Apiti School 08/03/2012
About the School
Location
|
Apiti
|
|
Ministry of Education profile
number
|
2333
|
|
School type
|
Full Primary (Years 1 to 8)
|
|
Decile [1]
|
9
|
|
School roll
|
31
|
|
Gender composition
|
Male 19
Female 12 |
|
Ethnic composition
|
NZ European/Pākehā
Māori |
25
6 |
Review team on site
|
November 2011
|
|
Date of this report
|
8 March 2012
|
|
Most recent ERO report(s)
|
Education Review
Supplementary Review Supplementary Review |
January 2009
December 2005 May 2005 |
The purpose of
ERO’s reviews is to give parents and the wider school community assurance about
the quality of education that schools provide and their children receive. An
ERO school report answers the question “How effectively is this school’s
curriculum promoting student learning - engagement, progress and achievement?”
Under that overarching question ERO reports on the quality of education and
learning outcomes for children and for specific groups of children including
Māori students, Pacific students and students with special needs. ERO also
reports on the quality of the school’s systems for sustaining and continuing
improvements.
1 Context
What are the
important features of this school that have an impact on student learning?
Apiti School is a
rural full primary school in northern Manawatu with a roll of 31 students. The
motto, ‘Learn for life’ is strongly evident. High quality learning programmes
promote student achievement. Skills required for success in the ever changing
technological world are deliberately developed.
Teaching and
assessment practices feature innovative approaches. A learning community is
established where students are knowledgeable about their achievement and are
encouraged to take responsibility for learning. Successes of students are
shared, displayed and celebrated.
A very positive
tone and constructive interactions support learning and progress. Students are
enthusiastic, confident and competent learners. Teachers know students well and
recognise their identities, abilities and talents. Students take on leadership
roles and accept responsibility.
Apiti School is the
focal point of the local area. Parents and the wider community are actively
involved in supporting the education of their children.
2 Learning
How well are
students learning – engaging, progressing and achieving?
Students are highly
engaged in learning. Strong levels of interest and motivation are evident.
Assessment data shows that most students achieve at National Standard
expectations or above. Well-considered interventions support those at risk of
not achieving to make accelerated progress in reading, writing and mathematics.
A range of
assessments support teachers to confidently make judgements about progress and
achievement relative to National Standards. Data indicates progress and enables
students, teachers and parents to identify current learning and next steps.
Electronic
portfolios are a valuable ongoing record of student learning, readily
accessible to parents. These strongly reflect real and relevant contexts and
celebrate student progress. Complemented by paper portfolios these records
provide the basis for student-led conferences and goal setting. Parents are
well informed about student learning and achievement.
Trustees regularly
receive detailed curriculum and assessment information including achievement in
relation to the National Standards. Impacts of intervention programmes are
shared with the board.
How well does the
school promote Māori student success and success as Māori?
Six students
identify as Māori. Teaching and learning strategies promote Māori success.
Students are highly engaged, and achieving and progressing well in all
curriculum areas.
Authentic local
learning opportunities develop students' appreciation and understanding about
aspects of te reo me ngā tikanga Māori. Efforts to celebrate Māori language and
culture are strongly evident. ERO encourages teachers to continue to extend
learning experiences related to te ao Māori across the curriculum.
3 Curriculum
How effectively
does this school’s curriculum promote and support student learning?
The collaboratively
developed Apiti Curriculum effectively promotes and supports student learning.
It strongly reflects the intent and content of The New Zealand
Curriculum. Learning is personalised to individual needs and interests. A
focus on authentic experiences and contexts challenges and engages students.
Literacy and mathematics learning is appropriately emphasised.
Student groups take
responsibility for ongoing projects around the school and the surrounding
environment. The community and local events enrich the curriculum. Students are
developing their understanding and an appreciation of the land and the
resources it provides (kaitiakitanga). A curriculum focus in building self
confidence and leadership skills enhances learning.
Well-considered
teaching strategies effectively support student success. Assessment information
assists to identify student needs and to develop programmes. Teachers encourage
students to set challenging personal learning goals and to take responsibility
for achieving these.
Meaningful
conversations between students, and with adults, enhance learning. Regular
opportunities are provided for buddy support and collaborative activities.
Specific and constructive feedback contributes to the next stage of learning.
Students share their progress and achievement with parents in student-led
conferences and also when contributing to their end-of-year written reports.
4 Sustainable Performance
How well placed is
the school to sustain and improve its performance?
School self review
is well developed and successfully enhances holistic outcomes for students.
Review processes investigate the effectiveness of the curriculum in improving
student engagement and achievement.
Clear systems
support effective teaching, sustainable practices and school improvement.
Students and parents contribute to ongoing review and development of the
curriculum and learning programmes.
Reflection on
engagement, progress and achievement, by students and staff, is a major part of
day‑to-day practice. Teachers use evidence from research, colleagues and
cluster schools, and their knowledge to improve opportunities for students.
Trustees
competently carry out their roles and responsibilities. Comprehensive and clear
reports to the board are used to improve student outcomes. Trustees undertake
ongoing review to identify resourcing priorities, develop and implement plans,
monitor progress and evaluate effectiveness.
Before the review,
the board of trustees and principal of the school completed theERO 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
·
stand-downs, suspensions, expulsions and exclusions
·
attendance.
ERO is likely to
carry out the next review in four-to-five years.
Kathleen Atkins
National Manager Review Services
Central Region
National Manager Review Services
Central Region
8 March 2012
