Orere School - 27/11/2017

Summary

Orere School, located at Orere Point in the Papakura district, provides education for children from Years 1 to 8. The school’s roll of 38 includes 12 children of Māori heritage and smaller numbers of Pacific and Indian children.

At the time of this ERO review, the new principal had been in her position for two school terms and there had also been changes to the teaching team. An experienced board chair had recently been reinstated to this role. Since the 2014 ERO review, teachers have undertaken professional learning and development in the areas of literacy, digital learning, and positive behaviour guidance.

The school’s data shows that over the last three years, the proportion of Māori children and boys achieving at or above the National Standards in reading, writing and mathematics has been significantly lower than that of other groups of children at the school. In 2017, this pattern of disparity is being addressed by a stronger focus on accelerating progress for at-risk learners.

Orere School is a member of the Hauraki Community of Learners | Kāhui Ako (CoL).

How well is the school achieving equitable outcomes for all children?

The school is responding well to Māori and other children whose learning and achievement needs acceleration.

Many school processes are effective in enabling achievement of equity and excellence.

The school requires further developments in the use of achievement information, policy review and development and internal evaluation capability.

The school has the capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated

  • need to build teacher capability to accelerate learners’ progress and achievement

The school agrees to:

  • develop more targeted planning to accelerate progress for learners
  • monitortargeted planning, improved teaching, and learners’ progress
  • discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Equity and excellence

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

The school is responding well to Māori and other children whose learning and achievement needs acceleration. Over the past three years, the proportion of Māori children achieving at or above the National Standards has been lower than their non-Māori peers at the school. However, in 2017, teachers have increased their focus on accelerated progress for at-risk learners. The school’s mid-year data show that many children are making accelerated progress and tracking towards meeting National Standards by the end of 2017.

The principal is continuing to develop processes that support teachers to make dependable judgements in relation to the National Standards. These processes are likely to be strengthened through continuing participation in the CoL.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Many school processes are effective in enabling achievement of equity and excellence.

The school’s curriculum effectively supports children’s wellbeing and engagement. Teachers focus on providing innovative and collaborative class programmes that include a variety of practical, hands-on and outdoor tasks. They maintain educationally stimulating classroom environments which celebrate learning across the curriculum. In consultation with parents, the school’s documented curriculum is being revised to ensure that it reflects the quality of educational programmes being provided at the school and responds effectively to The New Zealand Curriculum. Children, including at-risk learners, are very well engaged in a range of stimulating learning experiences.

There is an increasing emphasis on culturally responsive practices, including whakatau for visitors and daily karakia. Participation in the CoL is assisting the school to further develop te reo and tikanga Māori.

Teachers respond effectively to children’s learning needs. They use achievement data to reflect on their teaching and to plan appropriate learning programmes in reading, writing and mathematics. Teachers use a range of well-considered strategies and approaches to better support and engage at-risk and other learners. Their inquiries and reflective practice are increasingly focused on accelerating rates of progress and achievement. Experienced teacher aides, funded by the board, support teachers in assisting children with their learning. Effective teaching strategies are supporting the accelerated progress of at-risk learners.

The principal is intentionally leading learning and professional development to foster teaching practice that accelerates progress and achievement. She has a sound understanding of the curriculum and current education theory and practice, which enables her to support teachers in their focus on improving outcomes for at-risk learners.

Parents/whānau are well informed about their children’s progress and achievement. They receive useful information about children’s progress and achievement through clearly expressed written reports, regular formal and informal discussion and learning made visible in classrooms. Parents are supported to be partners in their children’s learning and progress.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The school requires further development in the use of achievement information, policy review and internal evaluation capability.

The analysis and use of student achievement information requires further strengthening. There is a need for:

  • the board to set specific targets focused on the number of children whose achievement requires acceleration

  • the principal to regularly report the progress of targeted learners against expected outcomes to the board.

  • teachers to further implement the use of learning progressions and exemplars that support children to better understand their achievement and determine their next steps for learning

  • the principal and teachers to review the assessment schedule so that it more closely aligns with National Standards requirements.

Trustees and the principal should implement a strategic approach to the review and further development of policies and procedures. Many school policies have not been recently reviewed or updated.

Trustees and teachers need to increase their understanding of internal evaluation at all levels of school operation to inform the ongoing improvements for learners.

Board assurance on legal requirements

Before the review, the board 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 and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

In order to improve current practice, trustees and the principal should

  • evaluate and update school-wide behaviour management procedures

  • strengthen consultation with Māori families about the overall achievement of Māori learners and aspirations for Māori success as Māori .

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated

  • need to build teacher capability to accelerate learners’ progress and achievement

The school agrees to:

  • develop more targeted planning to accelerate progress for learners
  • monitor targeted planning, improved teaching, and learners’ progress
  • discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

27 November 2017

About the school

Location

Orere School

Ministry of Education profile number

1405

School type

Full primary (Years 1 to 8)

School roll

38

Gender composition

Girls 20 Boys 18

Ethnic composition

Maori 12
Pakeha 18
Pacific 4
Other 4

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

27 November 2017

Most recent ERO report(s)

Education Review June 2014
Education Review April 2011
Education Review December 2007