Haumoana School

Haumoana School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 14 months of the Education Review Office and Haumoana 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 

Haumoana School is located in a semi-rural coastal township in Hawke’s Bay and caters for students in years 0-6. The school is part of the TukiTuki Kāhui ako, and is located within the rohe of Ngāti Kahungunu. The school has a localised curriculum which embraces the principles of kaitiakitanga.

Haumoana School’s strategic priorities for improving outcomes for learners are:

  • strengthening the use of evidence based practice and ensuring high expectations of achievement for all learners

  • that diverse learning needs are effectively responded through the cultivation of an inclusive environment and hauora

  • building culturally responsive practice which promotes engagement leading to improved outcomes for learners.

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

ERO and the school are working together to evaluate how effectively Haumoana School is promoting improved literacy outcomes for all children in years 0 – 2.

The rationale for selecting this evaluation is:

  • strengthening reciprocal and learning centred relationships with community, families and whānau to support improved achievement in literacy

  • a commitment to continuous improvement outcomes for learners.

The school expects to see enhanced academic progress and achievement in junior school literacy. 

Strengths

The school can draw from the following strengths to support its goal to enhance literacy outcomes:

  • leaders build a culture of relational trust and effective collaboration within the school ensuring a focus on improved outcomes for learners

  • school processes and practices build an understanding of individual learner progress and targeted actions to promote learner growth

  • strengthening evaluative capacity to ensure the effective utilisation of resources to enhance outcomes for students.

Where to next?

Moving forward, the school will prioritise:

  • strengthening reciprocal and learning centred relationships with community, families and whānau to support improved achievement in literacy

  • ensuring that assessment activities are fit for purpose and provide meaningful and actionable evidence to support targeted instruction

  • the promotion of literacy achievement by deliberately aligning learning experiences, opportunities and resources with student needs

  • leaders and teachers seeking evidence about the effectiveness of professional learning in terms of change in teacher practices, leading to improved outcomes.

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

22 March 2023 

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

Haumoana School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of May 2022, the Haumoana 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 Haumoana 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

22 March 2023 

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

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

Haumoana School - 21/11/2011

1. Context

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

Haumoana School is a seven classroom primary school for students in Years 1 to 6. Twenty four percent of students on the roll are Māori. The school serves an extensive seaside community near Cape Kidnappers in Hawke’s Bay. This setting stimulates students’ interest in local wildlife and the environment. A feature of the school curriculum is a sustained focus on students using a range of thinking skills to strengthen their learning. The recently developed strategic plan has a vision for students to be able to ‘THINK CHALLENGE ACHIEVE' in a rich and supportive learning environment.

Community involvement is high, and encouraged through a wide range of student centred activities, including sports, whānau group meetings and fundraising. Transitions to and from school are well-supported through close links between the adjoining kindergarten and the local intermediate school.

2. Learning

How well are students learning – engaging, progressing and achieving?

School achievement information indicates that most learners make good progress and achieve well. This data shows that most students achieve at or above in relation to the National Standard in reading, writing and mathematics. Teachers carefully identify and monitor those students who need accelerated learning to reach the Standard in literacy and mathematics.

Trustees, senior managers and teachers are working with the implementation of the National Standards. Use of external curriculum expertise contributes to teachers making better use of assessment information to make overall teacher judgements. Carefully considered school expectations for student achievement in writing and mathematics help teachers to understand the requirements for each year level. Robust processes for the assessment and moderation of reading are being further extended to support teacher judgements in relation to the National Standards. Thorough curriculum review practices directly contribute to ongoing improvements in teaching and learning.

Trustees are well-informed about student achievement. They receive detailed reports about the achievement of various groups of learners across the school. Mid year progress reports show where students are making positive gains. These reports clearly indicate when further investigation is needed to make sure students make progress. Senior managers and teachers are identifying which teaching strategies are making the biggest difference for learners.

Parents receive helpful and informative reports about their child’s progress in relation to the National Standards. These reports identify the next steps for learning and advice for how parents can help at home. A recent in-depth survey seeking parents’ views of the reports they receive about their children’s learning, confirmed their value and usefulness. Profile books of work provide additional examples of learning in other curriculum areas. Students are starting to set useful learning goals and invite their parents to comment on their success in reaching them.

Students with learning needs are well-identified and monitored in classrooms. This process focuses on students’ well -being and specific help to improve individual learning. External advisers and agencies are accessed to better cater for learners' needs. The principal carefully monitors that the assistance provided is having a positive impact on individual student's learning and well-being. Collaborative relationships between teachers and teacher aides provide positive support for learners in classrooms.

