Horeke School

School Context

Horeke School is a small, isolated rural school located in Horeke, Northland. It caters for students from Years 1 to 8. The school has a roll of 23 students and almost all identify as Māori.

The school’s overarching vision is “Kia tū tangata tātou i tēnei wā,a te wā, ka tū Rangatira i te Ao! Journey together with pride and confidence and unleash our talents, so we can realise our potential anywhere in this world!” Its mission is to provide high quality learning that reflects the unique cultural identity of Hokianga, Ngāpuhi. School values that support the vision and mission focus on pono-integrity, tika-truth, whakanui-respect, manaakitanga-caring, and whanaungatanga-relationships.

Key aims noted in the school charter include:

• providing a safe, friendly and healthy learning environment
• catering for all children’s learning needs
• providing an enjoyable and challenging curriculum
• continuing and maintaining links with the community.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• progress and achievement in reading, writing and mathematics

• school targets for improvement in literacy.

The board has appointed a new principal since the 2015 ERO evaluation. As a teaching principal, she works alongside one other teacher. Other changes have included several teaching staff appointments and a new board chairperson.

Staff have participated in a variety of professional learning and development (PLD) programmes provided by the Ministry of Education (MoE). This has included Accelerated Learning in Mathematics (ALiM), Te Marau ā-Kura (localised curriculum), Student Achievement Function (SAF) and using E-TAP which is a student management programme. Teachers have started a two year contract on Accelerated Learning in Literacy (ALL).

The PLD is focused on increasing the capability of staff to lift achievement levels for learners who are at risk of not achieving.

Horeke School is a member of the Te Arahura Community of Learning|Kāhui Ako (CoL), Hokianga ki te Raki.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is becoming increasingly effective in achieving equitable and excellent outcomes for all students.

Although school achievement data shows considerable variation over the last three years, it has become increasingly reliable since 2016. The 2017 data indicates that fewer than half of the students achieve at expected levels in reading, writing and mathematics. Achievement results in mathematics are higher than in literacy.

Students achieve very well in relation to other school valued outcomes. They are:

• more engaged in their learning

• taking increasing ownership of their own learning

• talking about their learning and their next steps.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is responding increasingly well to Māori and other students who need to make accelerated progress. Teachers identify those children who require additional learning support as well as the children who require extension in reading, writing and mathematics.

The board has identified writing as a school target for improvement. It has set clear targets for children who need to make accelerated progress. Trustees receive very good achievement information about children’s individual progress in literacy and mathematics. They have a good understanding of the achievement data.

School achievement data for 2017 shows that students are making progress and some make accelerated progress in writing and mathematics. Most students make accelerated progress in reading.

Teachers monitor children’s learning progress and achievement closely. They use a variety of assessment tools to gauge how well children are achieving. Teachers use the MoE Progress and Consistency Tool (PaCT) to help them make reliable judgements. This tool is being used by the Kāhui Ako/CoL and for further moderation across schools in the CoL.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The principal is proactive in leading improvements in the school’s culture. There is a clear focus on children’s wellbeing and positive outcomes for their learning. She builds strong relational trust at all levels of the school community and is highly respected by whānau. A good professional network and partnership with the school community supports the principal in her role and in setting the direction of the school. Continuing this networking and external support will be beneficial for school leadership.

The board seeks support and advice from external agencies, including the New Zealand School Trustees’ Association (NZSTA). Trustees have undertaken training and are highly supportive of the principal. They work collaboratively as a professional team and have succeeded in becoming more improvement focused.

The principal has high expectations and models high quality teaching practice. She uses a range of teaching strategies skilfully to engage children deeply in their learning. Children are taking increasing ownership of their learning. They competently discuss their learning and know about their next steps.

The school is continuing to bring the school’s values to life and embed the curriculum priorities. The school curriculum ‘Marau ā-Kura’ is a clear and concise document designed for the Horeke learner. It responds to whānau and student aspirations. Using the local environment, marae, whenua, maunga and moana, and integrating tikanga and te reo Māori are important school aspirations.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The principal has identified the importance of stabilising the teaching team owing to staffing challenges. The aim is to create greater sustainability in teaching and learning practices, and in planning and implementing the curriculum. Greater collaboration is likely to support improved outcomes for children.

The school charter and school curriculum clearly state valued outcomes for children based on consultation with the community and whānau. It would be useful to develop indicators to help teachers measure and report to the board about how well children are achieving these valued outcomes.

The board and principal acknowledge that strengthening internal evaluation is a next step. Making use of current resources could help the school develop a systematic approach to internal evaluation.

Intergenerational and whānau connections are strong. The board and principal are actively engaging with whānau to ensure they feel acknowledged and welcome at school. Whānau have identified that being more involved in learning partnerships with their children would help them to better support learning at home.

3 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

• finance

• 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.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• school leadership that is leading change and developing strong relational trust with whānau and professional networks

• trustees who work professionally in their stewardship role to support the principal

• high quality teaching practices that engage children in learning and increase their ownership of their learning.

Next steps

For sustained improvement and future learner success, priorities for further development are to:

• establish internal evaluation processes and practices that contribute to effective change in management and decision making that results in improved outcomes for children

• continue to develop partnerships with whānau so that learning at home is actively promoted

• continue to access relevant external guidance and support.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years. ERO will provide an internal evaluation workshop for trustees and senior leaders.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

13 June 2018

About the school

Findings

Students learn within an inclusive, culturally rich environment. The school’s curriculum is increasingly offering programmes that are responsive to students learning needs and strengths. The principal, trustees and staff have worked collaboratively to improve practices to promote student engagement and learning. Teachers are encouraging students to be confident, active learners.

