Te Kura o Ōmarumutu

Findings

The principal works collaboratively to successfully engage with parents, whānau and students. There is a culture of high expectations focused on improving outcomes for students. There are effective processes to identify and address the needs of students achieving below expected levels. The school environment is settled and well resourced for learning.

ERO is likely to carry out the next review in three years.

1 Context

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

Omarumutu School is situated on the coast 15km east of Opotiki Township. The school caters for students in Years 1 to 8 in four classrooms. There are currently 55 students enrolled, the vast majority of whom whakapapa to the three local hapū of Ngāti Rua, Ngai Tamahaua and Ngāti Patumoana. Since the last ERO review in 2012, the roll has remained stable and there have been three acting principals. The current permanently appointed principal began late in 2014. Three of the four current teachers were new to the school at the beginning of 2015.

The board of trustees is representative of the school community and bring a range of useful skills to their governance roles. Following the appointment of the new principal, and with advice from New Zealand School Trustees Association, the board has had training about governance roles and responsibilities. This training has greatly improved trustees’ understanding of effective governance, and has also resulted in a more systematic, coherent and planned approach to self review and school improvement.

The school mission of ‘Maru ana te kura i te tamaiti, kāhore he mutunga’ (Our school will protect and guide our students for all time) is derived from a whakataukī from the local marae. This mission statement has been established and ratified in consultation with parents and whānau, and promoted by the new principal.

As a result of recent consultation with whānau and well-informed input from the principal, the board has made the decision to gradually move to providing Level 2 immersion (50-80%) education across the school. This process began in 2015 in the Years 1 and 2 class. There are plans to implement Level 2 across the school following this cohort of students, with school-wide implementation in 2018.

The principal has successfully re-established a positive relationship with whānau that includes regular meetings and opportunities for them to be involved in school events. Many whānau have multigenerational historical links with the school.

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?

Strong leadership in teaching and learning from the new principal has underpinned school developments in the way assessment information is used to make positive changes to learners’ engagement, progress and achievement. These developments have enabled:

• teachers to plan programmes of learning that are more responsive to students’ learning needs
• trustees to make well-informed decisions about school resourcing, strategic goals, and targets to raise achievement for those achieving below expected levels
• leaders and teachers to make needs-based decisions about teachers’ professional learning priorities
• teachers, with support from the principal, to make more accurate judgements about student achievement in relation to National Standards.

Teachers work collaboratively with student achievement data to target students at risk of not achieving and have regular collegial conversations about ways to accelerate progress for these students. Effective use is also made of assessment information to identify and plan interventions for students with special needs. The school works proactively with external agencies and makes good use of internal expertise to support these students. Interventions and special programmes are appropriately evaluated to ensure students are experiencing success and that board resource investments are being effectively used.

The board and ERO agree that although significant progress has been made in the way assessment information is used across the school, important next steps are to continue to develop teachers’ understanding about learning progressions as a tool. This should enable them to:

• identify students’ learning needs, next steps in learning and provide students with appropriate feedback and feed forward about their learning
• assist teachers to moderate the judgements they make about student achievement in relation to National Standards
• encourage students to have a greater understanding of their own learning progress and next learning steps.

The principal has introduced a new video format to report student progress and achievement to parents and whānau. This report will enable parents to view student work samples and listen to students talking about their own learning, successes and challenges. It is likely to enable parents and whānau to engage in more meaningful conversations with teachers and students about their learning.

3 Curriculum

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

When the new principal took up her position in 2014, she prioritised the development of a local school curriculum based on whānau, whakapapa and whenua. As a result of extensive consultation the foundations have been laid for a curriculum that reflects the vision, values and priorities of the Omarumutu School community.

Teachers are strong advocates for student success and wellbeing. They are hard working, dedicated to their roles, and demonstrate a collective commitment to current school direction and developments.

A culture of high expectations and a consistent approach to student behaviour management has contributed to a settled school tone and a focus on learning. In the playground and in classrooms observed by ERO, relationships between students and teachers were warm and respectful.

The school curriculum is appropriately focused on literacy and mathematical learning. Students also experience success across a range of sporting and cultural activities such as kapa haka, marae visits and regular interschool sporting events. Equipment to support extra curricula activities such as camping and kayaking is readily available. The school is also well equipped with computers, tablets and high speed internet access which are available to promote student engagement and support student learning.

ERO and the board agree that, although good progress has been made in establishing a local curriculum that reflects shared mission, vision and values, important next steps are for the principal, to continue to work with:

• teachers to develop shared understandings about best practice in teaching and learning at Omarumutu School
• teachers, parents and whānau to develop a graduate profile that is consistent with the school vision, values and parent aspirations
• teachers, iwi and community to develop contexts for learning based on local history, knowledge and tradition.

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

The school is effectively engaged with whānau. Parents who met with ERO expressed a strong sense of belonging and support for the consultative approach of the new principal and the newly established school vision and direction. They felt welcome in the school and were enthusiastic about becoming more involved with the school.

The principal has adopted a planned and well-managed approach to the implementation of Level 2 immersion education. She has ensured that the teacher with responsibility for the first stage of implementation is well supported with appropriate internal and external professional learning provided by nationally recognised professional experts in immersion education.

4 Sustainable Performance

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

The following factors contribute to the school being well placed to sustain and improve its performance:

• The principal is providing strong and visionary leadership for the school community. She is highly knowledgeable about current best practice in teaching and learning.
• There is a strategic and well-planned approach to school improvement. Priorities for school development are clearly identified and there a clear shared direction.
• The board has developed a new policy framework and now have an improved understanding of self review, including important links between school self review and ongoing improvement.
• There is now good alignment between strategic planning, teachers’ professional development, performance management and targets to improve student achievement.
• The culture in the school is inclusive and reflects the whakataukī ‘ko te wai wehe, te wai hono’ (The water that separates us, unifies us), which was shared and gifted as result of consultation with whānau. Students interviewed by ERO feel safe at school and are enthusiastic about their learning.

It is important that the board continue with a planned programme of trustee training and that arrangements are made to ensure appraisal of the new principal is completed as required.

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

The principal works collaboratively to successfully engage with parents, whānau and students. There is a culture of high expectations focused on improving outcomes for students. There are effective processes to identify and address the needs of students achieving below expected levels. The school environment is settled and well resourced for learning.

ERO is likely to carry out the next review in three years.

Graham Randell

Deputy Chief Review Officer Northern (Acting)

1 September 2015

About the School