Kaikoura Primary School

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

Kaikōura Primary School provides education for learners in Years 1 to 6.  The school’s vision is to create confident, connected, adventurous life-long learners.  The school’s values of Whanaungatanga, Aroha, Manaakitanga and Ako align with the school vision of using the Kaikōura area as a classroom and context for learning.

There are two parts to this report.

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

Part A: Current State 

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

Learner Success and Wellbeing 

• Most students achieve at or above curriculum level in mathematics, reading and writing; increasing equity in outcomes for all groups of learners is evident. 
• Leadership and teachers gather, analyse and act on wellbeing data information that indicates learners feel a sense of belonging and connected to the school.
• A large majority of learners regularly attend school; the school is yet to meet the Ministry of Education target for regular attendance and leaders have set this as a strategic priority. 

Conditions to support learner success

• Leaders and teachers increasingly use wellbeing and achievement information to analyse the effectiveness of teacher practice to further improve learner outcomes.
• Leaders set specific goals to support timely interventions that are improving the progress and achievement of target learners.
• Teachers and leaders effectively collaborate with whānau and the community to build and sustain high levels of relational trust to support learning.

• Through a cycle of continuous improvement, teachers collaboratively plan and regularly monitor the effectiveness of teaching and learning on learner progress and achievement.
• The school curriculum reflects local contexts and learning opportunities, and whānau aspirations; these have a positive impact on learners’ literacy and mathematics skills, and their knowledge of the local area. 
• Learners with additional needs are identified and provided with tailored programmes; their progress and achievement is regularly monitored, and outcomes are improving.

• Leaders and teachers create an inclusive environment that supports high expectations for learners’ wellbeing, engagement and achievement.
• Leaders and teachers prioritise professional growth and development, including te reo me ona tikanga Māori and te ao Māori, to support high-quality teaching and learning across the curriculum.
• Effective communication strategies develop and sustain valued partnerships with parents and whānau that support learning and wellbeing. 
• The board regularly reviews and evaluates learner data to identify strategic priorities and make timely decisions for improvement.

Part B: Where to next? 

The agreed next steps for the school are to: 

• ensure that learning and wellbeing processes and systems continue to grow excellent and equitable outcomes for all learners
• maintain the school’s unique and nurturing environment so everyone feels they belong
• build on educational opportunities that inspire creativity, innovation and develop leaders for the future.

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

Within six months:

• build on and embed teacher content knowledge around assessment for learning and ensure consistent assessment language is developed and used by teachers

Every six months:

• continue to analyse and monitor achievement and wellbeing information to inform programmes and teacher practice
• monitor the impact of attendance strategies for effectiveness and adapt as necessary to improve regular attendance.

Annually:

• review and refine the quality and validity of assessment to inform high-quality teaching and learning
• collect and analyse student and whānau feedback to plan for and maintain an inclusive environment
• continue to develop the school’s local curriculum to align with changes to the curriculum and maintain relevant local learning opportunities
• evaluate the impact of strategies used to improve regular attendance.

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

• sustained improvement in attendance, progress, achievement and wellbeing for all learners
• effective school-wide assessment systems in place that inform teaching practice and continue to increase successful outcomes for all learners
• a locally-centred curriculum that engages students in meaningful learning.

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 September 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