Hororata School - 30/08/2017

Summary

Hororata School is a contributing primary school for children from Years 1-6. At the time of the review the school had 75 children. This includes a small number of children who identify as Māori and as Pacific. The school’s roll fluctuates throughout the year as a result of parents’ employment in the dairy industry. The school is part of the Malvern Kāhui Ako | Community of Learning (CoL).

The school has addressed most recommendations identified in the 2013 ERO report, including extending curriculum reviews, and increasing opportunities for Māori children to experience success as Māori.

The 2010 and 2013 ERO reports identified the need to consult with parents of Māori children to gain their views about their children’s learning as Māori. This is an area of compliance that needs to be urgently addressed.

How well is the school achieving equitable outcomes for all children?

The school responds well to most children whose learning and achievement need acceleration. Further development is needed to lift achievement levels in writing, particularly for boys.

The school has many processes that are effective in enabling the achievement of equity and excellence. These include leaders using internal evaluation effectively for identifying areas needing to improve.

The school is well supported by its wider community. It is a very inclusive school, particularly of students new to the school who are quickly included in appropriate learning programmes.

At the time of this review most children were achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Equity and excellence

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

The school is responding well to all children whose learning and achievement need acceleration. Māori children are achieving well in reading, writing and mathematics in relation to National Standards.

Overall, most children are achieving well in reading, writing and mathematics in relation to the National Standards. However, there is disparity for boys in writing and reading.

There are suitable procedures and processes for making reliable judgments about achievement. This should be strengthened by better documentation of moderation discussions. Teachers need to develop a shared understanding of what accelerated progress means.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has many effective processes to enable equity and excellence for learners.

The board and principal have high expectations that all children have the opportunity to learn, progress and achieve. They are strongly focussed on children’s progress towards achieving the school’s vision of ‘being active and being able to think outside the box.’ Teachers, the principal and trustees are highly responsive to learner needs. Learner needs are identified early, especially for children new to the school. The board thoroughly scrutinises achievement information to make well-informed resourcing decisions to raise student achievement.

Leaders and teachers ensure a supportive learning environment that supports children’s learning and wellbeing. There is a strong focus on health and wellbeing at all levels of learning. The principal uses effective internal-evaluation processes and shares the outcomes and recommendations for improvements with the board and staff.

The school has a localised curriculum that is responsive to children’s interests and home lives, and is well aligned to the school’s vision and valued outcomes. The curriculum is being redesigned using research to reflect modern teaching practices and create richer learning opportunities for children. The current curriculum guidelines effectively guide teaching and learning. Children are actively involved in the ‘learning to learn process’ and many know about their learning.

Sustainable development for equity and excellence

Some processes need further development to achieve equity and excellence for all students.

What further developments are needed in school processes to achieve equity and excellence?

Charter targets should be strengthened to include all students who need to make accelerated progress in their learning. Associated planning should more clearly identify the actions needed to achieve desired learning outcomes for these children.

Teachers need to formally evaluate the effectiveness of classroom programmes and practices to:

  • find out what is going well and contributing to success for individual children’s learning
  • identify what needs improving and what teaching practices are having the greatest impact on children’s learning.

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

  • 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 Vulnerable Children Act 2014.

Actions required

ERO identified non-compliance in relation toconsulting with the school’s Māori community. The school needs to develop and make known to the school’s Māori community, policies and/or procedures, plans and targets for improving the achievement of Māori students. National Administration Guideline 1.e.

In order to address this the board must consult with the school’s Māori community.

Going forward

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

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • strengthen charter targets and associated planning towards meeting these
  • extend all teachers’ knowledge and use of effective evaluation practices.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

30 August 2017

About the school 

Location

Canterbury

Ministry of Education profile number

3381

School type

Contributing

School roll

75

Gender composition

Boys: 49

Girls: 26

Ethnic composition

Māori 4

Pākehā 59

Pacific 1

Asian 7

Other 4

Provision of Māori medium education

No

Review team on site

July 2017

Date of this report

30 August 2017

Most recent ERO reports

Education Review November 2013

Education Review December 2010

Education Review March 2008