ERO report

Apiti School 08/03/2012

About the School
Ministry of Education profile number
School type
Full Primary (Years 1 to 8)
Decile [1]
School roll
Gender composition
Male 19
Female 12
Ethnic composition
NZ European/Pākehā
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 an ERO Report
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.
Board assurance on legal requirements
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.
When is ERO likely to review the school again?
ERO is likely to carry out the next review in four-to-five years.
Kathleen Atkins
National Manager Review Services
Central Region
8 March 2012