Ōtorohanga School

Otorohanga School - 21/05/2019

School Context

Otorohanga School provides education for students in Years 1 to 8 from the Otorohanga township and surrounding areas. The school roll has grown since the previous ERO review in 2015 and now includes 53 students, 35 of whom identify as Māori. The principal continues in her role and there have been minor changes to the teaching team. There have been significant changes to the board of trustees including a new chairperson who took up the role in 2018. The school has responded positively to the areas for improvement identified in the 2015 report.

The school vision is Ko koe ki tena, Ko au ki tenei, Kīwai o te kete, ‘You hold that handle and I’ll hold this handle and together we’ll carry the kete’, is supported by the goal for ‘children to belong to a team which respects, supports and shares their learning’. This vision is underpinned by the values of aroha, rongomaiwhiti, noho haepapa, mahitahi and kotahitanga. The vision and values were reviewed during 2017 to support school direction and priorities. The school charter includes targets to accelerate student outcomes in mathematics, literacy and aspects of wellbeing.

During 2018, teacher professional development has focused on student wellbeing, positive behaviour for learning (PB4L) and mathematics. In addition, teachers engaged in He Papa Tikanga.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

  • reading, writing and mathematics
  • student wellbeing
  • student fitness.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working towards achieving equitable outcomes for all of its students.

School data shows that in 2018 most Māori achieved at or above curriculum expectations in reading and mathematics, and the majority in writing. Māori achieved at slightly lower rates than other students in the school in reading, writing and mathematics. Girls outperformed boys in reading and writing but achieved at similar levels in mathematics. Data gathered over the last three years shows improved outcomes school wide in reading, writing and mathematics.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is able to show acceleration for some Māori and other students whose learning and achievement need this.

School data about rates of progress and acceleration for 2018 shows:

  • effective acceleration for all target students, including Māori, in writing and mathematics and some acceleration in reading
  • similar patterns of acceleration for Māori and non-Māori in reading and writing
  • Māori enjoying higher rates of acceleration in mathematics than their non-Māori peers
  • similar patterns of acceleration for girls and boys in writing and mathematics
  • overall girls’ rates of acceleration were higher than boys in reading.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Student achievement information is used effectively across the school. Teachers use achievement information to plan responsive teaching programmes and closely monitor each student’s progress. Teachers and leaders make use of achievement information to inquire into their practice and build capability. The principal reports schoolwide achievement information to trustees which enables them to set, monitor and report on targets that are focused on accelerating progress for identified groups of learners. Achievement data is also well used by leaders and trustees to establish professional learning and curriculum development priorities.

Parents are increasingly engaging in effective partnerships and relationships that are focused on learning. Communication strategies enable parents to be well informed about student learning, successes and celebrations. Parents of target learners are encouraged to engage in ongoing communications with teachers specifically to establish a partnership in accelerating outcomes for these students.

Performance management systems and practices are effective in building teacher capability to accelerate progress for at-risk learners. Teachers’ practice is regularly observed. The feedback they receive enables them to reflect on, and plan to improve, outcomes for learners. The appraisal system is personalised for teachers and is strongly supported by ‘teaching as inquiry’ processes. Systems for the endorsement of teachers’ practising certificates are robust and well aligned with both the Teaching Council requirements and school priorities.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

There is the need to further progress the development and implementation of the Otorohanga School local curriculum. This development needs to:

  • show the curriculum is supporting the board’s current strategic priority about Māori students enjoying educational success as Māori
  • include the implementation of the existing planned approach to teaching and learning about te reo and tikanga Māori across the school
  • provide additional detail about the school’s inquiry learning model.

There is the need to implement the new assessment schedule that includes additional assessment tools. This is necessary to add reliability to judgements about student achievement, progress and acceleration across the New Zealand Curriculum, and is also likely to support teacher planning and curriculum review.

3 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

  • finance

  • 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.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Otorohanga School performance in achieving valued outcomes for its students is: Well placed

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • the management and use of achievement information that provides a sound basis for planning, review and decision making

  • relationships with whānau that promote a partnership for learning and wellbeing

  • performance management systems that build teachers’ capability to improve outcomes for all students.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • local curriculum development to ensure it meets the board’s expectations about Māori students enjoying educational success as Māori

  • ensuring assessment tools and strategies provide a sound basis for monitoring progress and acceleration across the New Zealand Curriculum.

Phillip Cowie

Director Review and Improvement Services

Central Region

21 May 2019

About the school

Location

Otorohanga

Ministry of Education profile number

1876

School type

Primary (Years 1 to 8)

School roll

53

Gender composition

Females 29 Males 24

Ethnic composition

Māori 35
NZ European/Pākehā 13
Southeast Asian 3
Other 2

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

February 2019

Date of this report

21 May 2019

Most recent ERO report(s)

Education Review June 2015
Education Review April 2013

Otorohanga School - 22/06/2015

Findings

Trustees, the principal and teachers at Otorohanga School have benefitted from professional learning and development in the last two years. There has been considerable progress in lifting levels of student achievement in relation to National Standards in literacy and mathematics. Trustees and staff are committed to continuing these improvements.

