Horahora School (Cambridge)

Horahora School (Cambridge) - 09/07/2019

School Context

Horahora School (Cambridge) is located on the eastern side of Maungatautari near Cambridge. It provides education for students in Years 1 to 8. The school’s current roll of 30 includes a small number of Māori students. The school’s data shows some transience in the student population with approximately one third of all students on the roll changing in 2018.

The school’s vision documents the aim to develop students to have the self-confidence to make a positive difference to the world. The school’s values are based on:

  • doing our very best work
  • being life-long learners
  • having rights and responsibilities
  • taking care of our world
  • celebrating and valuing differences
  • working together.

The school’s strategic aims focus on improving student learning and engagement and developing ecologically sustainable environments. 

The community is proud of the school’s rural culture and heritage. Many families have strong generational connections with the school and are highly supportive and involved.

Leaders and teachers gather and report to the board school-wide information about outcomes for students in the following areas:

  • reading, writing, mathematics.

Since the previous ERO review in 2016 there have been some changes to the teaching team and to the board of trustees.  Leadership has remained consistent. Leaders and teachers have undertaken professional learning and development in writing with a focus on developing students’ knowledge and understanding of their own learning progressions.

The school is a member of the Te Puna o Kemureti Kāhi Ako|Community of Learning (CoL).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is achieving excellent and equitable outcomes for most students.

The school’s data from 2018 shows that most students achieved at or above expected levels in reading and mathematics and the large majority of students is achieving these levels in writing.

Boys and girls are achieving at comparable levels in mathematics, however girls are outperforming boys in literacy. This pattern of achievement for boys and girls has been consistent over time.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is accelerating learning for some students who need it.

School achievement information from 2018 shows effective acceleration in reading, writing and mathematics for individual students, as a result of targeted programmes and interventions.

Students with additional learning needs are well supported to make appropriate progress in relation to their individual goals.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Teachers respond well to the learning needs of all students. Students at-risk of not achieving are clearly identified through a range of appropriate assessment information. Individualised planning and support is in place to effectively accelerate learning for these students. Teachers know their students and families well and beneficial partnerships for learning are enhanced through regular and open communication. Warm and affirming relationships between teachers and students contribute to calm and settled environments for learning.

A rich curriculum effectively engages students in authentic contexts for learning. Strong features of the school’s localised curriculum are environmental awareness and rural school traditions. A planned approach to learning about local iwi history and places of significance affirms Māori students in their culture and enables a strong sense of belonging. Opportunities for students to develop leadership skills support effective tuakana/teina relationships. School values are well embedded and contribute to positive learning and behaviour across the school.

Collaborative leadership ensures a well-managed and supportive culture for learning. Harmonious relationships between leaders, staff, trustees and parents contribute to a caring school whānau. Greater links to local iwi and marae have been re-established. Leadership promotes and participates in professional learning to build teacher knowledge and capability. A strong focus on improving learning and achievement for individual students is enhanced through clear guidelines and expectations for teaching and curriculum delivery.

The board is working closely with the principal to improve outcomes for students. Consultation with the community gathers views and informs school decision making. Trustees are well informed about student achievement data and make appropriate resourcing decisions to support equitable opportunities for students to learn.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Further development is needed in strengthening the analysis and use of student achievement information to:

  • identify trends and patterns over time and respond more effectively through targeted action

  • inquire more deeply into what is making a difference for accelerated outcomes.

There is also a need to further empower students to lead their own learning by:

  • continuing to develop students’ knowledge of their own learning and next steps

  • developing a consistent approach to formative assessment practices.

3 Board Assurance on Legal Requirements

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 Children Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Horahora School (Cambridge)’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership for learning that is focused on improving outcomes for all students
  • a culture for learning that supports the individual needs of students
  • a curriculum that contributes to high levels of student engagement.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • internal evaluation and targeted action to raise achievement especially for boys in literacy
  • student agency to grow fully independent learners.

Areas for improved compliance practice

To improve current practice, leadership should:

  • strengthen the documentation of appraisal including observations of teaching practice and feedback and feed forward to teachers.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

9 July 2019

About the school

Location

Cambridge

Ministry of Education profile number

1744

School type

Full Primary (Years 1 to 8)

School roll

30

Gender composition

Female 18 Male 12

Ethnic composition

NZ European/Pākehā 28
Other 2

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

May 2019

Date of this report

9 July 2019

Most recent ERO report(s)

Education Review December 2016
Education Review November 2013
Education Review February 2011

Horahora School (Cambridge) - 02/12/2016

1 Context

Horahora School is situated on the eastern slopes of Maungatautari near the town of Cambridge and provides education for students from Years 1 to 8. The school has a roll of 28 including 8 Māori children. Since the previous ERO report in 2013 there has been a drop in roll. A principal was appointed in term four of 2015 and there have been changes to teaching staff and trustees. Teachers have been involved in professional learning about mathematics and the school is a member of the Cambridge Community of learners alongside other local schools.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are ‘to have self-confidence to make a difference to my world, and for the school to create a learning community in a positive environment where students have a voice'. This vision is underpinned by the school values of always doing the right thing, being life-long learners, taking care of our world, celebrating and valuing differences and working together.

The school’s achievement information shows that for 2013 and 2014, Māori were underachieving in National Standards in mathematics, reading and writing. In 2015 Māori achievement has improved. More than half of these children are achieving at or above National Standards in mathematics and writing, while in reading it is half of all Māori.

Improved patterns of achievement are evident for all other children. In 2015 80% are achieving at or above National Standards in mathematics, 78% in reading and 60% in writing.

