12 Okare Road, Wairoa
View on mapOhuka School is 50 kilometres north-west of Wairoa. It caters for students from Years 1 to 8. Students come from families who are involved in the agricultural sector. Currently seven students from Years 5 to 8 are attending.
The school’s stated vision is to empower children to become active, positive, critical thinkers and effective communicators. Students are encouraged to value integrity, respect, equity, diversity and resilience.
The charter targets focus on improving achievement for all students in reading, writing and mathematics.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in reading, writing and mathematics.
There has been continuity of staffing since the 2015 report.
The school is part of the Mata Nui o Kahungunu Kāhui Ako.
The school is achieving positive outcomes for all students. Students are achieving at or above curriculum level expectations in reading and writing, with almost all in mathematics.
Since the previous report, achievement information has shown an upward trend.
The 2018 mid-year achievement data indicates that this pattern of achievement in reading and writing is likely to be sustained, with all students on track to be achieving expectation in mathematics.
Teachers know the students well. Targeted teaching is responsive to their individual needs. There is clear evidence of students making accelerated progress as a result of this.
The school continues to be the heart of the community. Collaboration and a strong sense of community is highly evident across all levels of the school. It is a valued resource and is well supported by the local farming district.
Students experience a broad curriculum with a strong focus on literacy, mathematics and science. They access a wide range of authentic learning opportunities responsive to their interests and needs, within the school and wider community. The school’s participation with the West Wairoa Cluster of rural schools, provides regular opportunities for students to engage in social and cultural activities and build relationships with others.
Students learn in a purposeful environment where interactions between adults and students are positive and respectful. Students are enthusiastic participants in learning, work well together and support each other. They use digital technology effectively and are encouraged to be confident, independent and self-managing learners.
There is a sustained focus on each student achieving well. Teachers have high expectations for them to make progress and consolidate their learning. Teachers inquire into and use achievement information appropriately to inform teaching decisions. They effectively use a range of strategies and differentiated tasks to engage students and promote learning that is relevant and purposeful.
Trustees actively represent and serve the school and community in its stewardship role. They are well informed and clearly focused on student learning and wellbeing. New board members are well supported by experienced trustees.
Coherent organisational structures and processes support decision making and promote positive outcomes for all students. The teaching principal manages her roles well. This ensures an orderly and supportive environment that is conducive to student learning and wellbeing. She actively seeks professional and collegial support through the West Wairoa rural school cluster group and Kāhui Ako.
The review of the documented curriculum is underway to ensure it reflects current practice and the intended outcomes for students. This review should include how, the principles, values and the key competencies of The New Zealand Curriculum are enacted within the context of Ohuka School. The significance of te ao Māori and place-based education should be integrated through the localised curriculum as part of this process.
While review and inquiry are regularly used to inform decisions for improvement, strengthening internal evaluation should enable trustees and teachers to better know the impact of programmes, initiatives and teaching practices on supporting successful outcomes for students.
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:
To improve current practice, the board of trustees should:
document the practices the school uses to support student wellbeing and prevention of bullying.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
strengthening internal evaluation to better measure the impact of programmes, initiatives and teaching practices on positive outcomes for student learning.
The school has requested, and ERO will provide, an internal evaluation workshop for trustees and the principal.
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Director Review & Improvement Services Central
Te Tai Pokapū - Central Region
31 August 2018
|
Location |
Wairoa |
|
Ministry of Education profile number |
2625 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
7 |
|
Gender composition |
Male 4, Female 3 |
|
Ethnic composition |
Māori 3 |
|
Students with Ongoing Resourcing Funding (ORS) |
No |
|
Provision of Māori medium education |
No |
|
Review team on site |
July 2018 |
|
Date of this report |
31 August 2018 |
|
Most recent ERO report(s) |
Education Review July 2015 |
Ohuka School teachers regularly use achievement information to make positive changes to students’ engagement, progress and achievement. The school’s curriculum effectively promotes and supports learning for all students. Programmes incorporate the worlds and experiences of Māori and
Pākehā students. The school is well placed to sustain and improve its performance.
ERO is likely to carry out the next review in three years.
Ohuka School is located 50 kilometres north-west of Wairoa. It caters for students from Years 1 to 8. Since the November 2012 ERO report, three principals have led the school. One of these was in an acting role in Term 4 of 2013 and Term 1 of this year. The current principal has been in the school since the start of Term 2.
Trustees and teachers are committed to ‘providing challenging experiences within a safe, caring, rural environment’ so that students will be ‘prepared for a lifetime of continual learning’. Students thrive in an inclusive school environment.
Students, their families and whānau are actively involved in the school. They have a strong pride in its history and place in the community. Students participate in learning, leadership, sport and cultural activities that connect them with the local community and world beyond.
