Ōmokoroa Point School

Summary

Omokoroa Point School provides education for children in Years 1 to 8. It is situated in the coastal settlement of Omokoroa near Tauranga. The current roll of 227 includes 33 Māori children. Since the 2014 ERO review, the principal and senior leadership team have remained the same and five new teachers have been appointed. The principal has taken a pro-active approach to professional growth for teachers, particularly in promoting leadership roles across the school. Leaders and teachers work collaboratively with other schools in the area sharing practice and professional learning opportunities. Several trustees are new to their roles and they have undertaken governance training. Trustees understand their roles and are focused on improving learning outcomes for all children.

The majority of children including Māori, are achieving at the expected National Standard. This pattern is consistent in reading, writing and mathematics. Since 2014, the school has successfully addressed disparity for Maori children in writing and there has been a significant reduction in disparity in mathematics.

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

The school is responding well to Maori and other children in the school whose learning and achievement needs acceleration. At the time of this review achievement data shows that a significant majority of children are acheiving at or above the National Standards in reading, writing and mathematics.

Processes related to governance, leadership, teaching practice and parent and community partnerships are effective in enabling achievement of equity and excellence.

Further development is needed to strengthen aspects of internal evaluation.

Learners 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:

• review strategic priorities to support consolidation and sustainability of initiatives over time

• refine achievement targets and evaluate the effectiveness of programmes and initiatives that accelerate the progress of priority learners

• review the curriculum to ensure that it reflects current school approaches to teaching and learning, including a more systematic and sequential approach to incorporating te reo and tikanga Māori across the school

• further develop and embed shared understandings about teaching as inquiry.

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 responding well to Māori and other children in the school whose learning and achievement needs acceleration.

The majority of children, including Māori are achieving at the expected National Standard. This pattern is consistent in reading, writing and mathematics. In writing, girls achieve at higher levels than boys. In mathematics and reading, boys achieve at higher levels than girls. Since 2014 the school has successfully addressed disparity for Maori children in writing and there has been a significant reduction in disparity in mathematics. In reading, Māori as a group are achieving at slightly lower rates than their peers at the school.

The school effectively accesses specialist services for children that have high learning or behaviour needs. Productive partnerships with external agencies support teachers to build capability and provide appropriate learning environments for children. Progress of at-risk learners is closely monitored and reported to parents.

There are sound processes in place to moderate teacher judgements about children’s learning in relation to National Standards. The school gathers achievement information using nationally referenced tests, teacher observations and other useful assessment strategies. Leaders and teachers use this information to make dependable judgements about each child’s achievement in relation to National Standards.

While teachers monitor children’s progress carefully, school-wide achievement information is not used to evaluate the effectiveness of all programmes that are in place to accelerate progress of at-risk learners.

School conditions supporting equity and excellence

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

Processes related to governance, leadership, teaching practice and parent community partnerships are effective in enabling achievement of equity and excellence.

The board effectively serves the school community. Recent consultation has allowed for parent and community aspirations to be strongly reflected in the school’s charter and strategic direction. Trustees ensure that resourcing school initiatives designed to support children with additional learning needs are well resourced. They are highly supportive of the principal. The board’s responsive approach to stewardship contributes to children’s learning and wellbeing.

There is a highly inclusive culture for learning. The principal and senior leaders celebrate diversity and have built strong relational trust at all levels of the school community. They promote and participate in professional learning and development. Leaders encourage innovation and focus on building teacher capability and leadership skills across the school. This approach is contributing to more equitable outcomes for priority learners.

The school effectively prioritises partnerships with parents. There are many opportunities for parents and caregivers to engage as partners in their children’s learning. Parents are welcomed into the school to observe and participate in learning programmes. They are well informed about their children’s learning and progress. The school fosters positive relationships with local iwi and school whānau. Children benefit from focused learning partnerships between the school and families.

Teachers know their students well. Sound assessment processes provide good information about children’s strengths and learning needs. Teachers provide equitable and inclusive learning environments. High expectations for teaching and learning in literacy and mathematics are evident in teachers’ practice across the school. They use authentic contexts and an inquiry approach to actively involve students in their learning. This contributes to children’s engagement, confidence and self-belief as learners.

Sustainable development for equity and excellence

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

Further development is needed to strengthen the following aspects of internal evaluation:

• board self review of strategic priorities to support consolidation and sustainability of initiatives over time

• refining achievement targets to improve ongoing monitoring and reporting progress of at-risk learners

• evaluating the effectiveness of programmes and initiatives designed to accelerate the progress of priority learners

• reviewing the curriculum to ensure that it reflects current school approaches to teaching and learning, including a more systematic and sequential approach to incorporating te reo and tikanga Māori across the school

• developing and embedding shared understandings about teaching as inquiry.

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?

Learners 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:

• review strategic priorities to support consolidation and sustainability of initiatives over time

• refine achievement targets and evaluate the effectiveness of programmes and initiatives that accelerate the progress of priority learners

• review the curriculum to ensure that it reflects current school approaches to teaching and learning, including a more systematic and sequential approach to incorporating te reo and tikanga Māori across the school

• further develop and embed shared understandings about teaching as inquiry.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

31 October 2017

About the school