Opiki School

Opiki School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Opiki School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz

Context 

Opiki School is a full primary school located on the border of Horowhenua and Manawatū. The school’s vision is to 'Inspire students to be the best they can be, Kia whakamana I ngā tauira mō te eke ki ngā taumata ō rātou mahi.' It is through the school motto ‘Learn by Doing’ that the school enacts this vision by prioritising, ‘bringing learning alive,' and supporting learners to develop the skills, values and competencies that will fully equip them to be ‘Future Ready Learners.’

Opiki School’s strategic priorities for improving outcomes for all ākonga are to:

  • support the achievement of all ākonga in the priority learning areas of reading, writing and mathematics, in relation to the New Zealand Curriculum level expectations
  • deliver high quality teaching and learning programmes that are well resourced, to implement a rich curriculum focused on ‘Future Ready Learning’
  • provide an environment that is physically, emotionally and culturally responsive, and supports the wellbeing of the community of ākonga.

You can find a copy of the school’s strategic and annual plan on Opiki School’s website.

ERO and the school are working together to evaluate how well Opiki School is providing all ākonga with a rich localised curriculum where culturally responsive relational pedagogy is at the forefront of school-wide practice.

The rationale for selecting this evaluation is to ensure that:

  • all ākonga achieve educational success in a manner that supports the development of, and sustains their language, culture and identity

  • Opiki School has a well-established localised curriculum, which it continues to build on, to capture the richness of te reo Māori, te ao Māori, and the mātauranga mē ōna tikanga of the local hapū and iwi.

The school expects to see:

  • ākonga, hapū/iwi and community knowledge, language, cultures and identities embodied in curriculum materials and the enacted curriculum

  • teaching practices consistent with culturally responsive and relational pedagogies.

Strengths

The school can draw from the following strengths to support its goal of evaluating how well it is providing all ākonga with a rich localised curriculum.

  • Strong leadership that establishes the conditions for focused professional learning and collaborative activity that supports staff capability building and continuous improvement of practice.

  • Robust assessment and evaluative practices that identify and monitor ākonga progress and achievement, and the impact of teacher practice and programmes on valued learner outcomes.

  • Strong relationships between staff, ākonga, whānau and community focused on learner success and hauora.

Where to next?

Moving forward, the school will prioritise:

  • building staff knowledge and understandings of te reo and te ao Māori

  • working in partnership with the community to develop the shared vision of the localised curriculum.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

10 November 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Opiki School

Board Assurance with Regulatory and Legislative Requirements Report 2021- 2024

As of November 2021, the Opiki School Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Opiki School Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

10 November 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Opiki School - 02/11/2016

1 Context

Opiki School is located in rural Horowhenua and caters for students in Years 1 to 8. The current school roll is 130 and 23% identify as Māori. A shared understanding of the ‘Bridge to Life’ attitudes and values is well reflected in the daily life of the school. Families are very involved in the school which is a focal point of the local community.

School leaders, staff and trustees have worked systematically to develop the areas identified for strengthening in the October 2013 ERO report.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are articulated and outlined in the school's mission statement 'inspiring students to be the best they can be' and the motto 'learn by doing'. The school values are encompassed in the 'Bridge to Life' metaphor: respect, communication, life-long learning, contribution and self-worth.

The school’s achievement information shows that since the previous ERO report and up to midyear 2016, over 80% of Māori students achieve at or above in relation to National Standards in reading, writing and mathematics. The data also shows that the school has achieved equity of outcomes for Māori and other students.

The school has explicit processes and guidelines that effectively support teachers to make consistent overall assessment judgements about students' progress and achievement. Teachers and school leaders work collaboratively in their teams and school wide to moderate judgements in reading, writing and mathematics. Moderation of writing within the local cluster and with neighbouring schools continues.

Since the last ERO evaluation the school has:

  • built individual expertise, and grown the collective capability of staff
  • continued to enhance self-guided learning pedagogy; 'the way we teach and learn at Opiki School'
  • implemented a range of interventions specific to students' identified learning needs, with a focus on accelerating progress
  • worked collaboratively, using the school values, to build confidence, motivate and engage students in their learning
  • refined consultation and reporting processes.

3 Accelerating achievement

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

The school effectively identifies Māori students whose learning needs acceleration using thorough assessment processes. It sets appropriate annual targets.

Most Māori students achieve at or above expected levels in reading, writing and mathematics. Mid 2016 data shows that many students have made accelerated progress, particularly in writing, since the beginning of the year.

