters.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

Kio Kio School is well placed to sustain and improve its performance.

The board of trustees provides effective governance for the school. Trustees, led by a knowledgeable chairperson, bring a wide range of knowledge and skills to their governance roles. They undertake regular training to support them to undertake their responsibilities. The school is now in a strong financial position. Trustees undertake regular and meaningful consultation with the community.

The knowledgeable principal is strongly focussed on school improvement and the best possible outcomes for all students. She is respected by trustees, parents and teachers. The principal is well supported by the deputy principal and recently-appointed senior teacher.

Teachers work well together in the best interests of students. Many of the teachers have long connections with the community that supports the positive partnerships that they have with parents. Teachers have a strong focus on providing quality teaching and learning for students and have responded positively to school-wide professional learning and development.

The board and principal have an increased understanding of effective self-review processes that will enable them to continue to evaluate key aspects of school operations.

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.

Conclusion

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

Dale Bailey

National Manager Review Services Northern Region

10 October 2014

About the School

Location	North of Otorohanga
Ministry of Education profile number	1779
School type	Full Primary (Years 1 to 8)
School roll	155
Gender composition	Boys 78 Girls 77
Ethnic composition	NZ European/Pākehā Māori Indian Other Asian	72% 25% 2% 1%
Review team on site	August 2014
Date of this report	10 October 2014
Most recent ERO report(s)	Education Review Education Review Education Review	October 2011 September 2008 October 2005