Koromatua School

Koromatua School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and Koromatua 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 

Koromatua School is located in a rural community close to Temple View in Hamilton.  It provides education for students in Years 1 to 8. The school has four Reorua classes for students in Years 3 to 8.  The school has strong links to its local community.

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

  • to enable all students to grow towards achieving their full potential across all areas of the curriculum

  • to empower our staff within a supportive environment to raise student achievement

  • to build an inclusive and supportive learning environment where students, staff and community work proactively together.

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

ERO and the school are working together to evaluate the effectiveness of the local curriculum to improve outcomes for all learners, with specific focus on wellbeing and achievement.  Strengthening an inclusive kaupapa for learning and behaviour is an ongoing priority for the school.

The rationale for selecting this evaluation is the opportunity it provides:

  • to respond effectively to school data to enable equitable outcomes for target learners and students with additional needs

  • to address the school’s strategic priorities for continuous improvement.

The school expects to see further actions implemented to strengthen student wellbeing, raise achievement, and embed consistent and sustainable practices across the school.

Strengths

The school can draw from the following strengths to support its goal to improve outcomes for students in wellbeing and achievement:

  • leadership that actively promotes the school’s vision and values for equity and excellence

  • the school’s commitment to te ao Māori that enhances Māori student success as Māori

  • a positive culture and meaningful relationships with the local community that support a strong sense of belonging for students and their whānau.

Where to next?

Moving forward, the school will prioritise:

  • continuing to build collective capability to meet the diverse needs of all learners

  • implementing PB4L (Positive Behaviour for Learning) to support greater consistency of school practices for wellbeing

  • strengthening data literacy and evidence-based evaluation to inform responsive planning and targeted action for improvement.

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

14 February 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

Koromatua School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of August 2022, the Koromatua School, School Board 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

Actions for Compliance

ERO has identified the following areas of non-compliance during the board assurance process:

  • maintaining an on-going programme of self-review in relation to policies

[NAG 2(b)]

  • renewal of police vetting every three years for employees who still work at the school

[clause 12 schedule 4 Education and Training Act 2020]  

  • ensuring that persons without a practising certificate are not continued to be employed

[Section 93(3) Education and Training Act]

  • developing policies, practices and procedures on surrender and retention of property and searches of students by the principal, teachers, and authorised staff members

[Sections 105 to 114, Part 3, Subpart 4 of the Education and Training Act 2020]

providing a safe physical environment for students through formal hazard identification. [NAG 5]

The board has since taken steps to address some of the areas of non-compliance identified, including matters related to police vetting, teacher registration and surrender and retention of property and searches of students.

Further Information

For further information please contact Koromatua School, School Board.

The next School Board 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

14 February 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

Koromatua School - 01/11/2017

Summary

Koromatua School is a full primary rural school located adjacent to the Hamilton suburb of Temple View. It provides education for children in Years 1 to 8. The school roll of 187 includes 160 Māori children. Most children come from the Temple View community. The community is proud of the place of te ao Māori in the school and is supportive of activities and events. The school is part of Te Kāhui Ako o Mangakōtuktuku, Melville Community of Learning.

Since the previous ERO review in 2014, there have been several changes to the teaching team, but the senior leaders have remained the same. Recent professional learning and development for teachers has focused on writing and assessment. The board is led by a new chairperson and the majority of trustees are new to their positions. They have undertaken training to support them in their roles.

Data over the past three years shows that a high proportion of children has achieved National Standards in reading, writing and mathematics. School documentation related to children’s special education needs clearly identifies those at-risk of not achieving, and prioritises learning support.

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

The school is responding well to Māori and other children whose learning and achievement need acceleration.

Many school processes are effective in enabling the achievement of equity and excellence including:

  • experienced and consistent leadership
  • a local curriculum that is strongly reflective of language, culture and identity for Māori children.
  • teachers using assessment information well
  • leaders, teachers and parents working successfully together
  • trustees providing effective governance.

Further development is needed to support all children to accelerate and achieve in their learning.

The 2016 achievement data shows that a high proportion of children are achieving at or above the National Standards in reading and mathematics. The 2016 data for writing, shows lower levels of achievement.

