Te Karaka Area 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 110 — 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. August 2019

   73

   Counted while ERO’s review team was at the school. Education Review Office, report of 21 November 2019

2. October 2016

   143

   Counted while ERO’s review team was at the school. Education Review Office, report of 14 December 2016

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 1 May 2023 — “Te Karaka Area School May 2023” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

Findings

Te Karaka Area School has made considerable progress with improving teaching and learning conditions since the end of 2019. Leaders, staff and the board understand the importance of sustaining the current momentum for improving the school’s performance for its learners and their whānau .

Students benefited from student centred professional leadership and significant improvements in the board’s performance. A very experienced Limited Statutory Manager contributed to this turnaround. The school is better placed to improve equity and excellence in learner outcomes.

What is the background and context for this school’s review?

Te Karaka Area School caters for 87 students in Years 1 to 13. Most students are Māori with connections with Te Aitanga a Māhaki iwi area 30 kilometres north of Gisborne.

The November 2019 ERO report identified continued concerns about the school’s performance, professional leadership and governance. Further improvement in the school curriculum, use of assessment and evaluation was required to improve learner outcomes. These included progress and achievement, wellbeing and National Certificates of Educational Achievement (NCEA) results.

A Limited Statutory Manager(LSM) was appointed by the Ministry of Education | Te Mahau early in 2019 to assist the board with employment, curriculum management, communications, finances and health and safety. In March 2020, a new LSM was put in place to continue to do this work and to support board members.

A first time principal was appointed in June 2020 replacing a principal that had been on long-term leave in 2019. In 2021, two experienced teachers with senior school expertise in English, science and mathematics were employed. Most teachers are long serving.

In response to the progress made by the end of 2021, the Ministry reduced the LSM powers to focus on employment and curriculum. In Term 4, 2022, the LSM completed collaborating with the school board after the Ministry of Education withdrew this intervention.

The 2022 school board elections resulted in a core group of trustees continuing in their roles with the addition of a new parent representative. A long serving presiding member recently retired from the board. The board is highly representative of the school’s whānau , local community, and iwi.

The school has worked in partnership with ERO since November 2019 to support ongoing school progress and improvement. Regular ERO progress evaluations involved the principal, school board, LSM, school leaders, teachers, staff and students in conjunction with support and resources from the Ministry of Education | Te Mahau .

How effectively is the school addressing its priorities for review and development?

The school has made considerable progress in responding to the issues identified in the November 2019 ERO report. Students’ learning opportunities have improved and continue to further develop. A draft Te Aitanga a Māhaki curriculum framework provides a meaningful platform for meaningful contexts and experiences that celebrates local histories and tikanga .

Priorities identified for review and development

ERO identified four terms of reference to evaluate the progress and performance of the school in relation to supporting and improving student outcomes. These are:

the provision of a positive and safe school culture and student wellbeing services

learner outcomes - attendance, learning opportunities, progress and achievement

teaching effectiveness and responsive curriculum

leadership and stewardship.

Positive and safe school culture and student wellbeing services

The school has made considerable progress in developing a positive and supportive learning environment. Learners are taking more pride in their school and report that they form supportive friendships with their peers. Students’ work is celebrated and highly visible in learning spaces across the school.

Pastoral systems continue to develop with a clear focus on removing barriers in order to encourage positive participation in learning. Restorative processes are developing. More regular contact with whānau is a key aspect of this work. There is a clear focus on practices that support inclusion and diversity.

Students benefit from specific programmes that support their wellbeing. This includes Ka Ora, Ka Ako lunches, regular access to a guidance counsellor and a nurse. Well considered external expertise is accessed to support students who require additional support with their learning.

Strategies to encourage attendance and positive engagement are in place. There are more sporting activities and education outside the classroom experiences focused on expanding students’ experiences and future horizons.

Coherent schoolwide responses to COVID-19 challenges resulted in the board and staff working together in the best interests of their learners, whānau and the wider Te Karaka community.

A focus on extending the school’s understanding and response to students’ views and perspectives continues to grow. Conducting targeted student wellbeing surveys should help the board and staff to get a sense of what areas are going well and which areas require further attention.

Learner outcomes - attendance, learning opportunities, progress and achievement

A sustained focus on improving attendance post COVID-19 interruptions resulted in considerable progress in lifting and stabilising this key measure from mid-2022. Relationships with whānau continue to grow and strengthen contributing to improved learning partnerships.

NCEA results for 2022 show substantial progress compared with 2021. All students have met literacy and numeracy requirements. Significantly more students are on target to achieve NCEA Levels 1 to 3 in 2022 than in 2021. Students’ attendance at Eastern Institute of Technology (EIT) vocational pathway programmes adds breadth to senior programmes. In response to higher academic expectations, more students are planning tertiary studies in 2023 than in the past five years. Students’ participation in Gateway programmes expands their future pathways.

The school received a positive Managing National Assessment (MNA) report from the New Zealand Qualification Authority (NZQA) in 2022 that confirms that the school is meeting requirements. This includes processes for external moderation and networking with local secondary school curriculum experts. Suitable special assessment condition processes are in place for students.

