Omanaia School - 18/05/2016

1 Context

Omanaia School in the Hokianga provides education for students from Years 1 to 8. There are 18 students, all Māori and of Ngāti Kaharau and Ngāti Hau hapū, and of Ngāpuhi iwi. Over the last three years the school has had significant changes in leadership, staff, curriculum and assessment.

The school has had a limited statutory manager (LSM), appointed by the Secretary for Education, to provide support with financial and personnel matters. This intervention began in August 2014 and came to a successful completion in December 2014. The board continues to access support independently through the NZ School Trustees Association (NZSTA) to develop their governance capacity.

The current principal was appointed in October 2014 following a period of temporary leadership. Since then new teaching staff and support staff have also been appointed. Prior to the arrival of the principal, the board consulted with their community about the future direction of their school.

The board and principal have decided to move towards a bilingual programme for 2016 and beyond. This sets a new curriculum direction for the school. Since term 4, 2014 the school has been in a transition period. Prior to that, from 2011 to 2014, the school committed to a full immersion programme. Then in 2015 it went back into English medium education using The New Zealand Curriculum (NZC). It has now been decided to progress towards a bilingual approach for 2016. The principal and teacher will work towards developing and delivering a suitable bilingual curriculum, incorporating Te Marautanga o Aotearoa (TMoA) and Ngā Whanaketanga Rumaki Māori (NWRM), for 2016 and the future.

2 Equity and excellence

The vision and values for the school are based on the proverb " Whaia e koe te iti kahurangi, ki te tuohu koe me he maunga teitei. Seek ye the treasures of your heart; if you bow your head let it be to a lofty mountain". School values and attitudes are based on Māori principles and values of kaitiakitanga, manaakitanga, wairuatanga, Ngāpuhitanga and rangatiratanga.

In 2015 the new principal had to begin to develop and gather achievement information as there was no achievement information evident in the school. The principal and teacher developed a National Standards assessment framework aligned with the NZC as a starting point. By the end of 2015 student achievement information showed that most students were achieving at or above the National Standards in reading. It also showed that approximately half the roll were achieving at or above in writing, and at least half the school roll were at or above the expected standard in mathematics.

TThis is the first time National Standards achievement data has been used in the school for many years.he principal and teacher use this data to identify where students are at in terms of their achievement.

3 Accelerating achievement

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

The school is not yet responding effectively to children whose learning and achievement needs acceleration. The principal has provided some analysis of the achievement data for 2015. He has identified the needs of students who are underachieving and how the school can accelerate these students. It is too early to determine the effectiveness of this work.

The 2015 data will not be used in 2016 as the school focus is on developing TMoA, NWRM, and teaching practices that align to these curriculum guidelines. They are at the very early stages of this development.

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 school is at the beginning stages of significant curriculum change and is not at a stage where there is effective enactment of the school's new bilingual curriculum vision.

The two experienced teachers, who have an understanding of good quality teaching practices, are providing a learning environment that actively engages students in learning.

The principal builds trusting relationships, effective participation and collaboration at every level of the school. The principal, staff and board have a shared understanding of the school's new vision and are progressing the transition process from The New Zealand Curriculum to Te Marautanga o Aotearoa.

The board of trustees develops culturally responsive relationships with the school community to encourage active participation in the school and a good two-way flow of communication about the school's activities. The work of the board is following the vision and aspirations of the community.

Trustees have increased their capability to scrutinise achievement information and learning outcomes for students. They have developed their charter for 2016 -2017 and are ready to set achievement targets for the year.

There is a need now for the board and school leadership to develop internal evaluation frameworks to progress governance and management systems across all operations of the school.

5 Going forward

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

Leaders and teachers:

  • have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
  • have not yet adequately established necessary conditions to effectively accelerate learning and achievement
  • are not well placed to achieve and sustain equitable and excellent outcomes for all children.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two 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 Recommendations

ERO recommends that the school accesses further external support to:

  • develop and implement a school curriculum aligned to Te Marautanga o Aotearoa
  • develop and implement assessment practices incorporating Nga Whanaketanga Rumaki Māori
  • develop teaching practices in Panui, Tuhituhi, Korero, and Pāngarau to accelerate the progress of students
  • increase the effectiveness of school internal evaluation practices.

Graham Randell

Deputy Chief Review Officer Northern

18 May 2016

About the school


Omanaia, Northland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 10 Girls 8

Ethnic composition



Review team on site

February 2016

Date of this report

18 May 2016

Most recent ERO report(s)

Education Review

Supplementary Review

Supplementary Review

June 2013

June 2010

June 2007