Trustees receive some useful information about learning support programmes. The board, principal and staff identify the need to strengthen the reporting of learning support programmes and provisions for children with special abilities. ERO's external evaluation confirms that these are useful areas for development.

How well does the school promote Māori student success and success as Māori?

A sustained focus by the board, principal and staff on improving Māori student success is making a positive difference. Thorough analysis and reporting of Māori student achievement information indicates most students achieve at similar levels as their peers. In reading, more Māori learners achieve above the Standard. School improvement targets include a focus on Māori learners who require support in writing and mathematics. Mid-year reports show that many students are making valuable learning gains.

Strong learning partnerships between whānau and school results in more opportunities for students to celebrate being Māori. The whānau group provides a valuable forum for families to discuss aspirations for their children. Local tutors with connection to the local marae continue to provide weekly kapa haka, open to all students. The recent addition of Mau rākau for boys further enriches opportunities. Students and their families highly value these culturally affirming activities.

The tutor of te reo Māori works very closely with the principal, teachers and trustees to assist them to grow their knowledge and understanding of te reo Māori, Ka Hikitia and other strategies that support Māori learners. There is a carefully planned approach to integrate teacher use of te reo Māori in classroom programmes. The school strategic plan reflects a commitment to enhancing provisions that support Māori students’ success.

3. Curriculum

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

Students are motivated, enthusiastic and engaged learners. They confidently display an understanding of the high expectations for their learning and the value of using different thinking skills. Regular celebrations and rewards for students’ efforts contribute to a productive and positive learning environment.

The school curriculum strongly focuses on the teaching of literacy and numeracy. Students’ interest in physical activities and education outside the classroom are well supported by teachers and parents. Individual holistic well-being and academic achievement are effectively encouraged.

Teachers use a range of effective teaching strategies. These include good questioning, modelling and sequencing lessons to establish prior knowledge and to involve students. Positive, respectful learning-centred relationships between students and teachers are evident. Teachers teach different specific thinking skills to support learning across the curriculum. They identify through an extensive review of their practices, the need to encourage students to select tools that suit their learning preferences.

The school strategic plan provides clear guidance and direction for students to take on a greater role of leading their learning. Recent reviews of literacy and mathematics teaching programmes results in clearer expectations for effective teaching and assessment. Senior managers plan to continue to review and refine learning area programmes to increase their connection with the school’s strategic direction and The New Zealand Curriculum.

School self review appropriately identifies that teachers need to increase opportunities for students to lead their learning through more responsive classroom programmes. This should include student choice in the use of thinking skills and strategies. ERO's external evaluation confirms that this is an appropriate area for further development.

4. Sustainable Performance

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

The school is well placed to sustain and improve its performance. The principal provides clear leadership for improving student learning. Since her arrival at the start of 2010, she has successfully led curriculum reviews, National Standards implementation and the development of the strategic plan. Senior managers and teachers are well supported to develop their professional practices. Senior managers are supported by the principal and external advisors, to trial and develop new approaches that support school improvements. A deliberate focus on fostering leadership in teachers and students is evident.

Governance is highly effective. Trustees are committed to growing their expertise and participate in extensive training and access suitable expert advice. They focus on developing sustainable systems. This includes clear succession planning and a useful governance manual to guide practices. Trustees actively seek ways to grow the engagement of parents, families and consider student views in their decision making. Trustees have a clear understanding of their roles and responsibilities in an inclusive environment for students and their families.

High levels of community and parental involvement in the school are encouraged through a range of deliberate strategies. Parents report that they feel welcome to visit the school and discuss their child’s progress with staff. The Home and School group undertake significant fundraising to resource a key school programme. This contributes to more parent involvement in making decisions to improve their children’s learning.

Schoolwide self-review practices are effective due to more robust analysis and ongoing monitoring. Student achievement information and progress is at the centre of all actions and decision making. There are strong links between the strategic plan, improvement targets, the curriculum, teachers’ professional learning and development and teacher appraisal.

Trustees, senior managers and teachers express a clear understanding of the importance of using robust self review practices to guide continuous improvement. ERO's external evaluation confirms that this is an appropriate area to continue to develop.

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
  • 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 four-to-five years.

Kathleen Atkins

National Manager Review Services Central Region

21 November 2011

About the School

Location

Haumoana, Hawke's Bay

Ministry of Education profile number

2571

School type

Contributing (Years 1 to 6)

School roll

168

Gender composition

Male 54%, Female 46%

Ethnic composition

NZ European/Pākehā

Māori

Pacific

Other ethnic groups

74%

24%

1%

1%

Review team on site

September 2011

Date of this report

21 November 2011

Most recent ERO reports

Education Review

Education Review

Accountability Review

November 2008

December 2005

April 2003