Ohura Valley Primary

School Context

Ohura Valley Primary, situated in the small rural community of Ohura, 50 kilometres west of Taumarunui, has students in Years 1 to 8. At the time of this review there were eight students on the roll.

Since the May 2016 ERO evaluation, there have been some changes to the board of trustees. The teaching principal has been at the school since 2010. Teaching staff have continued to undertake professional learning and development to improve teaching and learning.

During 2017 and 2018, the focus for professional development was on improving students’ progress and achievement in literacy and an improved delivery of the science curriculum. Currently the principal is collaborating with local schools and external experts to review and improve the delivery of technology through an integrated, localised curriculum.

The school’s overarching vision is ‘We will strive-Ka tohe Mātou’. The expressed vision is for students to experience effective teaching, so they can succeed within and beyond the school and to become lifelong independent learners. Key aims and goals for 2019 are developing a climate of learning through student-centred assessment practices, personalised learning and digital technology.

Achievement targets in literacy, science, technology, engineering, the arts and mathematics focus on accelerating progress for those not at the expected curriculum level for their age.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• progress and achievement in reading, writing and mathematics.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is effective in promoting equitable outcomes for all students. Almost all children achieve at or above curriculum expectations in reading, writing and mathematics. Comparative data from one year to the next indicates that students progress well.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school responds well to those Māori and other children whose learning and achievement require acceleration. These children’s specific needs are identified and personalised learning plans are in place.

The well-established processes for monitoring improvement and achievement show sustained progress for those identified in the 2018 targets and significant gains for most learners overtime. This is particularly noticeable in reading.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

All students’ progress and achievement is enhanced through well-considered learning opportunities within the school and wider community. The school’s localised curriculum aligns with the principles of The New Zealand Curriculum and provides a breadth of experiences for students. The use of digital technologies enable students to pursue their interests, and community expertise enriches classroom programmes.

Children learn in an environment where respectful, reciprocal relationships and a culture of high expectations are fostered. Students’ wellbeing and sense of belonging is promoted through active participation and contribution to an inclusive environment conducive to learning. Strategies in place for children to meaningfully experience Māori knowledge and culture as an authentic part of their schooling, enriches the curriculum. This includes the delivery of a progressive te reo Māori programme.

The principal has developed efficient systems that ensure each student’s learning needs and interests are known and catered for. Assessment practice informs next steps in teaching and learning. Partnerships for learning between the school and home are supported through effective communications with families. Individual learning plans, goal setting and reporting of progress and achievement are shared with parents and whānau.

Practices to build teachers’ capability align well to the school’s strategic aims and goals. Collaboration with others in the education sector and appropriate professional development is shaping the technology curriculum well and providing students with learning opportunities.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Trustees bring a range of useful skills and experience to their governance role. For sustained good stewardship practice and to ensure the board meets legislative requirements, roles and responsibilities should be revisited as the school’s operational documents are reviewed.

The principal reports to the board on professional learning and identifies that a next step is to focus on resulting outcomes for students through evaluation. ERO’s evaluation affirms that the board and principal should continue to build their understandings and use of effective internal evaluation to know what is working well in the curriculum and where further developments are needed.

3 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
• finance
• 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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Ohura Valley Primary’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• a curriculum that is broad, authentic and localised
• tone that provides students with a positive learning culture
• effective teaching practice that leads to equitable outcomes for students.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• updating the school’s operational documents, policies and procedures for sustained good stewardship practice
• the use of effective internal evaluation to focus on student outcomes from professional learning/actions taken.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• give priority to reviewing policies in relation to the requirements of the Children’s Act 2014 and risk analysis completion for Learning Experiences Outside the Classroom (LEOTC).

Phillip Cowie

Director Review and Improvement Services

Central Region

18 June 2019

About the school

1 Context

Ohura Valley Primary is situated in the small rural community of Ohura, 50 kilometres west of Taumarunui. It caters for students from Years 1 to 8. At the time of this review there were seven students on roll, all of whom identify as Māori.

Since the May 2013 ERO review the school has a sole teaching principal, due to a reduction in the number of students on the roll. Students are now taught in a single classroom. The board of trustees funded an additional teacher for Terms 1 and 2 of 2015 to address identified learning needs of students in Years 1 to 4.

The present principal has been at the school since 2011.

The school has participated in Ministry of Education professional learning that supports the use of the Progress and Consistency Tool (PACT). The school has also been involved in programmes promoting science in the curriculum and life education. It has built a strong educational relationship with the local police.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are that they are engaged as active learners, supported with a school curriculum that is meaningful and provides for them in the future.

