Hauroko Valley Primary School

Summary

Hauroko Valley Primary School has a roll of 63 children. This includes a small number of children who identify as Māori, Pacific and Asian. There have been several principals since the last ERO review in 2014. The present principal was appointed at the start of 2016. He has provided stability and made significant changes which have improved learning outcomes for children.

The school is promoting equitable outcomes for all children well. Achievement over the last three years shows major improvement in reading and steady growth in writing and mathematics.

The school has addressed all areas for improvement from the 2014 ERO review report.

How well is the school achieving equitable outcomes for all children?

The school is effectively responding to children whose learning and achievement need acceleration over time. There is a strong priority, by all teachers and leaders, to provide equitable opportunities for all children to achieve well. The school has effective processes to know what children need to learn, and what teachers need to do to ensure children make extra progress.

Children benefit from a wide, varied and engaging curriculum. End of 2016 National Standards information shows high levels of achievement in reading and writing, and lower achievement in mathematics. The school shows strong progress towards achieving equity in educational outcomes. Effective systems are in place to sustain this positive progress.

ERO is likely to carry out the next review in three years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is effectively responding to all children whose learning and achievement need acceleration. All children who are at risk with their learning are very well supported. In 2016, the school reported good levels of acceleration in reading for these children.

All Māori and Pacific children were at or above the National Standards for reading, writing and mathematics in 2016.

Most children achieved at or above the National Standards in reading and writing over the past three years. Achievement levels were slightly lower for mathematics. Reading and writing improved significantly in 2016. There was disparity in achievement for boys in reading and writing before 2016. The school took steps to address this. Efforts made by teachers have seen the achievement by boys and girls by the end of 2016 to be very similar. The school’s achievement results for 2016 were:

• for reading, 92% of children achieving at or above the National Standards
• for writing, 83% of children achieving at or above the National Standards
• for mathematics, 77% of children achieving at or above the National Standards.

The school has a long-term focus on ensuring all children are well supported to:

• achieve well in reading, writing and mathematics

• be well prepared for the transition to Year 7.

The school has good systems in place to provide reliable judgements about children’s achievement and progress in relation to the National Standards.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has a variety of systems and practices in place that are effective in enabling equity and excellence for learners. The ongoing focus the principal, teachers and trustees have on lifting achievement levels is well supported by the clear alignment between all key plans and systems.

The principal leads a strong focus on wellbeing so children are motivated to enjoy their learning and achieve well. The principal and each teacher take deliberate steps to make learning a positive experience and to support children’s care for themselves as learners, for others, and for their learning. The principal effectively scrutinizes learning information and evaluates teaching quality to know what needs to be improved in teaching practice to bring about improved student outcomes.

The school has very good support from parents and the wider community. The support from parents ensures isolation is not a factor in preventing children having a broad range of curriculum experiences.

Children experience a curriculum that is responsive, balanced and linked to their needs, interests and abilities. The principles of whanaungatanga/inclusion and relationships, manaakitanga/caring, and mahi tahi/working together are highly evident within the school community. Teachers know each learner well and they build positive, learner-focused relationships with children and their families and whānau. The principal and teachers closely track each child’s progress throughout their time at the school.

Teachers are well supported through explicit guidelines, a rigorous appraisal process and useful feedback from the principal regarding their planning and programmes. The principal and teachers work collaboratively to share information and discuss teaching approaches to best meet the needs of individual children.

Parental feedback is gathered and used to know what is going well and to plan for improvement. The principal and teachers use a range of communication strategies to work with parents to constructively support their children’s learning at home. Home learning is planned to link well with learning in the classroom. Parents of children who are in need of acceleration are contacted regularly by teachers.

The school has effective links with community resourcing to enhance transition into school.

The principal has worked well with the board to establish a strong relational trust with all groups in the school. The school is on a well-planned path of strong, sustainable improvement.

Sustainable development for equity and excellence

The school has a strong focus on improvement and has developed very good systems and practices for enhancing learning outcomes for children.

What further developments are needed in school processes to achieve equity and excellence?

Trustees, leaders and staff need to ensure they embed and sustain the recent developments and sustain their commitment to ongoing improvement.

To improve current practice for internal evaluation, trustees and leaders must improve the depth and rigour of internal evaluation. This includes asking and recording answers to more rigorous evaluative questions.

Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO 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 the following:

• board administration

• curriculum

• management of health, safety and welfare

• personnel management

• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

• emotional safety of students (including prevention of bullying and sexual harassment)

• physical safety of students

• teacher registration and certification

• processes for appointing staff

• stand down, suspension, expulsion and exclusion of students

• attendance

• school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are for:

• trustees, leaders and staff to ensure they embed and sustain the recent developments and sustain their commitment to ongoing improvement

• trustees and leaders to improve the depth and rigour of internal evaluation, including asking and recording answers to more rigorous evaluative questions.

ERO is likely to carry out the next review in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

12 July 2017 

About the school