Summary
Owhango School is a full primary school (Years 1 to 8) in Owhango, a rural community south of Taumarunui. The current roll is 50 and four students identify as Māori. Strong support from families and the community continues to be a feature of the school.
Since the May 2014 ERO report, staffing has remained stable and few changes to board membership provides continuity in stewardship of the school.
The school continues to be part of the Ministry of Education Positive Behaviour for Learning initiative (PB4L). This is effectively promoted through the PAR values of participation, achieve, respect. In 2017, the school is part of a professional development cluster in the Taumarunui District focused on raising student achievement in writing.
How well is the school achieving equitable outcomes for all children?
The school has sound systems and processes to support the achievement of equity and excellence. Most students are achieving well and the school is responsive to those children whose learning and achievement need acceleration. The school is implementing planned strategies to raise the achievement of Māori learners.
The school environment has a positive tone. Relationships are warm and respectful. Students experience a broad curriculum and have opportunities to learn in authentic contexts. Teachers are highly reflective. There is a collective responsibility for and strong focus on student learning and wellbeing.
To further improve outcomes for students the board, principal and teachers should: continue to develop assessment practices; more clearly show the progress of target students; consider how well the documented school curriculum reflects the curriculum in practice; and further develop internal evaluation to determine effectiveness of practice.
The school demonstrates strong progress toward achieving equity and excellence in educational outcomes for students, supported by effective, sustainable processes and practices.
ERO is likely to carry out the next review in three years.
Equity and excellence
How effectively does this school respond to children whose learning and achievement need acceleration?
The school responds well to those children whose learning and achievement need acceleration. Leaders and teachers know the students well and plan appropriately to meet their needs.
The school reports that, at the end of 2016, most students achieved at or above in relation to the National Standard in reading, writing and mathematics. Many of the target students made accelerated progress, particularly in reading. School wide achievement in writing is lower and consequently, this is a focus for 2017.
Over time student achievement has remained consistent. The school acknowledges that in 2016 there was disparity for Māori students, particularly in reading and mathematics. Teachers are inquiring into the reasons for this disparity and targeted planning for these students is in place.
Processes used by the school for assessment lead to reliable and dependable overall judgements in reading and mathematics. Consideration should be given to other sources of information to ensure dependability of judgements in writing. Current professional development in writing should support this needed development.
Students who require additional learning support are well identified. The school works collaboratively with parents and whānau and external agencies to support their participation and engagement in learning.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
The school has sound systems and processes to support the achievement of equity and excellence.
Students experience a broad curriculum that is responsive to their strengths and interests and the rural context. It effectively promotes the school’s priorities and supports targets for equity and excellence.
The school environment has a positive tone where relationships between students and adults are warm and respectful. Students work collaboratively and engagement in learning is high.
Students have opportunities to work in authentic and relevant contexts. Teachers value the knowledge and skills that community members bring to the school to further enhance student learning.
Leaders and teachers are continuing to strengthen the curriculum to be culturally responsive by weaving te reo me ngā tikanga Māori throughout daily practices. The school has developed a strategy for raising Māori student achievement. The implementation of this is well supported by a close working relationship with the local kaumatua.
A range of appropriate and effective communication strategies is used to engage with parents, whānau and the wider community to support children’s learning. Parents and whānau are well informed about their child’s progress and achievement in relation to the National Standards in reading, writing and mathematics. They participate in a wide variety of school activities. Their views are sought and valued and these contribute to decision making.
Teachers are highly reflective and collaborative ways of working are fostered. The performance management process supports teachers’ professional growth and development. It is well aligned to school priorities and the Practising Teacher Criteria. Teachers should ensure that sufficient evidence is gathered based on each of the criteria.
Leadership ensures an orderly and supportive environment. A collective responsibility and strong focus on student learning and wellbeing is highly evident. There is a deliberate focus on promoting leadership of staff and students. The principal builds relationships with the wider education community to improve learning outcomes for students.
The board and principal are appropriately focused on improving outcomes for students. Trustees are well informed about student achievement. They use this information to allocate resources to support school improvements.
New trustees are well supported by experienced board members. They seek advice and training to grow their understanding and capability in governance.
Trustees, leaders and teachers gather a good range of useful information to inform decision making. The policy framework that guides good practice in the school is comprehensive. There is an established cycle of review.
Sustainable development for equity and excellence
What further developments are needed in school processes to achieve equity and excellence?
Some key practices require further development to increase effectiveness in promoting equity and excellence and sustaining good practice.
The board, principal and teachers should:
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continue to develop assessment practices to enable students to know what they are doing well and what they need to do next to support their learning
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further develop tracking and monitoring systems and processes to show the progress of target students
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consider how well the documented school curriculum reflects the curriculum in practice, and how digital technologies are integrated to enhance learning
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to better recognise what works best and for which students, develop internal evaluation to move from reflecting on what is being done, to effectiveness of practice (how well) and the impact on student learning, progress and achievement.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration and certification
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processes for appointing staff
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stand down, suspension, expulsion and exclusion of students
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attendance
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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 to:
- continue to develop assessment practices to support student ownership of learning and to more clearly show the progress of target students
- consider how well the documented school curriculum reflects the curriculum in practice, and how digital technologies are integrated to enhance learning
- develop internal evaluation to know about effectiveness of practice.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
6 April 2017
About the school
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Location
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Owhango
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Ministry of Education profile number
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2417
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School type
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Full Primary School (Years 1 - 8)
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School roll
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50
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Gender composition
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Female 33, Male 17
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Ethnic composition
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Māori 4
Pākehā 46
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Provision of Māori medium education
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No
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Review team on site
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February 2017
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Date of this report
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6 April 2017
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Most recent ERO report(s)
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Education Review, May 2014
Education Review, March 2010
Education Review, May 2006
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