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

1 Background and Context

What is the background and context for this school’s review?

Tū tonu mai ra te Kura o Horeke i raro i ō maunga tapu o Whakarongorua me Maramarua, i te taha o tō whanga o Hokianga. Tēnei te mihi ki a koutou e rapu ana i te huarahi pai mō ō koutou tamariki mokopuna. Ki te pōari, te tumuaki, ngā kaiako, ngā mātua, me te iwi o Ngāpuhi, tēnā koutou katoa. Noho ora mai i raro i ngā manaakitanga o te runga rawa.

Te Kura o Horeke continues to provide a caring and welcoming culture for students in Years 1 to 8. The school is an integral part of the Horeke community and Ngāpuhitanga provides the foundation for the school’s strategic direction. All of the students at this school identify as Māori.

Previous ERO reports have outlined concerns about the quality of education and the capacity of the board to make improvements. The 2013 ERO report identified the need to improve self review, teaching practices and student achievement. It noted the need to implement a Horeke School Marau-a-Kura curriculum.

Since 2013 the school has worked with Ministry of Education (MoE) advisory staff to focus and support school development. Some very good progress has been made and improvements are evident. Students benefit from a settled and positive school tone, and improved teaching and learning. The board has strengthened its governance capability considerably and appointed an experienced and capable new entrant teacher.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Following the 2013 ERO report, ERO and the board agreed that key priorities to improve the school’s performance were to:

• lift student achievement levels
• improve teaching and learning, including the use of achievement information to meet student learning needs
• improve the design and implementation of the Horeke School Marau-a-kura curriculum
• strengthen self-review processes.

Progress

The school is effectively addressing its priorities for improvement.

The principal and teachers have worked well to establish shared understandings about effective assessment processes and practices. In doing so, they have made good use of internal and external expertise. More reliable achievement data now informs teaching programmes and helps identify students needing additional learning support. The school has taken steps to help ensure it has the capacity to sustain the progress made in this area.

Student achievement information indicates that most students are achieving at expectations in relation to National Standards. Students are well engaged in learning and are able to work independently and collaboratively. They can talk confidently about their work and are helped to set learning goals.

Classroom environments are planned to support learning. Students’ work is valued. Teachers recognise that it is a continuing priority to strengthen students’ understanding and use of achievement information to promote their development as self-managing learners.

The board and principal have taken a strategic approach to improving the recruitment and retention of staff. This has resulted in the appointment of more experienced staff and increased stability in school staffing. The new junior school teacher brings expertise and capability to strengthen teaching and learning. Relationships between teachers and students are positive and learning focused.

The Horeke School Marau-a-Kura is effective in promoting student learning and engagement. The principal has made very good use of external expertise to design this curriculum. It is culturally responsive, localised and reflects the school’s values. The curriculum aligns to The New Zealand Curriculum and appropriately prioritises student wellbeing, sustainable education and achievement in reading, writing and mathematics. Career education for Years 7 and 8 students is well integrated into programme planning.

Teachers plan collaboratively. Staff meetings are focused on how teachers can integrate the curriculum and meet students learning needs. With the support of external expertise, an effective teacher profile has been developed. This profile should help to establish clear expectations and more consistency in teacher practice across the school.

The principal has appropriately identified that linking teachers’ reflections on the effectiveness of their practice to student achievement information and programme evaluation is a key next step. Student achievement data is being used to help plan ongoing professional development for teachers.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

The board, the principal and staff are well positioned to sustain and continuously enhance the quality of education provided for students. They have worked strategically to build their governance and leadership capacity.

A governance manual has been developed to guide trustees in their governance roles and responsibilities. The board chair has attended professional development to increase his understanding of governance. A newly co-opted and experienced trustee has further added to the school’s governance capacity. Regular policy review is now well embedded in board practices.

Increased leadership and staff capability is enabling the principal to work in more strategic ways to guide ongoing school development and review. She is beginning to provide effective curriculum leadership and is well supported by the board and staff.

Teachers’ performance appraisal has been strengthened and is now more focused and evidence based. Increased understandings of the purpose and influence of appraisal on improving teacher practice has resulted in this positive change.

Self review is also based on evidence and is improvement focused. The strategic plan has been simplified and now provides greater clarity for school direction. Strategic goals clearly align to the school’s vision. The board receives good quality student achievement information from the principal. Trustees are focused on using this information to inform their decision-making.

ERO, the principal and board agree that important next steps for the school include:

• continuing to monitor progress in priority areas for development
• accessing an external appraiser to work with the principal to further increase leadership capability
• continuing to strengthen self review
• improving the quality of evaluative reporting so that trustees are well informed about progress towards the school goals.

Board assurance on legal requirements

Before the review, the board of trustees 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:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

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

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

Conclusion

Students learn within an inclusive, culturally rich environment. The school’s curriculum is increasingly offering programmes that are responsive to students learning needs and strengths. The principal, trustees and staff have worked collaboratively to improve practices to promote student engagement and learning. Teachers are encouraging students to be confident, active learners.

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

Dale Bailey,

Deputy Chief Review Officer Northern,

18 June 2015

About the School