Haumoana School - 16/02/2016

Findings

The school has a strong focus on improving outcomes for all students. The principal provides strong leadership focused on student learning and wellbeing. High quality systems ensure positive support for students with diverse needs. The curriculum authentically incorporates local contexts and fosters students’ ability to confidently take responsibility for their learning.

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

1 Context

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

Haumoana School in Hawke's Bay caters for students in Years 1 to 6. Of the 176 on the roll, 22% are Māori.

The local environment is used to provide authentic learning contexts for students. The school is an Enviro-School, involved in the Cape to City Project and the Garden to Table programme.

The school’s vision of Think Challenge Achieve is apparent through the school. The development of thinking skills continues to be a key focus. Staff are undertaking professional learning and development in mathematics.

Since the November 2011 ERO report there have been board and staff changes. A new deputy principal and assistant principal took up their appointments in July 2015.

The school has a positive reporting history with ERO. Areas for development identified in the previous report have been focused upon and progress made.

2 Learning

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

School leaders regularly report National Standards' achievement data to the board. This information is appropriately used to inform school priorities. In 2015, the end of year data in relation to National Standards shows that the majority of students are achieving at or above expectations.

Plans and tracking to accelerate Māori students' achievement are evident. Overall, Māori student achievement is lower than that of their peers. Substantial acceleration can be seen in literacy and mathematics in recent years with upward gains of close to 20% in those meeting National Standards in writing and mathematics. The school agrees that lifting Māori achievement is a priority focus.

National Standards' data is used by teachers to determine which students require acceleration in order to meet expectations. These students have been the focus of teachers’ inquiries into the effectiveness of their teaching strategies, with an appropriate emphasis on mathematics in 2015.

Teachers have tracked and monitored these students at class level and have shared ideas and strategies that promote improvement. A next step is for school leaders to collate and evaluate information about the progress of targeted students to include this in their regular reporting to trustees.

Reporting to parents clearly shows their child’s progress in relation to National Standards and offers suggestions as to how student learning can be helped and supported at home.

3 Curriculum

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

The Haumoana School curriculum appropriately caters for the needs of students and uses authentic and localised contexts to effectively support students’ engagement and learning. Regular community consultation supports curriculum responsiveness.

There is a high expectation that students will be able to think, reason, communicate, reflect on and critique their learning progress. Teachers deliberately employ strategies that foster students’ ownership and understanding of their learning. Classes are settled and students are focused on their learning.

Inclusive practices are highly evident across the school. Students with special needs are well catered for through high quality monitoring processes. The special education needs coordinator provides good levels of support, especially for students who enter the school during the year. Extension programmes and learning opportunities beyond the classroom are valued. Students are well supported to transition into and beyond school.

Curriculum review is regularly undertaken and guidelines developed that show high expectations for teaching and learning.

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

Whānau are actively involved and usefully contribute to curriculum decision-making. Partnerships between whānau, the school and the marae are successfully promoted.

A te reo Māori tutor and a kapa haka tutor are employed to work with students. The appointment of a senior leader to support student understanding of te reo me ngā tikanga Māori is having a positive impact.

4 Sustainable Performance

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

The school continues to be well placed to sustain and improve its performance. The board and principal work with the school community to develop and regularly refresh the school’s vision, values, strategic direction and priorities for equity and excellence.

The new board has reviewed policies and procedures using School Trustees' Association guidelines. Trustees seek relevant advice and resources to support their governance. Planning and timeframes for formal and strategic review are detailed at governance and management levels. A next step is to continue to strengthen self review through developing shared understandings of internal evaluation at trustee and teacher levels.

Through professional learning, teachers are more focused on making good use of achievement data and are increasingly able to ascertain the effectiveness of their teaching practices. This is an area for ongoing development.

It is timely to revisit Tātaiako: Cultural Competencies for Teachers of Māori Learners to ensure deliberate alignment with the evidence teachers gather for their Practising Teacher Certificates. The principal demonstrates strong curriculum leadership and is actively building leadership capability schoolwide.

There is a strong commitment to improving learning through community and student partnerships.

Performance management processes are coherent and effectively identify teachers’ professional learning and development needs. Appraisal aligns well with the school’s strategic focus. Professional learning is appropriately challenging and deepens teachers’ understanding of curriculum and assessment practices that promote student 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.

Conclusion

The school has a strong focus on improving outcomes for all students. The principal provides strong leadership focused on student learning and wellbeing. High quality systems ensure positive support for students with diverse needs. The curriculum authentically incorporates local contexts and fosters students’ ability to confidently take responsibility for their learning.

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

Joyce Gebbie

Deputy Chief Review Officer Central

16 February 2016

School Statistics

Location

Hastings

Ministry of Education profile number

2571

School type

Contributing (Years 1 to 6)

School roll

176

Gender composition

Male 55%, Female 45%

Ethnic composition

Māori

Pākehā

Other ethnic groups

22%

75%

3%

Review team on site

November 2015

Date of this report

16 February 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2011

November 2008

December 2005