11 Uruti Road, New Plymouth
View on mapUruti School is a sole charge rural school north of New Plymouth, for children in Years 1 to 8. The current roll is 11.
Teachers and trustees believe that ‘children need to be present in the classroom, engaged in meaningful activities, to be able to be achieving their full potential to be confident, connected, actively involved lifelong learners’.
Strategic goals focus on: high quality teaching and learning opportunities with emphasis on literacy and numeracy, and assessment for learning; and authentic learning contexts with emphasis on enviro learning.
Leaders and teachers regularly report to the board, school wide information about outcomes for students’ achievement in literacy and mathematics
Recent teacher professional learning and development (PLD) has focused on accelerating student learning in mathematics and literacy. Digital fluency PLD, commenced late in 2017, continues to be a focus in 2018.
Almost all children achieve at or above expectations in reading and mathematics, and most achieve well in writing.
Teachers effectively accelerate learning for those students who need it.
From the previous ERO report, sustainable practice is evident in: strong partnership with families and the wider community; good facilities and resources; educational opportunities outside the classroom; and a family atmosphere in the classroom and playground.
Teachers are highly responsive to students’ needs and interests and use authentic learning contexts well to foster engagement. The impact of professional development in mathematics and literacy is evident through the successful acceleration of learning for those students who need it. Teachers are focused on ensuring that all learners meet success.
Staff promote a caring and collaborative learning community that is inclusive of all and fosters children’s wellbeing. Students’ engagement in their learning is well supported. They are helped to develop understandings of themselves as learners and confidently contribute their ideas to teaching decisions. Relationships are respectful and productive. Students experience an environment in which it is safe to take learning risks. They are given explicit instruction in strategies that enable them to take control of their learning, self-regulate and develop independence.
The board actively represents and serves the school community in its stewardship role, with student wellbeing, achievement and progress at the core. Trustees are proactive in providing resourcing to ensure positive student outcomes.
Te ao Māori and values of manaakitanga, whanaungatanga and tuakana teina are evident within the environment. The active involvement in Enviroschools is a contributing factor in raising children’s understanding of them as kaitiaki in their rural community.
Internal evaluation and teacher inquiry informs decision making focused on improving student outcomes. Through these sound practices, staff and board have identified the following key steps that ERO’s evaluation confirms. These are:
revisiting the school values through consultation with whānau
refreshing the school curriculum to ensure it acknowledges the unique place of the school within the community and to add depth across all the essential learning areas
strengthening whānau engagement
further developing the relationship with iwi and promoting authentic contexts for children’s learning about the bicultural heritage of Aotearoa New Zealand
continuing their development to build children’s resilience and broadening understandings of the current strategy for this with families and the community.
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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
the positive and respectful learning environment that supports students’ engagement and learning
staff working collaboratively with each other, trustees and the community that promotes improved outcomes in learning
sound internal evaluation practice that informs decision making and future steps.
For sustained improvement and future learner success, priorities for further development are in:
revising curriculum guidelines to reflect current practice and adding breadth to the essential learning areas
sharpening strategic alignment to ensure cohesion and manageability of systems and processes.
ERO is likely to carry out the next external evaluation in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
16 May 2018
|
Location |
Uruti |
|
Ministry of Education profile number |
2257 |
|
School type |
Full Primary (Year 1 to 8) |
|
School roll |
11 |
|
Gender composition |
Female 6, Male 5 |
|
Ethnic composition |
Māori 1 |
|
Provision of Māori medium education |
No |
|
Review team on site |
April 2018 |
|
Date of this report |
16 May 2018 |
|
Most recent ERO report(s) |
Education Review April 2015 |
Uruti School is a small school with a welcoming, family-like atmosphere. Students engage in a range of interesting, real-life learning opportunities. The majority achieve at National Standards. Teachers know the students well and make good use of achievement information to support those below the Standards. The board promotes continuous improvement.
ERO is likely to carry out the next review in three years.
Uruti School is a small, sole charge school situated just north of New Plymouth in an attractive rural setting. It caters for students in Years 1 to 8 who live in the surrounding area. Since the 2012 ERO review, the roll has increased from nine to 16 students, with three identifying as Māori. The important features of the school that have an impact on student learning include:
Since the 2012 ERO review, the principal and her release teacher have participated in a wide range of professional learning and development related to leadership, assessment, mathematics, writing, behaviour for learning and e-learning. New trustees have joined the board. They are undertaking training to gain shared understandings about the governance role.
Teachers know the students well. They make good use of well-analysed achievement information to inform teaching and learning. This includes helping students gain a better understanding of themselves as learners. Teachers support students to set goals so they can monitor their own progress and achievement. Good use is also made of achievement information to:
Students are making good progress and generally achieve at or above National Standards for reading, writing and mathematics. Students with special needs are well supported. At the end of 2014 most students were achieving at or above the standards for mathematics. The board set annual targets to continue increasing the numbers of students at or above the Standards for reading and writing.
The school’s curriculum is designed effectively to promote and support student learning. A comprehensive, easy to follow, schoolwide curriculum plan focuses on the needs and interests of students and their families. It is clearly linked to The New Zealand Curriculum and gives emphasis to developing students’ competencies, values and knowledge of literacy and numeracy.
Students are actively engaged in a wide range of real life learning opportunities. These are integrated into themes that promote student inquiry and include:
Teachers are experienced practitioners. They use a range of effective strategies to guide and support students’ learning. Classrooms are settled and interactions between teachers and students, and amongst students, are positive, supportive and learning focused.
Positive steps are being taken to promote educational success for Māori, as Māori. Trustees and staff are developing their knowledge and understandings about Ka Hikitia: Accelerating Success 2013 - 1017, through ongoing training. The school has connections to the local iwi, Ngāti Mutunga and plans to visit the local marae.
Key emphasis is given to developing partnerships with whānau and valuing the aspirations they have for their children to promote success.
The school is well placed to sustain and improve its performance. Trustees want the best for students and have high expectations. They are ably supported by the principal and are developing shared understandings about the governance role. Key features include:
The board’s next steps are to:
School tone is welcoming, happy and conducive to learning. A family-like atmosphere is clearly evident.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Uruti School is a small school with a welcoming, family-like atmosphere. Students engage in a range of interesting, real-life learning opportunities. The majority achieve at National Standards. Teachers know the students well and make good use of achievement information to support those below the Standards. The board promotes continuous improvement.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
10 April 2015
|
Location |
New Plymouth |
|
|
Ministry of Education profile number |
2257 |
|
|
School type |
Full Primary (Year 1 to 8) |
|
|
School roll |
16 |
|
|
Gender composition |
Female 9 Male 7 |
|
|
Ethnic composition |
Māori Pākehā |
3 13 |
|
Review team on site |
February 2015 |
|
|
Date of this report |
10 April 2015 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
January 2012 October 2009 December 2006 |