1 Context
What are the important features of this school that have an impact on student learning?
Omanu School is situated in Mount Maunganui and shares boundaries with the local intermediate school and college. The school has taken all reasonable steps to provide a safe learning environment for students in Years 1 to 6. At the time of this ERO review there were 599 students on the roll and of these students 82 identify as Māori. Strong partnerships are developing between the school, parents, whānau and Ngāi Te Rangi.
The principal and senior leadership provide highly effective and inclusive leadership and have implemented a school-wide focus to raise student achievement. They effectively manage the implementation of school goals and professional development, set high expectations and actively promote good quality teaching practice.
A notable feature of the school is a strong focus on building positive relationships among students, teachers, parents and whānau. Parents are an integral part of the school and contribute in many co-curricular activities. They are regularly consulted about their aspirations for their children and these views are acknowledged and respected by teachers.
Students enjoy being involved in many aspects of the learning environment. School resources and play equipment provide students with many opportunities to extend their physical and social skills during intervals and lunchtime.
A parent friendly transition programme into the school is currently under review due to an increase in enrolments. The school has responded to this by creating three extra Year 1 classes for 2014 with a view to retaining small class sizes and promoting positive experiences for new entrant children as they transition into school life. The proximity and positive relationships between school teachers, local kindergarten teachers and the intermediate school teachers contributes to the effective transitioning of children into the school and of students going from the school.
The school has a positive ERO reporting history.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Trustees, school leaders and teachers make effective use of achievement information to promote student engagement in learning.
National Standards reading, writing and mathematics achievement information prepared by the school shows that at the end of 2012, a significant majority of students across all year groups were progressing and achieving at or above national standards. Māori students are achieving at levels comparable to and slightly below non-Māori students. School data for groups of students achieving below National Standards shows that most of these students make accelerated progress overtime. School-wide student achievement information is shared with teachers and reported to the board, parents and whānau.
Trustees are well informed about student achievement and make good use of this information. They set specific targets for students achieving below expected levels and make appropriate resourcing decisions that aim to raise student achievement. Trustees fund extra staffing to enable the needs of all students to be met. Students benefit from programmes, resources and activities that contribute to their learning and development.
School leaders have extensive self-review processes to ensure strategic learning goals and associated measurable targets are achievable. They effectively monitor student progress and achievement to guide the school’s strategic direction. School leaders continue to develop and implement processes to support teachers to make robust overall teacher judgements on student achievement in reading, writing and mathematics. This approach strengthens teacher capability to implement effective targeted learning programmes, which engage students in learning.
Teachers use a wide range of assessment tools to support student learning. They use assessment data to group students for instruction and to identify next learning steps for targeted students. There are high-quality examples of teachers effectively sharing achievement information with students. Teachers use achievement information to plan programmes, which are responsive to student’s interests and effectively engages them in learning.
Parents and whānau have a clear understanding of student achievement in reading, writing and mathematics. They are frequently provided with good information through a shared process, which involves the student, parent and teacher setting goals and discussing progress and achievement. Parents are also provided with information about how they can help their children.
Students are enthusiastic and engaged learners. They respond to teacher direction and guidance about their learning, set their own goals, and willingly seek opportunities to participate in a wide range of learning activities.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
Students experience a varied and rich curriculum, which is responsive to their needs. The Omanu School Curriculum is well defined and strongly linked to the key competencies in The New Zealand Curriculum (TNZC). It is designed to promote and support student learning. The ‘Omanu Kid’ concept underpins how students learn and develop relationships in a positive learning environment.
There are clear and shared expectations for teaching and learning. Teachers are focused on improving their teaching to promote and support student learning outcomes. Factors that contribute to the delivery of a comprehensive curriculum include:
- shared expectations and understandings about the implementation of the use of the curriculum to promote student learning
- sustained professional learning and development programmes
- the use of tutors in te reo and tikanga Māori for all students
- the employment of specialist teachers in visual and performing arts, and information communication technologies
- trained staff who develop and implement learning plans for students with identified needs
- specific learning programmes to extend students who have special abilities and talents
- well-documented and implemented curriculum reviews.
Teacher’s professional goals are linked to raising achievement for those students below expected levels in reading, writing and mathematics. These students are appropriately identified in teacher planning. There are very good examples of teachers using strategies which promote students’ understanding of their next learning steps. Further development of this practice is likely to increase the consistency of high-quality teaching across the school.
The school writing programme is well embedded. This programme has had a significant and positive effect on the quality of student engagement and learning in writing. The effective integration of e-learning and inquiry learning within the writing programme supports students’ interests as they explore and extend their capabilities across all curriculum areas.
How effectively does the school promote educational success for Māori, as Māori?
The school charter acknowledges Te Tiriti o Waitangi and identifies the principles of the Treaty into the curriculum. The school vision provides clear expectations about the principle of partnership. Tangata whenua tikanga is valued and Māori students’ identity is affirmed. The school’s aim is to build the capability and confidence of all teachers so they can effectively deliver a progressive te reo Maori and tikanga programme that promotes education success for Māori students as Māori.
The principal and school leaders have developed a planned approach to strengthen the school’s te reo and tikanga Māori programme. Trustees provide funding for a Ngāi Te Rangi te reo and tikanga specialist māhita/teachers to tutor students and staff. Whānau support the programme and often assist the māhita in its delivery across the school.
The school has a well-established whānau group who meet to discuss Māori student achievement, te reo and Ngāi Te Rangitanga in the school. Marae visits by students, which includes tuition in tikanga, provides them with a strong sense of Te Ao Māori in Aotearoa/New Zealand. Maori students are keen learners and school waiata, kapa haka and mihi are popular activities in which both Maori and non-Maori students participate.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
A learning culture that is based on strong partnerships among students, parents, whānau and staff is significantly contributing to the school being very well placed to sustain and improve its performance. Factors that contribute to school sustainability are:
- enthusiastic and knowledgeable trustees
- a principal and school leaders who have a clear direction for future development
- collaborative leadership opportunities for all staff
- a school-wide focus on establishing positive relationships
- a teaching culture of professional learning
- well-embedded self review
- high levels of community support and involvement
- regular whānau hui, parent meetings and workshops about school developments.
There is a school-wide culture of rigorous critical reflection and self review, which contributes to sustaining the school’s positive performance and continuous improvement.
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.
When is ERO likely to review the school again?
ERO is likely to carry out the next review in four-to-five years.
Dale Bailey
National Manager Review Services Northern Region
12 December 2013
About the School
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Location
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Mt Maunganui, Tauranga
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Ministry of Education profile number
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1860
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School type
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Contributing (Years 1 to 6)
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School roll
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599
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Gender composition
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Boys 51%
Girls 49%
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Ethnic composition
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NZ European/Pākehā
Māori
Pacific Island
Other European
Asian
Other
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77%
14%
2%
4%
2%
1%
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Review team on site
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November 2013
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Date of this report
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12 December 2013
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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December 2009
February 2007
February 2004
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