Annual improvement targets for 2022 appropriately focused on accelerating key groups of students in literacy and mathematics. The 2021 analysis of variance provides a clear picture around Years 1 to 10 progress and achievement in reading and writing.

End of year data for 2022 provides better insights into learners’ progress and achievement. Overall progress is improving and student achievement in literacy and mathematics is lifting. Teachers demonstrate a much clearer understanding about their crucial role in accelerating learners’ progress in order to increase equity in learner outcomes.

Continuing to sustain the current momentum for improved learner outcomes remains a key focus for the school. Students are beginning to see themselves as successful learners as a result of higher schoolwide expectations for learning.

Teaching effectiveness and responsive curriculum

The school has made noteworthy progress in developing a sustainable iwi-led and guided localised curriculum framework.

The Mātauranga Māhaki school curriculum is led by a school lead team that connects regularly with elders at the nine iwi marae. Each marae takes turns hosting termly learning activities that culminate in a schoolwide community event. Meaningful shared learning experiences contributes to increased community and whānau engagement.

Learners engage in and learn local tikanga and te reo Māori . Local expertise supports participation in kapa haka and learning local waiata . Students value knowing more about their unique culture, language and identity. The school environment increasingly reflects local stories and histories.

Expectations for more effective teaching continue to develop through sustained, robust and well targeted professional learning and development. Teachers have a clearer understanding about their professional roles and responsibilities. Suitable processes are in place in relation to the Teaching Council’s professional growth cycle. Professional accountability has grown and modelled by the school leadership team.

Teachers improved their use assessment for learning through the use of the Progress and Consistency Tool (PaCT) for Years 1 to 10. Professional development in mathematics and the introduction of a structured approach to literacy builds on this work. Learners participate in lessons better targeted to their next learning steps.

Teachers are beginning to critically reflect and inquire into the impact of their practices on each learner. NCEA and vocational pathways continue to strengthen through a deliberate focus on ensuring students have a meaningful qualification and other relevant credentials.

Leadership and stewardship

Significant progress and growth in professional leadership has occurred. The principal, school leaders and staff have a clearer understanding about their professional roles and responsibilities. The principal continues to provide strong student-centred curriculum leadership. There is a focus on growing leadership schoolwide and networking opportunities for students, leaders and staff.

Stewardship capacity has improved through robust collaboration with the LSM, principal and staff. Board members worked constructively with the LSM. The presiding member continues to provide clear governance leadership for school improvement and building community relationships. Historical concerns about financial management and other areas have been addressed by the LSM’s comprehensive work with the board.

The use of data and evidence by the board continue to grow. Board members are able to discuss achievement information and ask good questions. The school board plays a key role in activating iwi expertise and whānau support for ongoing curriculum developments.

Stronger connections with the school’s local community continues to grow, particularly with whānau and local marae . This includes new local events such as market days and other local activities. Community confidence in the school continues to grow and strengthen.

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

The school has increased its capacity to review its performance and sustain improvements.

A constant focus on establishing the foundation for teaching and learning has occurred in conjunction with a school board that has grown its stewardship knowledge and understandings. Relationships with whānau and iwi continue to strengthen. Steady roll growth is evident over the past year.

The ongoing key priority is to continue to improve the use of data and its analysis to increase the effectiveness of classroom teaching. This work will also support the development of a comprehensive localised curriculum to work towards achieving more equitable and excellent learner outcomes .

Key next steps

School leaders, school board members and ERO agree that continuing to strengthen schoolwide leadership for effective teaching that improves valued learner outcomes remains a central focus.

Other priorities for improvement continue to include:

further developing a Te Karaka Area School curriculum that celebrates the leading role of Mātauranga Māhaki in conjunction with access to the full range of learning opportunities across the breadth and depth of the New Zealand Curriculum

lifting teaching effectiveness, including the use of assessment to better target teaching and learning

strengthening student voice through the development of a strategic and responsive approach that includes finding out more about learners’ wellbeing and views about the curriculum

increasing students’ understanding of their learning and their ability to lead learning through their engagement in assessing their individual progress and achievement

the board continuing to closely monitor the implementation of the school’s strategic plan and annual improvement targets to improve learner outcomes and access to future pathways.

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

school policies in relation to meeting the requirements of the Children’s Act 2014.

In order to improve current practice, the board should continue to monitor that school systems and processes are implemented consistently. This includes:

ensuring all teachers complete the risk assessment for day trips outlined in the school’s education outside the classroom (EOTC) policy and procedures

ensuring playground areas have sufficient soft fill that meets playground safety standards.

Conclusion

Te Karaka Area School has made considerable progress with improving teaching and learning conditions since the end of 2019. Leaders, staff and the board understand the importance of sustaining the current momentum for improving the school’s performance for its learners and their whānau .

Students benefited from student centred professional leadership and significant improvements in the board’s performance. A very experienced Limited Statutory Manager contributed to this turnaround. The school is better placed to improve equity and excellence in learner outcomes.

On the basis of the findings of this review, ERO’s overall evaluation judgement is that Te Karaka Area School has made significant progress and will transition to ERO’s Te Ara Huarau approach.

Shelley Booysen Director of Schools

1 May 2023

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Read this report on ero.govt.nz →