Kokatahi-Kowhitirangi School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 37 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. January 2019

   41

   Counted while ERO’s review team was at the school. Education Review Office, report of 1 April 2019

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 23 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

Kokatahi-Kowhitirangi School is near Hokitika and Lake Kaniere on the West Coast and provides education for learners in Years 1 to 6. The school’s MARK values ( Mahi , Artistic, Respect, Knowledge) align with its vision ‘To leave your MARK’ .

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Outcomes are improving for most students.

Most students achieve at or above expected curriculum levels in writing and mathematics; a large majority of students achieve at the expected curriculum level in reading.

Outcomes are increasingly equitable for all groups of students.

Learners feel a sense of belonging and are connected to the school that is indicated through student wellbeing data information.

A large majority of students attend school regularly; although the school is yet to meet the Ministry of Education’s regular attendance target, leaders have identified barriers to attending school and are addressing these.

Conditions to support learner success

School leaders work effectively with teachers for high-quality teaching and continuous improvement to practice.

Leaders have identified evidence-based strategic priorities with actions that further improve the progress, achievement and equity for all students.

Professional development for teachers aligns with strategic goals to strengthen teacher practice and improve outcomes for all students.

Leaders work collaboratively to build strong relationships with education providers and community groups to increase opportunities for learning and success.

Teachers use a range of evidence-based strategies and clear instruction to further improve outcomes for all students.

Teachers provide a school curriculum that provides meaningful learning and experiences, enhancing their engagement, and supporting them to gain sound reading, writing and mathematics skills.

Teachers use valid assessment information to inform planning for teaching and learning.

Teachers use relevant strategies, resources and agencies to reduce barriers particularly for students needing additional support; progress and achievement is regularly monitored to ensure improved outcomes for all students.

Leaders and teachers have established effective systems and processes to ensure high aspirations for students’ achievement, progress and wellbeing.

Leaders and teachers network effectively with the community to access a variety of learning opportunities for students.

Collaborative partnerships with Māori and mana whenua support teachers’ professional knowledge and students’ learning experiences.

The board effectively evaluates student data to identify strategic goals that increasingly meet achievement and wellbeing targets.

Leaders and teachers are proactive in creating an inclusive learning environment that reflects the school’s values and set goals to make sure that the learning and wellbeing needs of all students are met.

Part B: Where to next?

The agreed next steps for the school are to:

measure, monitor and support student learning and achievement through developing the school’s curriculum with a focus on the future world and the MARK values

provide and evaluate professional learning for teachers to increase their capabilities

develop practices and learning opportunities that enhance the local environment so that students can contribute to the social, cultural, economic and environmental wellbeing of the community and area

sustain positive partnerships between school and home to improve learner engagement and regular attendance for all students.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

leaders and teachers investigate learning opportunities for students to enhance the local environment and partner with the community

leaders and teachers refine and implement school-wide consistency in assessment practice

teachers embed te reo and tikanga Māori into classroom practices.

Every six months:

leaders review school-wide attendance processes and assessment practices to ensure they are relevant and used consistently

leaders continue to gather, analyse and respond to community and student voice to meet the aspirations and needs of the students

leaders review the effectiveness of strategies in place to increase regular attendance and report this to the board.

Annually:

teachers and leaders evaluate the impact of assessment processes on achievement and respond to further improve learning outcomes for students

leaders and teachers use community and student voice to plan and set strategic achievement, progress and wellbeing goals

leaders evaluate and refine the impact of strategies used to increase regular attendance for all students

leaders revisit and set professional growth cycle goals to strengthen teacher capabilities.

Actions taken against these next steps are expected to result in:

sustained and effective assessment practices used by teachers and learners that contribute to improved progress and achievement outcomes for all students

improved regular attendance rates

strengthened teacher and students’ understanding and knowledge of the school’s MARK Values and students’ wellbeing enhanced

increased teacher capabilities that further improve and sustain high-quality teaching practices to improve student outcomes and incorporate the MARK values in learning.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children

Shelley Booysen Director of Schools

23 September 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Read this report on ero.govt.nz →