Ramanui School - 12/09/2016

1 Context

Ramanui School, located in Hawera, caters for students from Years 1 to 6. At the time of this external evaluation, 51 students were enrolled at the school with 46 identifying as Māori. Since the 2013 ERO evaluation the school has experienced a number of changes that included a new principal who began at the school in Term 4 2015, a new board of trustees and a number of teaching staff changes. Support services on site includes a Resource Teacher: Literacy (RT:Lit) and a Resource Teacher: Māori (RT:M).

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are Kia kaha, kia matauranga strength and wisdom; Hikaia te ahi matauranga kia mura mo ake tonu atu - to provide the spark that kindles the flame of life-long learning. The values of: aroha, kotahitanga, manaakitanga, rangimarie, pononga, rangatiratanga, whakaetanga and awhina - love, unity, care, peace, truth, strength, acceptance, help and support - underpin all aspects of the school.

The school’s achievement information shows that over time there has been a decline in achievement, particularly for boys. At the end of 2015, under half of students achieved at or above the National Standards for reading, writing and mathematics. The 2016 interim mid-year achievement data shows similar patterns. Trustees and leaders are aware of the urgent need to improve student achievement for all students.

Leaders and teachers work collaboratively to moderate their overall teacher judgements (OTJs) about students' achievement in relation to the National Standards. Teachers have a good understanding of expectations for moderation. A key next step is for leaders to develop a documented framework to guide teachers' practice in this area. Over time, this will support greater consistency of teachers' judgements about learners' progress and achievement.

Since the last ERO evaluation the school has experienced some roll growth. Teachers have been involved in a Ministry of Education (MoE) professional learning and development initiative Accelerating Literacy Learning (ALL), and a particular focus on accelerating Year 5 boys' achievement in writing and mathematics through the Accelerating Learning in Mathematics (ALiM). Leaders are developing learning partnerships with parents and whānau.

The school also requested from the MoE the support of a Student Achievement Function (SAF) practitioner to focus on accelerating student achievement and to investigate the possibility of establishing a bilingual Te Reo Māori kaupapa. A draft plan has been created to guide these developments. The school is also investigating being part of a Community of Learning (CoL).

3 Accelerating achievement

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

Leaders and teachers have identified target students' whose learning and achievement needs acceleration across the school. They regularly track and monitor their progress. The achievement data for this target group indicates that some students have made accelerated progress in the first half of 2016. The school identified that many students are progressing well and should meet the National Standard expectations by the end of 2016. However, they acknowledge that a significant number of students are underachieving.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The board of trustees are focused on improving student learning, achievement and wellbeing. The principal provides useful information about student achievement, needs, progress and those students at risk of poor educational outcomes. Trustees are actively consulting with iwi, hāpu, whānau and their community to help inform the future direction, educational pathways and priorities for the school. They are well informed about curriculum focuses and the future direction of the school to enable to them to make resourcing decisions.

The principal works collaboratively with trustees and teachers with a key focus on improving outcomes for students.

The school's curriculum and programmes of learning have a focus on a local and culturallyresponsive authentic contexts. School leaders acknowledge that the school's curriculum needs to be revised to ensure it reflects the aspirations of their community, whānau, hapū and iwi. Key next steps for trustees and leaders are to:

  • set clear expectations to guide effective teaching practice to promote student learning and wellbeing
  • develop a graduate profile to define what success looks like for all students
  • consult with parents, whānau, hapū and iwi about a local contexts for learning.

Teachers use a range teaching strategies to help support students' learning. Classroom environments promote positive and respectful relationships with students as well as with their peers. Students' culture, language and identity are highly valued, promoted, acknowledged and celebrated within the school.

Teachers are inquiring into their practice to help identify how they can improve learners' writing across the school, particularly boys' writing. Strategies they have used are promoting acceleration of learning. As a result, students are more engaged and have positive attitudes towards their learning. Some are taking active leadership roles in the classroom to help support their peers.

The recently implemented inquiry approach, linked to appraisal has the potential to build teachers capability to inquire more deeply into their practice and improve outcomes for learners. Appraisal is improvement focused to help develop and support staff. Goals are clearly aligned to the school's priorities and targets for accelerating student achievement.

Parents receive useful information about their child's learning needs, goals and progress in relation to the National Standards. A recently implemented system is supporting parents to be more involved in their child's learning. The school acknowledges it needs to ensure parents and whānau have opportunities to be active partners in their child's learning.

The understanding and use of internal evaluation needs to be established across the school. This should assist leaders and teachers to evaluate the systems, processes and initiatives, and their impact on student outcomes.

5 Going forward

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

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • need approaches that effectively meet the needs of each child
  • need to ensure the school is well placed to accelerate the achievement of all children who need it.

Action: The board, principal and teachers should participate in an internal evaluation workshop. They should use this workshop, ERO exemplars of good practice and the School Evaluation Indicators to address the findings of this evaluation and develop a Raising Achievement Plan that includes a significant focus on building teacher capability to accelerate learning and achievement.

As part of this review ERO will continue to monitor the school’s Raising Achievement Plan and the progress the school makes.

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

6 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 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

7 Recommendation

Trustees, leaders, and teachers should:

  • continue to build and strengthen their capacity and understanding of internal evaluation to identify, strengthen and implement strategies and initiatives that impact positively on students whose learning and achievement need acceleration
  • strengthen their curriculum to ensure it reflects the aspirations of iwi, hapū, whānau and parents.

Joyce Gebbie

Deputy Chief Review Officer Central

12 September 2016

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Male 22, Female 29

Ethnic composition





Review team on site

July 2016

Date of this report

12 September 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2013

September 2010

June 2007