Piritahi
Community of Learning|Kāhui Ako
Report March 2019
This report is based on information ERO already has
about the members of this community, including the latest ERO reports. It tells a recent
story about the Piritahi Community of Learning|Kāhui Ako and outlines what is working
well and what could be developed or improved.
It provides a context for community discussion when developing their Achievement
Challenges and deciding on a framework to monitor progress towards meeting these
challenges.
Ko te Tamaiti te Pūtake o te Kaupapa
The Child – the Heart of the Matter
Piritahi Community of Learning|Kāhui Ako Report 2019
Overview
The Piritahi Kāhui Ako was formed in 2015 by schools in the Marlborough region. It has 21 member
schools, 19 primary and two secondary. Six early childhood services have since joined the group. All
of these are kindergartens and, as part of the Marlborough Kindergarten Association (MKA), are
supported by MKA.
This report focuses on changes and information gained from those schools and services that have
undergone an educational review in the past two years. Thirteen schools were reviewed during this
period, eight in 2017 and four in 2018. The two secondary schools were not reviewed during this
period. All services were reviewed as a cluster in September 2018. Names of institutions reviewed
and the review outcome of each institution, in terms of return time, is listed in the table below.
Four of these schools have recently had, or are currently receiving, external support from the
Ministry of Education (MOE) through a Student Achievement Facilitator (SAF). In addition, one
school has two ministry representatives on its Board of Trustees (BOT). One kindergarten was
required to provide an action plan to ERO.
Reported review information together with strengths and areas for development identified in these
institutions have been used to as a basis to this report.
Common strengths include:
a focus on effective teaching and building teacher capacity to respond to students’ needs
a collaborative, collegial culture
professional, improvement focused leadership/effective change management
a broad, rich meaningful curriculum - child responsive in kindergartens
culturally responsive curriculum
clear, active vision and values
positive relationships with whānau
partnerships for learning with whānau
useful transition processes (kindergarten to school)
a focus of children’s wellbeing – kindergartens
Common areas for improvement include:
raising student achievement in literacy and/or mathematics
improving internal evaluation practices
increasing cultural responsiveness
strengthening stewardship
deeper inquiry into the effectiveness of teaching
strengthening assessment, planning and evaluation practices – kindergartens
a need to revisit the philosophy - several kindergartens
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Several key areas have been identified at MKA level and impact on all kindergartens. These are to:
articulate MKA values more clearly
strengthen strategic planning and action plans to implement these
develop guidelines that outline expectations for teaching and learning
strengthen appraisal through fully implementing observations of teacher practice.
Institution reports considered in the production of this report are:
Institution Name
Ministry of
Date of last ERO report
Return time
Education
Profile Number
Bohally Intermediate
2812
20 September 2018
4-5 Years
Ward School
3067
9 December 2017
3 Years
Witney Street School
3071
9 February 2017
3 Years
Blenheim School
2811
6 September2017
3 Years + RAP
Redwoodtown School
2877
30 June 2017
3 Years + RAP/IEWS
Renwick School
2978
24 July 2017
4-5 Years
Richmond View School
421
27 April 2017
3 Years
Seddon School
2988
30 August 2017
3 years
Springs Creek School
2995
14 July 2018
3 Years
St Mary's School Blenheim
3012
17 June 2018
3 Years
Tua Marina School
3050
5 May 2018
4-5 Years
Wairau Valley School
3062
9 May 2018
3 Years
Mayfield School
2912
18 June 2017
1-2 Years
Rapaura School
2971
21 February 2018
4-5 Years
Mayfield Kindergarten
5392
4 September 2018
3 Years
Redwoodtown Kindergarten
5394
4 September 2018
3 Years
Renwick Kindergarten
5631
4 September 2018
4 Years
Seymour Kindergarten
5395
4 September 2018
3 Years
Springlands Kindergarten
5555
4 September 2018
3 Years + action plan
Witherlea Kindergarten
5396
4 September 2018
3 Years
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Context
The Piritahi Kāhui Ako was formed in 2015 by schools in the Marlborough region. It has 21 member
schools, 19 primary and two secondary. Six early childhood services have since joined the group. All
of these are kindergartens and, as part of the Marlborough Kindergarten Association (MKA), are also
supported by MKA.
The Kāhui Ako’s overall goals are ‘
Achieving standard in Literacy and numeracy’ and ‘
Addressing
underachievement - Achieving Potential’. Initially the community challenges were set to raise
achievement in reading, writing and numeracy, and NCEA Level 2 to 85% for all groups of students.
These formed the basis of the Kāhui Ako’s focus for improvement from 2016-2018. These challenges
are now under review and new challenges are required.
Achievement challenges are underpinned by a ‘wellbeing kete’. This acknowledges ‘
An unhappy,
unhealthy or absent child is less able to learn.’ Modern learning practices that seek to develop
‘creative thinking, questioning, critical analysis, problem solving, team work and entrepreneurship’
underpin the Kāhui Ako’s approach to raising achievement. Transience and an increasing number of
students for whom English is a second language have been identified as factors influencing overall
student achievement.
The Kāhui Ako is co-lead and is supported by two expert partners.