Teachers moderate their judgements about children's progress and achievement in relation to National Standards using assessment information from a range of sources.

Since the last ERO evaluation the school has engaged in professional learning and development in writing mathematics, behaviour management and te reo to build teacher knowledge and capability to improve outcomes for children. Leadership has met with Māori whānau on two occasions to establish and build relationships to strengthen their sense of belonging and confidence. In 2015 and 2016 the board resourced an extra teacher to maintain ideal teacher student ratios that enable them to more easily cater to each child's learning.

3 Accelerating achievement

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

The school's approach to setting annual achievement targets are not sufficiently focused on accelerating progress for Māori children and other children achieving below expected levels.

The principal has developed a raising achievement plan for children at risk of underachieving and whose learning and achievement need acceleration. A small number of children have been identified as having high needs.

A range of assessment tools are used to identify and respond to children whose learning and achievement needs acceleration.

The principal recognises that this plan requires regular monitoring and reporting to trustees. Children were identified as at risk of not achieving in reading, writing and mathematics. School achievement information for 2016 shows that a small number of children have made accelerated progress and are no longer at risk of not achieving. The principal and teachers need to improve the analysis and use of assessment information in order to effectively respond to children whose learning requires acceleration.

The school has responded to children at risk in their learning by implementing teacher aide support, and targeted numeracy, reading and writing programmes. A range of external agencies has also been involved. These interventions have been successful for some children. Teachers use assessment information to identify next learning steps in reading and writing to inform programmes of learning for these children. In response to parental concerns, the principal has developed strong collaborative and reciprocal learning relationships with the families of some of these children.

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 effectively reflects vision and values developed in consultation with parents and whānau, and promotes learning experiences that reflect the breadth of The New Zealand Curriculum, to realise targets to raise student achievement.

School leaders value parents, whānau and the wider community, who are actively involved in school activities and events. The principal has sought the views and opinions of parent and whānau in reviewing the school's vision, mission and values. Parents, whānau and the wider community share their skills in supporting and enhancing learning across a range of learning areas. Encouraging collaboration with parents, whānau and children is creating a positive environment promoting student learning and wellbeing.

Whānau and parents are informed through reports and interviews about their children's achievement in reading, writing and mathematics and their next steps in learning. Teachers need to further progress learning centred relationships with parents and whānau of children at risk of underachieving.

Teachers have developed positive and respectful relationships with children. They are using a range of strategies to engage them in their learning. Teachers use assessment information to identify children's next steps in learning. They now need to specifically respond to each child through a targeted approach.

The board have engaged in training and bring a range of skills and expertise to their governance roles. They are informed of the children whose learning needs acceleration. Achievement data reported by the principal to the board should assist trustees in developing specific targets and monitor the progress of, children at risk of underachieving, and evaluating the effectiveness of initiatives. Trustees are committed to raising achievement and data provided will enable appropriate resourcing decisions.

The principal and trustees have undertaken spontaneous reviews to address issues relating to personnel, and health and safety. Board, principal and teachers have not engaged and developed a deliberate, systematic process focused on improving outcomes for all learners and in particular those at risk of not achieving. They now need to develop a shared understanding of the purpose and value of internal evaluation. This should assist them to recognise what is working well and what requires improvement in raising and accelerating student achievement.

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
  • need approaches that effectively meet the needs of each child
  • need to ensure the school is well placed to accelerate the achievement of all children who need it.

Current strengths are:

  • stewardship that is focused on student learning, wellbeing, achievement and progress
  • leadership of learning that is focused on promoting equitable outcomes for all children
  • parents, whānau and the wider community who are involved in school activities and events.

To accelerate the achievement of all learners and in particular at-risk learners, priority should be given to:

  • implementing a full cycle of appraisal against the Practising Teacher Criteria of the Education Council New Zealand
  • implementing systems that are focused on collaborative
  • productive learning partnerships with parents to support their children's learning at home.

To support the board, leadership and teachers to achieve and sustain equitable and excellent outcomes for all children, access to external professional development is required in:

  • internal evaluation to assist trustees, principal and teachers improve outcomes for children
  • strategic planning and the setting and monitoring of targets to ensure there is a clear focus on accelerating student achievement
  • assessment practices to more effectively identify, and monitor the effectiveness of strategies and teaching practices in response to those children whose learning needs acceleration.

Action: The board, principal and teachers should participate in an internal evaluation workshop. They should use this workshop, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to address the findings of this evaluation and develop more targeted planning that includes a significant focus on building teacher capability to accelerate learning and achievement.

As part of this review ERO will continue to monitor the school’s planning and the progress the school makes. ERO is likely to carry out the next full review in three 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.

ERO identified an area of non-compliance. To improve current practice, the board of trustees must:

  • Implement a full cycle of the appraisal process against all the Practicing Teacher Criteria re s 77c State sector Act 1998: NZ Gazette and relevant Collective.
    [Part 31 Education Act 1989]

7 Recommendation

Leaders and board of trustees should seek external support to:

  • document and implement a systematic process for internal evaluation
  • improve the use of assessment information and strengthening the implementation of the action plan to progress the learning for all students, particularly those requiring acceleration. 

Lynda Pura-Watson

Deputy Chief Review Officer

2 December 2016 

About the school

Location

Horahora

Ministry of Education profile number

1744

School type

Full Primary (Years 1 to 8)

School roll

28

Gender composition

Girls 18 Boys 10

Ethnic composition

Māori

Pākehā

8

20

Review team on site

September 2016

Date of this report

2 December 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2013

February 2011

June 2008