The school’s achievement information shows there has been an increase in the number of students achieving at or above National Standards in reading, writing and mathematics over 2015. Almost all students were at or above National Standards in 2014 and 2015. Cumulative records of a range of assessment information show that the school has been successful in accelerating the progress of most students over a three year period.

The accelerated progress was achieved mostly through the implementation of an individualised approach to teaching for students at risk of not achieving. The additional teacher working in the classroom for the first half of 2015 contributed to the improvement. Continuing to improve class teaching and programmes would help sustain this improvement.

Since the previous ERO review, the school has focused on strengthening its understanding ofThe New Zealand Curriculum (NZC) and how effectively it is implemented. An improvement to the literacy provision, particularly for younger students has been evident. Joining a local cluster of schools has provided support and professional learning opportunities for the development of useful systems and teaching practices.

The charter and annual plan provide a clear direction for school priorities and articulate the focus on accelerating the progress of students at risk of poor educational outcomes.

3 Accelerating achievement

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

The principal uses a suitable range of assessment tools to show student achievement and progress. Achievement information is gathered in useful 'learning logs' that record students' performance over time and are shared with parents. Moderating overall teacher judgements with other local schools has strengthened the reliability of decisions made about students' achievement in relation to National Standards.

The principal uses achievement information well to identify learning needs and plan strategies to address them. Teaching and learning practices have been strengthened over time and are now showing an impact on improving outcomes for all learners.

Trustees use achievement information to set suitable and specific targets focused on improving achievement of students whose progress needs acceleration. The principal regularly shares detailed information and data with trustees. Progress towards targets is consistently tracked and monitored. Trustees are able to successfully gauge the difference that programmes and initiatives are making to children's learning.

Parents and whānau receive reports that clearly focus on their child's progress over time in relation to National Standards in reading, writing and mathematics. Strengthening reporting to include achievement information about achievement and progress in other learning areas is a next step. Children's achievement and progress in te reo Maori, delivered through the Visual Learning Network (VLN), is reported at the end of the school year.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

The Ohura School curriculum has a strong focus on literacy and numeracy. A range of opportunities outside the classroom promote the development of sporting, cultural and social skills. The school is welcoming and inclusive. Positive relationships and interactions are evident throughout the school. Building relationships with whānau and the community is a priority. Student wellbeing is well supported.

Students are effectively supported to develop their understanding of te reo me ngā tikanga Māori. Staff and community members provide good opportunities for students that promote the learning of culture, language and identity, particularly through art and performing arts.

Recent review has strengthened curriculum documents so they provide improved guidance in the delivery of literacy and mathematics. Science is currently the area of focus for improvement. Further strengthening the other learning areas of the curriculum to ensure students have opportunities to engage in the breadth and depth of the NZC through relevant contexts should ensure improved teaching and learning for all.

Staff collaborate well to respond to the learning and wellbeing needs of all students. They collectively plan teaching strategies that promote learning. As a result students make good progress over time.

Students increasingly understand the purpose of their learning through authentic contexts. They are well supported to become independent learners and are taking increasing responsibility for decisions about their own learning. They develop goals for improvement and are guided as to how they might achieve them. Further developing the quality of feedback and feedforward should strengthen the process and improve outcomes.

The principal and trustees have introduced a range of initiatives that have successfully built positive relationships with whānau and the community. There has been a significant increase in parental involvement in school activities. Community collaboration and partnerships extend and enrich opportunities for students to become confident, connected and actively involved learners.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

• know the children who need their learning and achievement need to be accelerated
• respond effectively to the strengths, needs and interests of each child
• regularly evaluate how well teaching is working for these children
• act on what they know works well for each child
• build teacher capability effectively to achieve equitable outcomes for all children
• are well placed to achieve and sustain equitable and excellent outcomes for all children.

Schoolwide review and reflection is evident. Aspects lead to improvements in student wellbeing and areas of academic achievement. Strengthening inquiry and evidence-based evaluation should enable the principal and the board to continue to measure the effectiveness of the curriculum and teaching on improving student achievement and enhance decisions about programmes and strategies to further accelerate progress and raise achievement.

Continuing to build the quality of teaching to sustain and improve outcomes is an ongoing priority. Trustees have identified the need to improve appraisal to include goals that to align to school priorities and provide opportunities for reflection and evaluation of practice. This should provide insights into what makes the biggest difference to children's learning and better support the principal and staff to improve their knowledge and build their practice.

ERO is likely to review the school again in three years.

6 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 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.

• Processes for appointing staff.

• Stand down, suspensions, expulsions and exclusions.

• Attendance.

• Compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendation

ERO recommends that trustees and the principal continue to build teacher capacity to deliberately promote achievement.

Joyce Gebbie

Deputy Chief Review Officer Central

2 May 2016

About the school