Oakura School caters for Years 1 to 8 students in a small coastal village southwest of New Plymouth. The roll of 344 includes 41 students who identify as Māori.
The school’s vision ‘Learn to think and learn to care in a learning community which prepares students for a successful future’, together with its values of pono - honesty, whakaaro pai - respect, manawanui - perseverance underpin all aspects of school operations.
Key strategic goals include developing a Learning to Care culture; empowering students to their personal best; supporting students to be active learners; developing global citizens strengthening connections between school and community.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school successfully promotes excellent outcomes for most students in reading, writing and mathematics. There is some variation between year groups but overall there has been a consistent pattern over time. With minor differences, boys and girls have achieved at similar levels.
Data for 2018 shows improved levels of achievement for most students. There has been some previous disparity for Māori students, however this has been reduced significantly in 2018. Māori student achievement is now similar to their peers in the school.
Students with additional learning needs are very well supported to participate, progress and achieve in relation to appropriately developed Individual Education Plans.
School data over time shows that Māori student achievement has been accelerated in reading, writing and mathematics. Most students identified as targets and priority learners at the start of 2018 made accelerated progress over the year in aspects of literacy and mathematics.
Purposeful, settled and attractive environments promote learning. Senior leaders and teachers have high expectations for children to succeed. Relationships among students and with teachers are positive and respectful. This promotes students’ wellbeing and belonging. Children are highly engaged in, and talk knowledgeably about, their learning. Their voice is valued.
Teachers use a variety of useful school-based and standardised assessment tools. Appropriate assessment, moderation processes and systems are in place to promote the reliability of teachers’ judgements about children’s progress and achievement. Staff use achievement information well to plan learning programmes and meet children’s individual learning needs. Personalised plans that include specific learning goals are developed for each priority student. These are shared with parents and whānau. Progress is regularly monitored, tracked and reported.
Student engagement is well promoted by the broad curriculum. The school’s vision, history and values are clearly evident in the programme. There are many opportunities for students to participate and celebrate success in academic, sporting, artistic, cultural and leadership activities. Digital technology is extensively accessed to support learning. Ongoing review has developed and embedded the school’s Learner Profile, appropriately aligned to the principles and competencies of The New Zealand Curriculum.
There is a strong emphasis on growing children’s awareness and management of their own learning. Their input is valued by staff and informs teaching programmes and the choice of activities offered. Teachers are increasingly personalising learning for children.
Trustees and school leaders work in a cohesive, systematic way to effectively establish a culture of ongoing improvement. They recognise and use the knowledge and skills of teachers to lead aspects of the curriculum. Extensive professional development is focused on introducing new methodologies, developing culturally responsive practice and growing teachers’ capability. The appraisal process is meaningful and manageable. It effectively supports teacher development and improving outcomes for students.
School leaders have made sound progress with the implementation of bicultural perspectives and promoting Māori success as Māori. ERO affirms the school’s ongoing focus and work to enhance and embed te ao Māori throughout the curriculum.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Oakura School performance in achieving valued outcomes for its students is: Strong.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Phillip Cowie
Director Review and Improvement Services Central
Central Region
14 May 2019
Location |
New Plymouth |
Ministry of Education profile number |
2208 |
School type |
Full Primary (Years 1 to 8) |
School roll |
344 |
Gender composition |
Boys 53%, Girls 47% |
Ethnic composition |
Māori 12% |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
No |
Review team on site |
April 2019 |
Date of this report |
14 May 2019 |
Most recent ERO report(s) |
Education Review May 2015 |