Omokoroa School is located near Bethlehem in the Bay of Plenty and currently provides education for children in Years 1 to 8.
Since the 2011 ERO review, the school leadership and most of the teaching staff have remained the same. Teachers have engaged in both internal and external professional development focused on further raising achievement and increasing teacher use of digital technology to enhance learning.
Parents, whānau and trustees, are highly supportive of the school and contribute to a wide range of curricular and extra-curricular activities. Children learn and play in a safe and inclusive school culture.
The vision and valued outcomes defined by the school are to develop confident, connected, and actively involved 'Number 1 Learners'. These valued outcomes are fully described in the school's 'learner model'. This model reflects the learning dispositions and skills articulated in The New Zealand Curriculum.
The school's achievement information shows that in the past three years most children, including Māori children, achieved at or above national expectations in reading, writing and mathematics. The number of children achieving below National Standards has decreased from 52 to 37 in that time, the number of girls achieving below in mathematics has halved from 34 to 17.
An ongoing challenge for the school is to raise boys' achievement in writing. The number not achieving National Standards has decreased from 40 in 2013, to 27 in 2015. Teachers have responded positively and participated in professional development in writing. Digital technology has been introduced to better engage boys in the writing process. In reading, only six out of 125 girls and 14 out of 116 boys are achieving below expectations. Reading recovery trained teachers and qualified teacher aides work specifically to raise the achievement levels of children achieving below expectations.
Teachers use a wide range of strategies such as effective questioning, modelling, scaffolding, authentic learning contexts, and revisiting learning to promote children's learning. They use te reo and Māori contexts to enhance bicultural knowledge and understandings for Māori children and for all children. Children who require extension are provided with opportunities to learn at a higher level and participate in local and national competitions and events. Children are keen to develop further opportunities to learn te reo Māori and other languages to a higher level.
Since the previous ERO evaluation the school has:
Teachers and school leaders effectively respond to children whose learning and progress needs accelerating by:
The school is able to clearly show how they are accelerating the progress of individual children who achieve below or well below National Standards. Leaders monitor children who make accelerated progress at the beginning, middle, and end of each year, and report this to the board. From this analysis, a range of strategies and interventions are recommended, acted on, and the progress of priority learners evaluated.
Leaders track and monitor students' achievement in relation to National Standards and other measures, and record the progress they have made. This information is reported to the board regularly. Trustees use student achievement information to monitor strategic goals and allocate extra resourcing to support children whose progress requires accelerating.
The school's vision and values are well established and focus on dispositions and thinking skills that underpin a range of learning expectations and competencies. Teachers, supported by the board and a number of parents, have introduced activities and events to embrace Māori culture and identity. This is contributing to the sense of identity and belonging for Māori children and their whānau. There is scope to review the school's learner model to incorporate values and dispositions that reflect the school's commitment to New Zealand's dual cultural heritage.
Children learn in well-resourced and stimulating environments where digital technologies enhance their learning experiences. Teachers work collaboratively to share and use good quality teaching practices. In classes, children were highly engaged in learning, were clear about the purpose of the lessons, and how to be successful. They were confident communicators and demonstrated qualities of leadership and independence.
Teachers effectively share assessment information in children's profiles, through teacher feedback, and at parent interviews. This process is for all children, including those children who need accelerating. They encourage parents/whānau to be actively involved in their child's learning and provide them with detailed reports about their progress and next learning steps.
Leadership roles and responsibilities are well distributed and collaboratively carried out. The board is highly supportive of the principal and staff, consults with parents, and encourages events and practices that promote equitable outcomes for Māori and non-Māori children. Leaders and trustees maintain an urgent priority on raising achievement for all children through target setting, analysing achievement information and making effective resourcing decisions.
Leaders and teachers:
The school community works collaboratively and effectively to ensure that every child is well supported in achieving their goals and aspirations in a safe and inclusive school culture. Māori children are achieving at similar levels to non-Māori and are provided with appropriate support.
ERO, school leaders and the board agree that:
ERO is likely to carry out the next review in three years.
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
ERO recommends that the school adopt a strategic approach to extending the presence, practice and visibility of Māori language, culture and identity in the school vision, curriculum and documentation and operations. Teachers need to further develop teaching as inquiry approaches to promote positive outcomes for priority learners and continue to encourage children to be self-directed learners.
Lynda Pura-Watson
Deputy Chief Review Officer
19 May 2016
Location |
Omokoroa, Bay of Plenty |
|
Ministry of Education profile number |
1863 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
288 |
|
Gender composition |
Girls 52% Boys 48% |
|
Ethnic composition |
Māori Pākehā Other |
8% 81% 11% |
Review team on site |
February 2016 |
|
Date of this report |
19 May 2016 |
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
November 2011 November 2008 January 2006 |