Case Studies – RWMP

Rawene School, Hokianga

Untitled Document

This is an account from one of the schools, or clusters of schools, that have received funding from the Reading, Writing and Mathematics Proposals Pool (RWMP) to support programmes in reading, writing and mathematics for students years 1 to 6.

Rawene School established in 1859, is situated in a beautiful and historical part of the country, with deep roots in Māori tradition and history. The roll of 112 is 83 percent Māori. For a number of reasons, including its isolation, Rawene has had periods of considerable staff instability, and generally has around 25 percent turnover of children each year.

The issues

The difficulty of attracting and retaining teachers in the remote North, rapid turnover of staff, and variability of teaching, had seriously affected children's learning. In 1999, when literacy pool funding was sought, more than 70 percent of children in years 0-4 were reading below their chronological age. Assessments showed that senior students had carried the effects of early disadvantage throughout their schooling.

The planning

The school sought funding to enable them to carry out a very full professional development programme, and to maintain continuing support to teachers to build their confidence, understanding, and skills in literacy learning and teaching. They planned to purchase books and equipment for language enrichment to build on children's interests and knowledge, and to introduce a systematic scheme for parent-tutor reading support.

The actions

Staffing

In 1999, a new principal was to be appointed to the school. The Rawene School's Māori Council, which includes kaumatua and kuia, as well as younger people and some parents, was involved in the appointment committee, and gave its full support to planning for change. A key factor in the principal's selection was strength in junior language development. To reinforce the school's commitment to improvement, the board of trustees released the principal from teaching and appointed a teacher above entitlement. Literacy pool funding made it possible to also employ a literacy specialist teacher for two hours daily for four terms. All teachers were therefore able to have professional support. The staffing strength has now become a priority for the board, and it has continued to fund above entitlement to keep class sizes small – in 2001 there were six classes and a full-time principal.

Professional development

As well as their in-school training, during 2000 all the teachers attended a four-day workshop on Literacy Across the Curriculum led by Gaye Byers, the primary literacy adviser at Team Solutions. The whole-staff approach built a sense of collegiality and shared understandings of best practice for enriching oral language as well as reading and writing, and gave real depth to the school's development. This makes it possible for the school to continue to improve in subsequent years, in spite of inevitable staff movements.

Parent-tutors

Volunteer parents were trained so that they became familiar with the Pause Prompt Praise procedures. They have regular meetings with the principal to share their ideas, and the value of their contribution is recognised by both staff and children, at morning tea breaks and school gatherings. Each parent tutor is assigned five children, and spends 15 minutes a day reading with each one. The aim is simply to help the children enjoy reading, and to demonstrate that reading is worthwhile.

Community relationships

Rawene School has been very proactive with its consultation, and has had great support from the Ngapuhi people. Four of the five board members, five of the seven teachers, and three of the support staff are of Māori descent – and are also highly skilled.

The results

Children's progress in reading has greatly improved through the initiatives taken by Rawene School. At the beginning of the year 2000, 66 percent of 6-year-olds were reading below their chronological age, and only 17 percent above it. For 8-year-olds the picture was almost as dismal, with 62 percent reading below chronological age. Very large gains were made at first, as could be expected from so many fresh approaches. More encouraging still, however, is that at the end of term 1 in 2001, only 30 percent of 6-year-olds and 46 percent of 8-year-olds were still below their age level. The 7-year-olds, who had benefited from the school's programme for a full year, had only 20 percent below chronological age, and an encouraging 73 percent above it.

The perspectives and strategies developed during the concentrated programme are being built across the curriculum. Rawene provides an extensive bilingual programme: in years 1–4, 50 percent of class time is in Māori, and 30 percent in later years. Strong relationships with families and the community are shown through the high turnout at parent interviews, and sustained through the school's determination to share information with them. For instance, portfolios are used throughout the school and are available for parents, and results are presented graphically so that parents are able to see progress. The support of the Board of Trustees and local community, enthusiastic leadership, and depth of staff expertise have given the school a sense of confidence in its future.

Contacts:

Rawene School
PO Box 59
Rawene
Northland

Tel / fax: 09 4057885,

Email: rps@igrin.co.nz

2001

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