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

1 Background and Context

What is the background and context for this school’s review?

Otorohanga School provides education for students from Otorohanga township and surrounding areas in Years 1 to 8. The school has a roll of 39 students, 27 of whom identify as Māori.

The ERO report in April 2013 identified that achievement levels were of concern, with a high proportion of students at all year levels achieving below expected standards. These students were not making progress and there was an urgent need to implement effective teaching strategies and additional learning support to accelerate their progress and learning.

Since the 2013 ERO review, there have been a number of changes in the membership of the board of trustees (BoT) as well as significant changes in teaching staff. This has had some effect on embedding changed practices. Two beginning teachers have recently been appointed and are being provided with support and guidance by the principal. The board, principal and staff have worked collaboratively with a limited statutory manager (LSM) to address the areas identified for development. Teachers have engaged in professional development with an external provider and school leaders. Considerable progress has been made by the school in most of the areas for review and development.

Students are confident and strongly identify with the school’s vision, ‘Give it a go! Karawhiua!’

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Areas identified for improvement in the April 2013 ERO report were:

  • implementation of deliberate acts of teaching and planned learning programmes to accelerate students’ progress and achievement
  • significantly increase the number of students across all year levels who are achieving at their expected achievement level
  • undertake board training to improve their practice and understanding of their roles and responsibilities as trustees, particularly in areas identified in the report
  • develop an effective appraisal process that builds teacher capability to raise student achievement
  • enhance parent, whānau and school community partnerships with the school to support student learning.

Progress

Accelerating students’ progress and achievement: Leaders use achievement information well to identify trends and patterns of achievement across the school. They set school-wide targets to accelerate the progress of students who are at risk of poor achievement. Classroom teachers use student assessment information to inform programme planning in literacy and mathematics. They use achievement data at regular learner progress meetings to monitor progress, inform teaching practice and identify next learning steps. This professional dialogue and analysis is enabling teachers to show that individual students are making expected and accelerated progress. Some aspects of formative practice such as the use of learning intentions are evident in classrooms. The principal and teachers agree that there is a need to continue to strengthen practices which enable students to be knowledgeable about and take ownership of their learning.

Students’ achievement: The principal has sound curriculum knowledge and is leading teachers to implement effective teaching and learning practice. The school’s 2012 to 2014 reading achievement information shows that there has been a significant increase in the number of students achieving at and above relevant National Standards. There has also been a significant increase in achievement levels in writing and mathematics, but the principal and teachers recognise there is still a need to accelerate the progress of identified groups of students in these curriculum areas. The school has registered to use the Progress and Consistency Tool (PaCT) to continue improving overall teacher judgements about student achievement and the principal is beginning training in its implementation.

Improving BOT practices and understandings: Trustees have developed a good understanding of their roles and responsibilities. Comprehensive principal reports about student achievement enable them to make well-informed decisions about supporting and resourcing teaching and learning. The next step for trustees is to action school priorities and plans for school-wide development and resourcing in a timely manner.

Effective appraisal process: The performance management system has been reviewed, with clear expectations and procedures documented. Effective practices are in place for the appraisal of the principal, and support and guidance for beginning teachers. Because of the changes in staffing, it is difficult for ERO to evaluate the effectiveness of these processes in building teachers’ capability to raise student achievement. Agreed next steps are to embed shared effective teaching and learning practices.

Parent, whānau and school community partnerships: There are many opportunities for informal and formal discussions among teachers, parents and whānau. However, there remains a need to research and implement strategies that will be more effective in strengthening partnerships between teachers and parents to support students and their learning, particularly for students who are at risk of poor educational outcomes.

3 Sustainable performance and self review

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

The school is now in a better position to continue and improve its performance because:

  • strengthening and development of the principal’s professional leadership is ensuring a focus on raising student achievement
  • trustees are committed to improving outcomes for students
  • self review is now focused on teaching and learning
  • there are clear expectations for school organisation and management practices.

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

Trustees, the principal and teachers at Otorohanga School have benefitted from professional learning and development in the last two years. There has been considerable progress in lifting levels of student achievement in relation to National Standards in literacy and mathematics. Trustees and staff are committed to continuing these improvements. 

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

Dale Bailey

Deputy Chief Review Officer Northern

22 June 2015

School Statistics

Location

Otorohanga

Ministry of Education profile number

1876

School type

Full Primary (Years 1 to 8)

School roll

39

Gender composition

Boys 23 Girls 16

Ethnic composition

Māori

Pākehā

Other

27

9

3

Review team on site

April 2015

Date of this report

22 June 2015

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

April 2013

May 2010

March 2009