It is evident that the Kaikōura earthquake in November 2016 has had a major impact on many
schools within the Kāhui Ako. Those most affected have received support from the MOE but staff
and student welfare in these schools has been a priority in 2017/18.
What ERO knows about this Community of Learning|Kāhui Ako
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Equity and Excellence – achievement of valued outcomes for
students
2.1 How well are the schools and services achieving equitable and excellent outcomes for all their
students?
Achievement is variable in schools across the Kāhui Ako.
High levels of achievement in reading, writing and mathematics is evident in six schools. There is
little disparity evident in these schools. It is also reported that effective responses for those students
needing additional support are in place and impacting positively on their achievement. This is
especially evident for boys in writing.
There is an urgent need to improve student achievement in reading, writing and mathematics in
three of the schools, and to further increase achievement in two further schools. Better planning for
identified students would support improved outcomes in these schools. This is needed at both
classroom and strategic levels.
There is ongoing disparity evident in some schools. This is particularly evident in for boys and in
writing. This is reducing in a few schools but remains a key area for ongoing improvement.
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A need to improve assessment and moderation practices to ensure accuracy of assessments has
been identified as an area for improvement in five of the schools. This should be addressed with
some urgency, especially as schools are now free to establish their own benchmarks for student
progress and achievement.
2.2. How well are the schools and services accelerating learning for those Māori and other
students who need this? outcomes for all their students?
Strategies in place to accelerate learning are having a positive impact in six schools. This is most
evident in writing for boys. Acceleration for Pacific students and English Language Learners has also
been identified in one school.
Some reduction in disparity is evident in three of the schools where lower achievement has been
identified. While strategies are beginning to impact positively in these schools, there remains a need
to further reduce disparity and raise overall student achievement, especially for boys and in writing.
The impact of initiatives in place to accelerate achievement is unclear in three of the schools
reviewed.
3 School conditions for equity and excellence - processes and
practices
3.1. What processes and practices are effective in enabling achievement of equity and excellence,
and accelerating learning?
There is considerable variance in the performance of institutions within the Kāhui Ako. While some
are high performing and achieving positive outcomes for their students, four schools and one early
learning service require support to ensure better performance.
Curriculum
Strengths in curriculum have been identified in many of the institutions. Specific strengths vary for
school to school. Clear values that are visible and well known by students and others are common to
most. That these values are clearly integrated into all areas of the school operations is a common
factor. Curriculum is also a strength in many of the kindergartens.
Other aspects of a strong curriculum common to many of these institutions include:
being child-centred, making connections to students’ lives and interests
a broad, progressive and coherent curriculum that builds skills and deepens understanding
as they progress through the school
meaningful contexts and multiple opportunities to learn
purposeful and engaging learning activities
student input into decision making
increasing student ownership of learning and self-management
teachers having in-depth knowledge of students and their individual learning needs
a clear focus on building positive relationships for learning and engagement
high expectations, enabling students to achieve and excel in a range of contexts
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including parents aspirations and goals - kindergartens
cultural responsiveness is actively promoted.
Inclusion of te reo me nga tikanga Māori into the curriculum is progressing in many of the Kāhui Ako
institutions. These institutions have, or are on the way to developing, a localised, culturally
responsive curriculum and the cultural competency of teachers. Te ao Māori is meaningfully
incorporated into a range of learning and schoolwide contexts. This is having a positive impact on
the achievement of their Māori students. This development appears to be highly variable across the
institutions.
A collegial culture and collective responsibility for students’ progress and achievement.
In high performing schools, leaders, trustees and teachers accept there is a pressing need for
increasing the levels of achievement for identified students and groups of students. Schoolwide
areas of common need are clearly identified, and appropriate goals set. A common focus is on those
Māori and boys who need improved outcomes and raising achievement in writing. Individual priority
learners and their needs are well known. Clear actions are in place to support those students whose
learning requires acceleration, with their progress monitored regularly. Well considered, useful
tracking of student achievement is in place for both individuals and groups of students.
Robust processes build teacher capability.
Building the capacity and collective capability of all staff to respond to students’ needs and interests
is an ongoing priority in many schools. In these schools a culture of high expectations exists for both
teachers and learners. A focus is maintained on effective teaching. In schools where this is the case,
professional development, school targets, syndicate and teacher inquiries are well aligned. Teachers
are collaborative and share practices and innovations regularly in many institutions. Teacher
inquiries are clearly focused on modifying and improving teacher practice in relation to identified
students. Very clear and useful guidelines and practices are in place to support provisionally
certificated teachers to develop as competent teachers. A clear and comprehensive appraisal
framework builds and supports professional practice.
A strong and deliberate focus on building ongoing, relevant learning partnerships with parents and
the wider community
This is apparent in four schools and many of the kindergartens. Sound relationships exist between
families, trustees and staff. This is further developed into true partnership for learning in four others.
Teachers, parents and whānau work together to support wellbeing and extend children’s learning.
Leaders work together with the school community and iwi leaders to create a positive environment
that is inclusive, values diversity and promotes wellbeing and cultural understanding. A focus on the
child’s overall wellbeing was reported in all kindergartens.