The school continues its positive reporting history with ERO.
The school effectively uses achievement information to make positive changes to learners’ engagement, progress and achievement. Teachers use a good range of assessment data to identify students’ strengths and needs. They use this knowledge to develop suitable individual programmes.
Teachers discuss assessments and make decisions about student achievement in relation to the National Standards, together and with other schools. They know students well and closely track and monitor their progress over time. Teachers regularly reflect on their teaching to ensure their strategies are enabling students to make accelerated progress.
The principal has identified, and ERO agrees, that there is a need to review the current assessment tools. This should provide more diverse information for teachers to make decisions about teaching, learning and student achievement levels.
Students needing extension and extra support, and those potentially at risk with their learning are well catered for through specific programmes. Some students and their families and whānau work with external agencies as part of learning support.
Achievement data reported in 2014 shows that the majority of students, including Māori, were at or above the National Standards in reading and mathematics. Most were at and above in writing. Since the previous ERO report, writing has continued to be a target to raise student achievement, particularly for Māori students.
Students’ voice is fostered through an increasing focus on them being partners in learning with teachers. Regular conversations with parents and whānau about their child’s learning and progress build collaborative partnerships between teachers and families. Interactive homework assists families to support students’ learning at home.
Parents receive reports that provide good information about their children’s learning strengths, next steps and contributions to school activities. In order to improve these reports, teachers need to ensure they clearly state where students are achieving in relation to the National Standards.
The Ohuka School curriculum effectively promotes and supports learning for all students. Programmes incorporate the worlds and experiences of Māori and Pākehā students. Te reo me ngā tikanga Māori are naturally woven into school protocols and learning programmes. ERO and the principal agree that ongoing review of the curriculum should ensure it remains relevant to students’ changing needs and incorporates future-focused learning perspectives.
Students establish and maintain positive relationships and respect and empathy with others. A positive learning environment fosters student independence and confidence to contribute in discussions and learning activities. Teachers effectively use questions that foster students’ curiosity about the environment and wider world.
Students are developing their digital literacy using e-learning tools, through inquiry topics and other learning areas.
A careers programme for Years 7 and 8 enables students to consider and explore possible future pathways in the community and beyond.
Transitions into and beyond school are individualised, based on students’ and families/whānau needs and requirements. Children’s early childhood experiences are valued as part of their transition.
Māori students learn and are highly engaged in an environment that is focused on te ao Māori being incorporated through school activities. Waiata and karakia are part of daily protocols.
Trustees and teachers acknowledge and value the place that te reo me ngā tikanga Māori have in the school’s history and Māori students’ success. Whānau are actively involved in the life of the school and their children’s learning.
Tuakana-teina relationships are evident amongst students. These foster a strong sense of wellbeing in the school.
The school is well placed to sustain and improve its performance.
The charter identifies priorities for teaching, learning programmes and school systems. Identifying student outcomes in the annual plan should enable trustees to use it more effectively to review each strategic goal.
Useful self review is evident at most levels of the school. ERO, trustees and the principal agree there is a need to further develop review through a more clearly planned and documented process.
Trustees have a good range of governance experience and actively engage in training. They use data and principals’ reports to make informed decisions about resourcing. Trustees have a strong commitment to the school, ensuring all students have opportunities to achieve through authentic experiences. The board and long-serving teacher have ensured that students, their families and whānau continued to experience positive outcomes during the significant changes in school leadership over the last three years.
Teachers often reflect on their teaching and professional learning. Strengthening this activity to include thinking about the impact teaching strategies have on student progress and achievement is an area for further development. The previous ERO report identified that teachers’ appraisal documents needed to include cultural competencies. This continues to be an area for improvement.
The principal and other teacher value collaboration and inclusive relationships with the community to enhance students’ learning opportunities, achievement and wellbeing.
Parents, families, whānau and the community are welcomed into the school. Some contribute their knowledge and experiences to learning programmes. They are respected and valued as partners in their children’s learning.
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:
Ohuka School teachers regularly use achievement information to make positive changes to students’ engagement, progress and achievement. The school’s curriculum effectively promotes and supports learning for all students. Programmes incorporate the worlds and experiences of Māori and Pākehā students. The school is well placed to sustain and improve its performance.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
31 July 2015
|
Location |
Wairoa |
|
|
Ministry of Education profile number |
2625 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
16 |
|
|
Gender composition |
Male 10, Female 6 |
|
|
Ethnic composition |
Māori |
7 |
|
Review team on site |
June 2015 |
|
|
Date of this report |
31 July 2015 |
|
|
Most recent ERO report(s) |
Education Review |
November 2012 |