ERO Review
These are the findings of the Education Review Office’s latest report on Hataitai School.
Hataitai School is situated in an eastern suburb close to Wellington City and caters for students in years 1 to 8. The school is established on a site with multi-level play areas. The years 7 to 8 teaching block has recently been remodelled, with other buildings on the Board of Trustees’ plan for upgrading.
In 2006 the deputy principal was appointed as the principal. Since then there has been a significant number of staffing changes, including the establishment of a new leadership team. In collaboration with the board this team has conducted extensive consultation with the community, staff, students and ex-students leading to the development of a new 2007-2009 charter and strategic plan. These documents provide sound direction for the future.
The school has focused on improving curriculum implementation through the development of a philosophy centred on student self management of learning. Trustees and teachers refer to this as student-directed learning. Considerable planning and resourcing has gone into professional development for teachers, both at the school-wide and personal level to support this focus.
The board has a clear vision for student-directed learning. It has consulted widely and trustees can confidently articulate the way in which teachers support students taking increased responsibility for their learning. It is timely for the board to develop a process that shows the extent to which high levels of student achievement across the school are related to its stated vision and share this information with its community.
Members of the leadership team are positive role models. They use their professional knowledge to reinforce expectations for curriculum implementation. The principal’s leadership of the team endorses and encourages a high level of commitment to the school’s documented focus on learning. The provision of targeted professional development has ensured greater understanding of underlying concepts and principles about student-directed learning. This is supported by a performance management system that is closely linked to professional development and the school’s charter.
This review evaluates the extent to which self-directed learning opportunities promote student achievement. It considers progress since the 2006 review in improving the achievement of Maori students and preparations to implement The New Zealand Curriculum in 2010. ERO reviewed aspects of compliance with requirements, particularly for the emotional and physical well-being of students, including strategies for the prevention of bullying. ERO identified areas of non-compliance related to hazards identification, and consultation with the Maori community. The board should review its existing meeting procedures to improve current practice.
The quality of teaching across the school is generally high. Individual teachers have a good understanding of how to support students’ growth in the management of their learning programmes. Teachers use a range of positive strategies to promote student engagement in learning tasks. Environments are effectively organised to cater for a variety of learning styles and stages of development. Teachers work flexibly and endeavour to meet individual and group needs.
Throughout the school a high level of student engagement is evident. Most students can clearly articulate what they are learning, and, as they progress through the school, take increasing responsibility and ownership of this learning. Affirming relationships with their peers and teachers further supports positive engagement. A sound year 8 transition programme has been developed to help ease the move to secondary education. It effectively draws on knowledge and skills fostered through the ongoing emphasis on student-directed learning. To support the progress of gifted and talented students, staff need to develop polices and procedures to clearly identify these students and provide further opportunities to extend their learning.
Analysis of achievement data in literacy and mathematics indicates that in most instances students, including Maori students, are achieving above national means and levels. In mathematics, using Assessment Tools for Teaching and Learning, students overall are achieving above expected levels when compared to schools across New Zealand. However, when compared to similar decile schools, year 8 girls do not reach these expected levels. Supplementary Tests of Achievement in Reading results in comprehension show that, in years 3 to 8, 95% of students achieve in the average to above average bands. Writing data indicate that in years 2 to 8, 84% of students score at or above expected levels.
The information about achievement in literacy and mathematics is well reported to parents in meaningful contexts using Learning Journey books. This process could now be extended to include achievement information in all curriculum areas.
Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
ERO is likely to review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
SIGNED
Lennane Kent
Area Manager
for Chief Review Officer
To view the full ERO report, click here