Findings
Hukerenui School effectively promotes student learning. Positive relationships feature strongly. Students receive a curriculum that reflects real-life and culturally responsive learning contexts. Effective school leaders and skilled trustees are committed to raising student achievement. They work collaboratively with parents and the wider community to meet school goals.
ERO is likely to carry out the next review in three years.
1 Context
What are the important features of this school that have an impact on student learning?
Hukerenui School, located in a rural area north of Whangarei, provides education for students from Years 1 to 8. Long-standing family associations with the school contribute to a sense of belonging for adults and children. Strong relationships contribute to a positive tone in the school. Māori students, who make up 32 percent of the school roll, have good opportunities to learn through their language and cultural heritage.
The school has a supportive community and good connections with a local marae. Many students’ families and whānau attended the school as children. School-home partnerships are founded on well formed, trusting relationships. The principal and board appreciate the active support that the school receives from families and the wider community.
A new principal was appointed at the beginning of 2013. The school has developed significantly since that time. The board and principal have reviewed governance systems to support the effective implementation of school initiatives. Teachers are participating in professional development programmes and continue to develop teaching practices and student learning.
The 2011 ERO report identified areas for improvement related to curriculum development and the school’s use of student achievement information. The school has made considerable progress in these areas.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement.
Students have opportunities to share their learning with each other and with their teachers. They are involved in setting learning goals and are growing in confidence to talk about their learning. Teachers have a continuing focus on building students’ understanding of their progress and achievement.
Teachers regularly assess students’ learning. They make good use of achievement information to differentiate learning programmes and promote students’ learning. The school has evidence that students progress well during their time at the school. The school’s 2013 achievement information shows that most students achieve at or above the National Standards in reading, writing and mathematics.
School leaders are focused on embedding teaching and learning strategies that accelerate progress for students achieving below expectations. Participation in professional development has helped teachers to better evaluate their teaching practice. Senior leaders and teachers are committed to accelerating student progress in order for students to meet the government’s target of 85% achieving at or above the National Standards.
Self-review processes are guiding the robust use of achievement information. School leaders monitor achievement levels across the school. The principal analyses and clearly reports student achievement results to the board. Based on this information, the board sets appropriate targets to improve outcomes for students.
Teachers report to parents twice each year in relation to the National Standards. Parents receive good information about their child’s progress and achievement in reading, writing and maths as well as other curriculum areas.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum effectively promotes and supports students learning.
The principal has been instrumental in developing a curriculum that reflects the principles and key competencies of The New Zealand Curriculum. Curriculum plans have been established and focus appropriately on literacy and mathematics. The principal continues to guide the effective implementation of the school’s new curriculum.
The integration of programmes that reflect local contexts is a feature of the school. Students benefit from meaningful real-life learning experiences that are relevant to them and that promote high levels of student engagement. Students make decisions and contribute to the direction of their learning. Spacious grounds, a pool, a well resourced library and a technology unit help ensure students participate in a broad curriculum.
The school has a settled tone. Teachers make connections with students through respectful and inclusive interactions. Students have a variety of opportunities to develop their leadership skills. Tuakana/teina relationships amongst students are evident. Students care for and support each other in their learning and in the playground. The school places value on students’ interests, strengths and ways of learning.
All students have opportunities to learn about the bicultural heritage of Aotearoa New Zealand. Some confidently take lead roles in the school’s Māori protocols, including pōwhiri. Students in Years 7 and 8 experience learning opportunities that provide a sound foundation for secondary school.
The principal is continuing to build teacher capability. New performance management systems are well placed to further promote effective teaching practices, including the increased use of e-learning approaches.
How effectively does the school promote educational success for Māori, as Māori?
The school effectively promotes educational success for Māori, as Māori.
The school has taken positive steps to promote Māori students’ sense of identity. The deputy principal skilfully helps to increase students’ and teachers’ knowledge and use of te reo Māori. School leaders value bicultural practices that reinforce te ao Māori (the Māori world). They provide opportunities for Māori students to hear and see their language and culture being valued.
School leaders are committed to making the improvements necessary to enhance Māori students’ achievement. They recognise the importance of and promote positive relationships with whānau and between students and their teachers.
The board is currently investigating how to strengthen its consultation with whānau Māori. The deputy principal has knowledge and connections that could support continued growth in this area.
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 school’s board includes experienced trustees and new members who were elected in2013. Trustees’ understanding of their governance role is informed by previous work with an external advisor. Current board members have received advice and support to help them understand their governance role.
Trustees have developed a new vision for the school that reflects the community and its aspirations. Self review, including policy review, is guiding decisions about school operations. The board has a strong commitment to raising student achievement.
The board of trustees works effectively with school leaders to achieve school goals for the benefit of students. They are committed to ongoing improvement. Trustees and staff value the contributions of whānau and the community.
The principal is a highly effective leader. She has made considerable improvements in the past 18 months to all aspects of school operations. School management, curriculum and teaching systems and practices have been reviewed. The principal is strategic in her approach and keeps trustees well informed about progress towards planned goals.
The growth of leadership within the school is well supported. The deputy principal now has an increased leadership role. She and the principal work well together as leaders of 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.
To improve current practices, the board of trustees should ensure the school follows Ministry of Education advice regarding the attendance of non-enrolled children.
Conclusion
Hukerenui School effectively promotes student learning. Positive relationships feature strongly. Students receive a curriculum that reflects real-life and culturally responsive learning contexts. Effective school leaders and skilled trustees are committed to raising student achievement. They work collaboratively with parents and the wider community to meet school goals.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services Northern Region
10 September 2014
About the School
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Location
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Whangarei
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Ministry of Education profile number
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1017
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School type
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Full Primary (Years 1 to 8)
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School roll
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98
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Gender composition
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Boys 50 Girls 48
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Ethnic composition
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Māori
NZ European/Pākehā
South African
other European
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31
60
3
4
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Review team on site
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July 2014
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Date of this report
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10 September 2014
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Most recent ERO report(s)
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Education Review
Supplementary Review
Education Review
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July 2011
May 2009
April 2008
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