Teachers know their students well. Through inquiring into the impact of their practice, teachers deliberately adapt programmes and approaches to successfully accelerate learning for these students.

Teachers collaborate, model, share practice and inquire into data to identify next learning. A relentless focus on student progress, particularly for those identified as target students, is evident.

Students are self-guided, curious and problem-solving learners. They work capably at challenging tasks. Teachers are collectively responsible for the learning and wellbeing of all students. The school has high expectations of teachers and students.

How effectively does this school respond to other children whose learning and achievement need acceleration?

The school effectively identifies other students whose learning need acceleration using similar thorough assessment processes and setting appropriate annual targets.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum and other organisational processes and practices effectively enact the vision, values, goals and targets to successfully achieve equity and promote excellence.

The board actively represents and governs the school, appropriately giving priority to student learning and wellbeing. Trustees are well-informed about student achievement and are improvement focused. They are knowledgeable about the school's curriculum, future direction and conditions for sustainability. The board is committed to building ongoing staff capability.

School leaders capably and collaboratively drive improvement goals and targets. All staff have opportunities and are encouraged to take on leadership roles, using their strengths and interests.

Strongly aligned vision, valued outcomes, strategic and annual plans are enacted through the curriculum. Clearly articulated guidelines ensure a shared understanding of agreed expectations.

Student leaders across the school have clearly defined roles and responsibilities. They are involved in determining learning contexts and support the maintenance of the positive school culture. Student opinion is regularly sought and acted upon. Student success is fostered and celebrated. Positive, respectful relationships are highly evident.

The school's strong emphasis on personalised learning empowers students. Selfguided learning is embedded across the school. Students are given explicit instruction in strategies that enable them to take control of their learning. They are given multiple opportunities to consolidate learning, respond to feedback and purposefully apply this to new learning. Community consultation has identified that further clarification of this approach is a next step.

Māori students are highly regarded as leaders and role models in the school. To consolidate culturally responsive practices, school leaders have identified and have plans in place to further:

  • strengthen consultation with whānau
  • use local expertise, knowledge and skills
  • build teacher confidence in the use of te reo and their understanding of te ao Māori.

Parents and whānau are engaged with the school in reciprocal learning-centred relationships. All work together with students to identify strengths, learning needs and set goals for next learning steps. This supports parents to constructively contribute to their children's learning.

A clear plan enables students and their families to successfully transition to school. The junior school programme incorporates elements of Te Whāriki, theearly childhood curriculum, to support discovery and inquiry-based learning.

Robust, improvement focused appraisal and performance management processes support teachers to reflectively evaluate the effectiveness of their practice in accelerating student learning. Continuing to ensure that all underachieving students are making accelerated progress is an ongoing focus.

School leaders have established effective practices that promote evaluation, inquiry and knowledge building. Systematic evidence-based evaluation informs ongoing improvements and change to enhance teaching and learning.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

School leaders and trustees establish clear and consistent expectations that support teaching and learning. Effective teaching scaffolds student learning through adaptations and well-planned use of instructional approaches and strategies for individuals and groups of learners.

ERO is likely to carry out the next review in four-to-five years.

6 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 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

7 Recommendation

Ongoing evaluation of the impact of changes and improvements continue to inform development and strategic direction. Sustaining practices that achieve equity and promote excellence should remain a constant focus. 

Joyce Gebbie

Deputy Chief Review Officer Central

2 November 2016 

About the school

Location

Palmerston North

Ministry of Education profile number

2937

School type

Full Primary (Years 1 to 8)

School roll

130

Gender composition

Female 53%, Male 47%

Ethnic composition

Māori

Pākehā

Other ethnic groups

23%

73%

4%

Review team on site

September 2016

Date of this report

2 November 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2013

September 2010

May 2007

Opiki School - 01/10/2013

1 Context

What are the important features of this school that have an impact on student learning?

Opiki School is located in rural Horowhenua and caters for students in Years 1 to 8. A shared understanding of the ‘Bridge to Life’ attitudes and values is well reflected in the daily life of the school. Student success is fostered and celebrated. Positive, respectful relationships are highly evident. Families are very involved in the school which is a focal point of the local community.

During 2012 and 2013, teachers have been involved in professional learning and development (PLD) about inquiring into their practice to meet students’ specific learning needs. An external facilitator has assisted senior staff with the leadership of this PLD.

