- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
On the basis of the findings of this review, ERO’s overall evaluation judgement of Omanaia School's performance in achieving valued outcomes for its students is: Well placed.
Omanaia School in the Hokianga provides education for students from Years 1 to 8. The school has a roll of 33 students, mainly of Māori descent. The local people are of Ngāti Kaharau and Ngāti Hau hapū and affiliate to Ngāpuhi.
The 2016 ERO report identified a number of areas the school needed to address. These included making the transition from mainstream to a bilingual approach, developing Marautanga o Aotearoa assessment processes and establishing effective teaching practices. Because of concerns in these areas, ERO decided to continue monitoring the school’s progress through a longitudinal review process.
Over the last two years significant work has resulted in good progress. This progress supports the philosophy and approach to learning that hapū and iwi expect the school to promote.
Priorities for development identified during ERO’s 2016 review included:
There has been a dedicated approach to the implementation of TMoA. The school’s curriculum design is responsive to the aspirations of students, whānau, hapū and iwi. Together they have identified authentic and meaningful contexts for learning, and the environmental conditions required for children to learn. The curriculum emphasises students’ identity as Māori and connectedness with their lives outside school, and with hapū and iwi events, local history and Ngāpuhitanga.
Teachers have undertaken effective professional learning about teaching and assessment practices. They have implemented new assessment tools. These continue to be further modified to support the implementation of TMoA and to help teachers provide positive outcomes for children.
Most students in the school have had less than two years in total immersion learning. Their achievement outcomes progress steadily during their time in this setting. Appropriate systems are in place for data management. The principal analyses student achievement well to identify next steps to support learning progress.
Good analysis of data about the acquisition of te reo Māori begins at enrolment. Students’ progress is tracked as they develop and become more fully immersed in te reo over time.
Teachers' effective practices demonstrate their commitment to responding to children’s cultural identity, learning needs and life experiences. Formative teaching practices are used well.
The concepts of whanaungatanga, manaakitanga, wairuatanga, kotahitanga, whakapapa, hapū and iwi connectedness are integrated across the breadth of the school’s curriculum.
The school environment reflects teachers’ holistic and bicultural approaches, and students’ learning and pride in language, culture and identity. Tuakana/teina practices strongly support relational teaching and learning.
The board and staff have implemented a strategic approach to ongoing improvements. Good internal evaluation processes are in place to guide strategic development. The implementation of TMoA has been evaluated and this process is ongoing.
The principal has revised the student reporting format to make student outcomes clearer for parents. The board and principal will continue to improve processes across all school operations as they continue to build internal evaluation across the school.
The principal’s appraisal identifies some key next steps to continue growing school leadership practices. The board should consider prioritising some of these goals for 2019 to ensure they are progressed diligently. The board should also consider continuing to use an external appraiser for the principal. A robust performance management agreement would support the principal to meet and sustain the board’s high expectations.
The board has implemented some processes for internal evaluation. They are continuing to strengthen these by implementing a schedule for evaluation across all school operations. This scheduling should help prioritise areas that require further improvement.
The school is well placed to sustain and continue to improve and review its performance.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
The principal and board have made significant progress in implementing Te Marautanga o Aotearoa, assessment and teaching practices to support total immersion teaching and learning. The school continues to improve student achievement. Internal evaluation processes continue to be improved across school operations.
On the basis of the findings of this review, ERO’s overall evaluation judgement of Omanaia School's performance in achieving valued outcomes for its students is: Well placed.
Steve Tanner Director Review and Improvement Services Northern
Northern Region
28 February 2019
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Location |
Omanaia, Northland |
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Ministry of Education profile number |
1060 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
33 |
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Gender composition |
Girls 19 boys 14 |
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Ethnic composition |
Māori |
33 |
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Special Features |
Bilingual/Immersion classes |
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Review team on site |
November 2018 |
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Date of this report |
28 February 2019 |
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Most recent ERO report(s) |
Education Review |
May 2016 |