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Relationships between sectors
The building of relationships between kindergartens and their local school is benefiting children in
four areas. Strong transition and purposeful processes to support the child to move between
institutions are in place. These impact positively on children and their whānau.
Use of achievement data
Good use is made of achievement information in many of the schools. Where this is the case, data is
regularly used to identify student needs, design targeted classroom programmes and monitor
student progress. In addition, it is also used to monitor the impact of established support
programmes and to evaluate the impact of interventions introduced to ensure these are effectively
meeting the specifically identified needs of the students. This is the evident in six of the schools.
Effective change management
A few leaders have a strong and systematic approach to change.
Robust processes to support the
development of school priorities are evident to effect positive improvement. Sound systems and
processes are clearly documented and effectively implemented. Additional resourcing to support
students within the classrooms and assist teachers to deliver the curriculum, is strategically
considered and used.
3.2 What further developments are needed in school or centre processes and practices for
achievement of equity and excellence, and acceleration of learning?
Raising student achievement in literacy and/or mathematics
This remains an urgent issue in several of the schools. In these schools little or no improvement has
been made to address this. A SAF is, or has been, involved in four schools to support school priorities
and raise overall achievement.
Curriculum
Further development and/or documentation of the localised curriculum is required in several
institutions. Their revised curriculum should acknowledge areas of local significance and historical
importance. Schools should seek student and community input through this process to ensure the
resulting curriculum is responsive to student needs, interests and community priorities. In some
kindergartens, there is a need to revisit their philosophies and ensure these better reflect children’s
learning.
Improving culturally responsive practices and integrating these authentically across the curriculum
are identified areas for improvement in several schools. Strengthening the inclusion of te ao Māori
through a curriculum that better reflects its local context, should support Māori students to be
confident and successful in their identity as Māori learners. ERO affirms the importance of
continuing to involve whānau and iwi in this process. Ongoing building of teachers’ understanding
and capacity is essential to successfully implement new practices.
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Deeper inquiry into the effectiveness of teaching
There is a need to focus more deeply on effective teaching in some institutions. Teachers’
understanding of how to inquire into the impact of their practice is at an early stage of development.
It is necessary to strengthen the way teachers inquire into the impact of their practices on student
outcomes. Developing an understanding of how they are accelerating the learning of priority
students is also necessary. Increased scrutiny of data and outcomes for all students should also help
leaders’ and boards’ evaluation of the school’s performance in achieving equity and excellence.
Assessment
A need to improve assessment and moderation practices, to ensure the accuracy of assessments,
has been identified as an area for improvement in five of the schools. This should be addressed with
some urgency, especially as schools are now free to establish their own benchmarks for student
progress and achievement.
The need to strengthen, or continue to strengthen, assessment, planning and evaluation practices in
relation to children’s learning and teacher practice has been identified in many of the kindergartens.
A strengthening of the documentation of this is also required in two centres.
Strengthening stewardship
Improving stewardship through better understanding of the role and responsibilities is an issue
identified in several schools. In general, trustees are committed to the wellbeing of students and the
development of an engaged community. Most trustees are focused on student achievement and
wellbeing and are responsive to both the needs of students, and the wishes of parents. To grow their
stewardship capacity there is a need to receive and interrogate useful reports that include better
data. This is needed to inform decisions, set targets and monitor those students whose progress and
achievement need acceleration. This should also ensure all trustees are vigilant in seeking to
understand how children will benefit from proposed changes.
Improved appraisal practices
Appraisal procedures, expectations and processes need to be implemented with more rigour and
consistency in two schools and kindergartens. This should include:
more timely feedback and feed forward from regular observations to support improvement
more specific judgements and agreed future development areas identified in the annual
summary statements.
Improved internal evaluation practices
Improving internal evaluation practice has been identified as necessary in nine of the schools
recently reviewed and majority of the kindergartens. These leaders are at an early stage of
understanding and implementing evaluation practices. They have not yet developed a defined
process for decision making or for monitoring and evaluating the effectiveness of decisions made. A
stronger focus on measuring and documenting the impact of actions and initiatives should support
these leaders to evaluate the impact of the curriculum and initiatives, and to measure their impact
on student outcomes. A focus on improving the data literacy of leaders, trustees and teachers
should further support evaluation and planning processes.
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Key next steps for institutions within Piritahi Kāhui Ako
Areas for improvement include:
further developing teacher’s cultural competencies, together with further development of a
localised curricula that value and integrate cultures across all schools
a pressing need for increasing the acceleration of the achievement, especially for those
Māori and boys
developing a more coherent change process. Clarifying strategic planning to better identify
the actions and measurable outcomes should better guide actions required to promote
improvement
strengthening the use of internal evaluation at the strategic level. Further development of
trustees’ and leaders’ understanding and use of evaluation should improve planning and
resourcing decisions
continuing to extend teachers’ understanding and use of inquiry to better measure the
impact of their practice on the progress of priority/target students
further develop appraisal process through targeted observations of teaching practice and
feedback to improve teacher practice
strengthening assessment, planning and evaluation of children’s learning in kindergartens.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
March 2019
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