School leaders and staff have worked systematically to develop the areas identified for strengthening in the 2010 ERO report.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The principal leads the school’s focus on using student achievement information effectively. He collates and analyses schoolwide data and promotes teachers’ reflection and discussion about suitable teaching strategies to meet specific needs. Teachers confidently inquire into their practice and share their expertise with each other to better meet the needs of underachieving students.

Student achievement reports to the board include well-analysed data and recommendations for future action. The school's end-of-2012 data showed that approximately three quarters of students were achieving at or above the reading, writing and mathematics National Standards. Information about the achievement of groups of students is collated. Māori student achievement is similar to that of their peers. Continuing to strengthen the moderation of teachers' overall assessment judgements, especially in reading and mathematics' is a useful next step identified by the school. ERO’s evaluation supports this direction.

Schoolwide achievement targets are evidence-based and specific. They focus on those students whose achievement should be accelerated to meet or exceed the National Standards. Teachers develop action plans for these students and track their ongoing progress. Accelerated progress is evident for specific groups of students, particularly in mathematics. Students have demonstrated good levels of progress in the first year of school. A transition to school programme is well established.

Students who require additional support or extension are well provided for. Links with specialist agencies are established and assistance is provided. In addition, learning needs of students new to the school are quickly identified and responded to.

Teachers effectively use data to identify students’ achievement levels and monitor their ongoing progress. They use assessment for learning to grow students’ self-assessment capability. Further development is needed to increase consistency of teachers’ use of data in planning specific strategies to meet the differentiated needs of students, and in evaluating the effectiveness of their action plans.

While end-of-year reports to parents clearly document each student’s achievement in relation to National Standards, this information should be stated more clearly in mid-year written reports.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum actively promotes and supports student learning. Students are engaged and make good use of appropriate resources to solve problems independently.

The ‘Bridge to Life’ vision statement of the school curriculum incorporates students ‘being the best they can be’. Specific attitudes and values are well articulated by trustees, staff, students and whānau.

Students have a broad range of opportunities to learn inside and outside the classroom. The school curriculum is clearly linked to The New Zealand Curriculum. Students and their families have input into curriculum planning. Curriculum documents give clear guidance for teaching. A focus on New Zealand’s dual heritage and Te Tiriti o Waitangi is clearly evident.

E-learning effectively supports students' learning. In senior classrooms, students receive online feedback about their work from their peers and whānau. Students use a wide range of information and communication technologies in multiple ways to extend their learning. Thinking skills are emphasised.

Teacher and student relationships are positive. Teachers use real life experiences to make learning purposeful. A sense of fun is present and students’ enjoyment of learning is evident. Students are encouraged to try new things and test their ideas. A focus on cooperative learning enables them to support each other and their learning.

How effectively does the school promote educational success for Māori, as Māori?

A recent focused inquiry into how Opiki School promotes success for Māori students, as Māori, has resulted in several initiatives. These have strengthened relationships with whānau and had a significant impact on overall Māori achievement. They include:

  • hui to enable whānau to contribute their views
  • increased student leadership opportunities
  • building links with iwi and Te Rangimarie Marae
  • teachers tutoring a newly established kapa haka group
  • increased te ao Māori in the curriculum.

Staff are using Ka Hikitia, Tātaiako: Cultural Competencies for Teachers of Māori Learners and other relevant resources to pursue a considered approach to the development of their cultural competencies. ERO’s evaluation supports plans to strengthen teachers’ confidence and competence in the use of te reo Māori.

4 Sustainable Performance

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

The newly elected board of trustees is keen to undertake professional development to support the governance role. The board is well informed and provided with regular, well-analysed student achievement reports. Trustees and the Home-and-School group support student learning by providing relevant resources.

The principal leads the development and maintenance of a strong team culture. Teachers work together collegially, with emphasis on students’ wellbeing and learning.

Curriculum leadership is shared and teachers’ strengths are recognised and valued. These are used to promote school development. External PLD facilitators build capacity and assist senior staff with their leadership. PLD is well aligned with strategic goals and teacher appraisal.

Self review is evident in policy review and use of student achievement information. However, the evaluative aspect of curriculum and strategic self review should be strengthened, with increased focus on outcomes for students. Teacher and principal appraisal should be strengthened by increasing the rigour of evaluative feedback to foster ongoing development of teaching and learning.

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.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

1 October 2013

About the School

Location

Opiki

Ministry of Education profile number

2937

School type

Full Primary (Years 1 to 8)

School roll

106

Gender composition

Male 57%, Female 43%

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

18%

74%

8%

Review team on site

August 2013

Date of this report

1 October 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2010

May 2007

June 2004