Ohope Beach School - 12/09/2014

Findings

How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?

Ohope Beach School is providing students with high-quality opportunities to achieve success with their learning. Targeted programmes are planned for all students achieving below expected levels. The school enjoys a strong partnership with parents and whānau, and there is a culture of high expectations and respect throughout the school.

ERO is likely to carry out the next review in four-to-five years.

1. Context

What are the important features of this school that have an impact on student learning?

Ohope Beach School is located in Ohope Village near Whakatane. The school is situated in a picturesque setting adjacent to Ohope Beach and rests on Ngāti Awa Iwi lands. The board is currently working with the Ministry of Education to plan significant upgrades and major property alterations on the school site.

The school caters for 293 students in Years 1 to 6, of whom approximately 44 identify as Māori. Since the last ERO review in 2011, the teaching team has remained stable and the principal has continued to provide highly effective professional leadership. In addition, four new trustees, who bring a range of complementary skills, have been elected to the board. The school continues to benefit from strong community support and a close partnership with parents.

The school values of ‘Dream, Believe, Achieve’ are well known to students and staff and underpin a highly positive culture that is focused on learning and success for all.

The school has a positive reporting history with ERO.

2. Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school makes very effective use of student achievement information to make positive changes to learners’ engagement, progress and achievement.

Teachers gather data about student achievement using a range of appropriate standardised tests, together with teachers’ professional observations of student learning. They use this data to make judgements about individual students’ achievement in relation to National Standards in reading, writing and mathematics. When collated, this information shows that almost all students are achieving well in these core learning areas, and many students are making accelerated progress. Students also experience considerable success in sporting and cultural activities including a successful and well-supported kapa haka group.

Trustees use achievement information very well to review overall school effectiveness and to make appropriate resourcing decisions. Achievement information is also used by trustees to monitor student progress against school-wide goals outlined in the strategic plan.

The principal and senior leaders make highly effective use of achievement information to set appropriate annual targets to raise student achievement levels. Progress towards these targets is closely monitored and reported to trustees at regular intervals. Achievement targets are set and closely monitored for all students achieving below expected levels. Senior leaders also make good use of achievement data to prioritise and plan teacher professional learning, and to develop appropriate teacher performance goals.

At the classroom level, teachers carefully monitor student progress to plan programmes that address individuals’ emerging learning needs. Teachers are developing strategies to reflect on their professional practice, trial new initiatives, and keep up to date with current research and best practice. Teachers also use a wide range of data to report to parents about individual student progress and achievement. Individual student portfolios, student-led interviews and an open-door policy enable parents and families to be well informed about student achievement and progress.

The school is continuing to explore ways to encourage parent participation in their child’s learning and to build students’ capability as reflective learners.

3. Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school has developed a local curriculum that is highly responsive to the needs of Ohope Beach students. The curriculum is reflective of the principles and values of The New Zealand Curriculum with a special emphasis on competencies that support students’ life-long learning and achievement. The school's curriculum is effectively supported by the use of community resources, the local environment and contexts for learning. The curriculum places value on fully integrating local Māori history, culture and perspectives in all learning programmes.

The following aspects of the school’s curriculum and organisation contribute to student learning outcomes.

There are school-wide high expectations for student learning and behaviour.

Teachers are committed to ongoing and relevant professional learning that contributes to continual improvements to teacher effectiveness.

There is a school-wide belief that all students can be successful and teachers plan programmes that enable all student to demonstrate their abilities.

Many opportunities are provided to involve students in decisions about their learning, including self and peer assessment.

Teachers make the purpose of learning clear to students, provide students with ongoing feedback, and involve students in establishing next learning steps.

Trustees, school leaders and teachers have taken a strategic and deliberate approach to fostering a meaningful home-school partnership.

How effectively does the school promote educational success for Māori, as Māori?

The school’s approach to promoting success for Māori is highly effective. Data reported by the school shows that Māori students are achieving very well.

Māori perspectives are fully integrated into school life. All students have opportunities to be involved in cultural and performing activities that recognise and affirm te ao Māori (the Māori world).

School environments reflect the strong presence of a Māori dimension. Teachers are committed to promoting the principles of the Treaty of Waitangi and encourage students’ engagement through incidental use of te reo Māori, school waiata, karakia, kapa haka and marae-based experiences. Students benefit from opportunities to practise te reo Māori and key staff members provide leadership for teachers to improve their understanding and use of te reo in classroom programmes.

Māori parents and whānau interviewed by ERO felt welcome in the school and were confident to make a contribution towards promoting success for Māori students.

The board, school leaders and teachers are clearly focused on acknowledging the importance of, and caring for, natural taonga (treasure). Together they fully support school initiatives designed to promote success for Māori students and a greater understanding of bicultural practice for all students.

4. Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is very well placed to sustain and improve its performance. Ongoing improvement and continued high levels of performance are highly likely because:

  • there is robust and effective self review at governance, school leadership and classroom level
  • reflective, supportive and well-informed leadership is demonstrated by the principal
  • the senior leadership team is knowledgeable about teaching and learning, and successful in promoting a culture of teacher professional growth
  • skilled, professional teaching practice is evident in classrooms
  • knowledgeable and well-informed trustees are focused on ongoing school improvement
  • there is a comprehensive teacher performance appraisal programme focused on improving teacher practice and building a collaborative learning culture
  • there is a strong partnership between the school and parent community.

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.

Conclusion

Ohope Beach School is providing students with high-quality opportunities to achieve success with their learning. Targeted programmes are planned for all students achieving below expected levels. The school enjoys a strong partnership with parents and whānau, and there is a culture of high expectations and respect throughout the school.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey National Manager Review Services Northern Region

12 September 2014

About the School

Location

Ohope

Ministry of Education profile number

1857

School type

Contributing (Years 1 to 6)

School roll

293

Gender composition

Girls 56% Boys 44%

Ethnic composition

NZ European/Pākehā

Māori

Other European

Other

76%

15%

8%

1%

Review team on site

July 2014

Date of this report

12 September 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

October 2008

August 2005