Kaiti School

Te Ara Huarau | School Profile Report

Background 

This Profile Report was written within nine months of the Education Review Office and ​Kaiti School​ working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz 

Context  

Kaiti School is a Years 1 to 6 state school located in Gisborne. The school includes special character provision for te reo Māori immersion learning for Year 7 and 8 students. The school’s vision ‘Kia tū māia –be brave; Kia tū pakari –stand strong and Kia tū rangatira –be a leader’ is supported by the values of Tokatūtanga -to be courageous; Angitūtanga -to be curious; Tāmirotanga -to be collaborative and Āhurutanga -to be compassionate. 

​​Kaiti School​’s strategic priorities for improving outcomes for learners are: 

• delivery of a responsive curriculum that meets the needs and has relevance to the learning community 
• professional teacher development to strengthen the professional learning community 
• strengthening programmes that support whānau in living healthy active lives 
• participation and contribution to Kāhui Ako outcomes. 

You can find a copy of the school’s strategic and annual plan on ​Kaiti School​’s website. 

ERO and the school are working together to evaluate the effectiveness of assessment tools in mathematics, to guide teaching and learning and improve learner outcomes.  This focus includes identifying suitable tools, strengthening triangulation and moderation processes and using information in formative ways to guide teaching. 

The rationale for selecting this evaluation is:  

• skilled analysis of reliable and valid assessment information guides teaching and learning leading to improved outcomes for learners 
•  the introduction of a new programme for teaching mathematics requires a review of current assessment practices.

The school expects to see:  

• collective capacity to use appropriate tools and methods of assessment to inform teaching and learning in mathematics 
• improved outcomes in mathematics for all students 
• sharing of assessment information with students and whānau to support ongoing learning. 

Strengths  

The school can draw from the following strengths to support its goal to implement effective assessment tools and processes in mathematics: 

• a responsive and continually improving localised curriculum, with an explicit focus on excellent and equitable outcomes for all learners 
• engaged students who enjoy trusting and positive relationships with staff and each other 
• leadership that builds and sustains high levels of trust and effective consultation at every level of the school community to achieve the strategic vision and improvement goals 
• high levels of professional capability, capacity and access to expertise to continually improve and innovate. 

Where to next?  

Moving forward, the school will prioritise:  

• using research to identify effective assessment tools that provide valid and reliable information about student progress 
• developing a strategic inquiry to trial and evaluate the effectiveness of these tools 
• professional learning to build teacher confidence and capability in using new assessment practices. 

Rumaki/Bilingual Outcomes and Conditions to Support Learners 

Summary of findings 

Tamariki outcomes 

• Tamariki have an enhanced sense of identity and belonging. 
• Tamariki are enthusiastically engaged in meaningful learning that drives learner progression. 
• Tamariki reo Māori progression is enhanced by confident capable kaiako who role model quality reo Māori. 
• Tamariki are highly motivated to learn through authentic learning environments. 

Conditions to support learners 

• Connecting tamariki learning to the tikanga and rich narratives of Ngāti Porou. 
• Programme planning and learner progressions informed by robust data tracking practices. 
• Developing and sustaining kaiako who can teach tamariki through the provision of te reo Māori. 
• Relational trust with key stakeholders supports learning opportunities for tamariki.  

Priorities for Improvement 

• Consistently integrate progressive te reo, tikanga, and mātauranga Māori into all learning programmes. 

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

Shelley Booysen 
Director of Schools 

​​29 April 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