Learners 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:

  • set achievement targets as part of the annual planning process, for all children who are below or well below National Standards
  • empower children’s learning by improving their understanding of learning progressions
  • inquire into the effectiveness of programmes for priority learners by further strengthening internal evaluation and reporting.

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 Māori and other children whose learning and achievement need acceleration. The school can show accelerated and sustained progress over time for children. Achievement data from 2015-2016 shows a high proportion of children are achieving at or above the National Standards in reading and mathematics. The 2016 data for writing, shows lower levels of achievement. There is no disparity for groups of children in reading. Girls are achieving at higher levels than boys in writing. Boys are achieving at higher levels than girls in mathematics. The school has responded to its achievement data by accessing professional learning and development support for teachers.

Increasing knowledge of tikanga and te reo Māori is an important and valued outcome for all children. The school has clear strategic planning and targeted resourcing to strengthen children’s knowledge, encourage performance in kapahaka and further develop family and whānau engagement.

Children who require additional learning support are well identified and provided for through individualised learning programmes.

The school’s assessment schedule has clear expectations for the collection of data and the use of a range of appropriate assessment tools. There is a collaborative approach to making overall teacher judgements (OTJs) about children’s achievement in relation to National Standards. School leaders are strengthening moderation practices across the school through the use of the progress and consistency tool (PaCT). Teachers’ judgements are supported through professional learning discussions and ongoing reflections. The school has yet to moderate with other local schools.

School conditions supporting equity and excellence

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

Many school processes are effective in enabling achievement of equity and excellence.

Experienced leaders provide well-considered and consistent leadership for children, staff, parents and the community. They are well respected and have positive relationships with all those associated with the school. Leaders are highly focused on building shared understandings of teaching and learning practices and enhancing teacher capability. Leaders are improving outcomes for children and providing a safe and supportive learning environment.

The school’s local curriculum is strongly reflective of the language, culture and identity of Māori children. Children have many opportunities to experience rich cultural, leadership, sporting, arts and outdoor education activities. Strong school-wide kapa haka is promoting children’s pride in their cultural values and tikanga. Children are confident and highly engaged in purposeful learning experiences.

Teachers use assessment information well to inform planning for all children. Identified at-risk learners in each classroom are clearly identified for appropriate teaching and learning. Teachers have high expectations for learning and behaviour and use a range of strategies to engage children in their learning. Children with additional learning needs are well supported by special education programmes and there is professional guidance for teachers and families. These programmes are regularly monitored and outcomes are reported to parents and the board. Children’s individual learning needs are well catered for in respectful and inclusive environments for learning.

Leaders, teachers and parents work successfully together to enhance children’s learning opportunities, achievement and wellbeing. Parents are well-informed about their children’s learning and progress. They value the school’s family culture, sense of community and special place of te ao Māori. Parents appreciate positive and ongoing support for children with additional learning needs. Strong partnerships with parents and whānau support children’s learning at home and school.

The board provides effective governance. Trustees actively represent and serve the school and local community. The board’s comprehensive governance manual guides all planning and direction for the school. The board undertakes regular review of policies and governance practices and seeks parent and community views and aspirations which contribute to their strategic planning for the school. Children benefit from learning in a well-managed and well-resourced school.

Sustainable development for equity and excellence

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

Further development is needed to support all children to accelerate and achieve in their learning. There is a need to:

  • include all children below and well below National Standards in achievement targets
  • improve children’s understanding of how to progress to their next levels in learning
  • further strengthen internal evaluation and reporting on the effectiveness of programmes for all at-risk learners.

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.

Going forward

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

Learners 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 targeted action to raise and accelerate learning and progress for identified at-risk learners

  • inquire into the effectiveness of programmes for priority learners by further strengthening internal evaluation and reporting.

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

1 November 2017

About the school

Location

Hamilton

Ministry of Education profile number

1784

School type

Full Primary (Years 1 to 8)

School roll

187

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori 85%
Pākehā 7%
Pacific 5%
Chinese 1%
Asian 1%
Other 1%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

1 November 2017

Most recent ERO report(s)

Education Review November 2014
Education Review November 2011