Kuranui College

What ERO wrote in its latest report

This is ERO’s report of 10 May 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

Kuranui College, located in Greytown, South Wairarapa , provides education for students in Years 9 to 13.

At the time of writing, the school is in the process of appointing a principal. The shared values of Manaakitanga (respect), Mana Tangata (integrity), Aroha (empathy), Auahatanga (creativity) and Te Hiringa (determination) provide a guiding framework for all learning and interactions.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

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

Part A: Previous Improvement Goals

In the past three years, the school has focused on evaluating how effectively the progress of all learners is accelerated using inclusive and responsive teaching practices.

Expected Improvements and Findings

The school expected to see:

Increased rates of achievement for all learners, especially those students in Years 9 and 10.

Well analysed achievement information shows accelerated achievement for Years 9 and 10, with improving equitable results for Māori learners.

Collation of analysed data shows improved outcomes for learners at all NCEA levels.

Inclusive, culturally responsive teacher practices that result in inspirational and relevant learning.

Teachers intentionally use inclusive, culturally responsive practices that encourage choice, inquiry and active participation in learning. Student, staff and whānau voice is regularly sought to review, shape and enhance the programmes offered.

The building and implementation of ‘anytime, anywhere learning’ through the Ignite curriculum.

The Ignite curriculum is continually reviewed and teachers responsively develop targeted learning programmes that engage learners and address identified disparity in outcomes.

Other Findings

During the course of the evaluation, it was found that prioritising the inclusion of literacy and numeracy outcomes through the school’s Matatau programme and throughout the curriculum, built and strengthened students’ skills and improved achievement. Most year 10 students in the programme achieved the literacy standard and 100% achieved in numeracy.

The greatest shift that occurred in response to the school’s action was improved learner outcomes through the development and strategic implementation of the Ignite curriculum. This strengthened internal systems and processes and enabled the school to respond quickly and effectively to the needs of learners.

Part B: Current State

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

Learner Success and Wellbeing

Outcomes for learners are increasingly equitable.

Provisional 2023 NCEA results indicate that most students achieved NCEA levels 1 to 3.

Improved achievement results and less disparity between learners is evident at NCEA levels 1 and 3, particularly level 3 NCEA results indicate improved equitable outcomes, with Māori learners achieving as well or better than their peers.

The school has identified that there are fewer Māori and Pacific students taking STEM subjects. Initiatives are in place to support these students to broaden their learning curriculum.

Students with additional needs are effectively supported. They achieve well against school expectations.

Targeted pastoral care and effective monitoring has reduced levels of non-attendance and improved achievement results. Addressing achievement inequity at Level 2 and improving attendance for identified groups of students continue to be priorities for the school.

Longitudinal evidence inclusive of student voice, shows that culturally responsive and relational practices that support student wellbeing and hauora are having a positive impact.

Conditions to support learner success

Leaders increasingly foster a culture committed to high quality teaching and improving equity in student outcomes.

The school’s vision and values are well promoted by leadership who ensure these are aligned and enacted throughout the wider curriculum.

Leaders take a considered and evidence-based approach when developing schoolwide strategies to improve outcomes for all learners.

Leadership strengthens teachers’ professional practice through focused professional learning and collective inquiry.

Teaching is increasingly intentional and responsive to the diverse needs of learners.

Teachers involve students and whānau in decision making and in rich curriculum design that authentically connects to students’ interests, aspirations, and lives.

Teachers collaboratively develop and implement new solutions and personalised learning interventions to support students’ achievement.

Te reo Māori, tikanga Māori and mātauranga Māori are increasingly integrated throughout the curriculum.

Planning for improvement is increasingly informed by evidence and in partnership with the school’s community.

The well-informed board proactively works with leaders, staff, whānau and the school community to develop clear, strategic targets that prioritise student achievement and hauora .

Leaders and teachers identify and draw on community resources, including professional and support agencies, to effectively promote and improve learner health and wellbeing.

Leaders and teachers forge partnerships with a range of local community businesses and workplaces to develop meaningful educational pathways for students as they transition to tertiary training or employment.

Part C: Where to next?

The agreed next steps for the school are to:

further develop and broaden the Ignite curriculum at all levels so that all students can access learning in authentic contexts and across a range of learning programmes

improve school attendance with a focus on priority learners and with greater engagement with whānau

continue to reduce disparity in achievement for all groups of learners, especially Māori and Pacific students.

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

Within six months:

identify students at risk of not achieving, including those already identified and now in Year 12. Ensure that programmes are in place to further promote meaningful achievement

review longitudinal evidence on attendance and develop a cohesive action plan to address and strengthen current practices

curriculum departments work collaboratively together to shape, and trial ignite cross-curricula courses

research, investigate and develop strategies that will engage and support Māori and Pacific students to take STEM subjects. Include Māori and Pacific students and their whānau in this consultation.

Every six months:

undertake a semester review to measure the engagement and achievement of all learners, including those identified through data, and Māori and Pacific learners taking STEM courses. Reshape and strengthen learning programmes to quickly respond and target areas of need

review attendance data, systems and practices and report findings and future actions to the board

report progress and impact of the trial Ignite cross-curricula courses to the board and community and develop strategic next steps.

Annually:

analyse schoolwide achievement, including that of identified learners. Use this data to report to the board, and to strategically plan actions that will improve the achievement and learning outcomes of all students

leaders will report to the board on schoolwide attendance, actions that had the most impact and plans for the coming year

review and evaluate the development, effectiveness and achievement outcomes of cross-curricula Ignite courses.

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

reduced disparity, and improved achievement and learning outcomes for all students

improved student attendance across the school

further development and implementation of the Ignite curriculum and cross-curricula courses to engage and meet the learning needs of all students.

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

10 May 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 →