Te Kura o Ōmanaia

Education institution number:
1060
School type:
Full Primary
School gender:
Co-Educational
Definition:
Designated Character School
Total roll:
71
Telephone:
Address:

Omanaia Road, Omanaia, Kaikohe

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Te Kura o Ōmanaia

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi. 

2 Te Horopaki 

Ko Puke Huia me Ngā Puke Haua ngā maunga
Ko Taukahawai te awa
Ko Ngāti Kaharau me Ngāti Hau ngā hapū
Ko Ngātokimatawhaorua te waka
Ko Ngāpuhi te iwi

E tū ana Te Kura o Ōmanaia ki Hokianga, ā, e whakarato ana i te mātauranga kaupapa Māori ki ngā uri o ngā tau 1 ki te 8. Whai muri i te arotake a Te Tari Arotake Mātauranga i te tau 2019, kua whakawhitihia te kura, mai i te kura reo rua, ki te wāhanga 156 o te Ture Mātauranga, me te kaupapa o Ngā Kura ā Iwi. Mai i taua whakawhitinga, kua aro nui te whānau o te kura ki te whakapūmau i te Ōmanaiatanga ki te pūtake o ngā tūāhuatanga katoa o te kura. 

3 Te Aronga o te Aromātai 

He pēhea rawa te whakapuaki mai a ngā uri i tō rātou Ōmanaiatanga?

E tino tautokona ana ngā uri kia whanake tō rātou māramatanga ki ngā uara me ngā mātāpono o Ōmanaia.

4 Ngā Whakaaturanga 

E ako ana ngā uri ki tētahi taiao e whakapūmau ana i ngā uara me ngā whakapono o te aroha, o te manaakitanga, me te whanaungatanga. He aronga pūmau ki te poipoi i te pitomata o ia uri. Ka ākona, ka māramahia e rātou tā rātou whai wāhi atu ki te whakaū i ngā uara o tō rātou kura. Ka whakarato ngā kaiako i tētahi taiao e hāpai ana i te tū manawa whakahī o ngā uri, nā tō rātou tuakiritanga Ōmanaia, nā te whai oranga hei Māori, nā te eke angitu hei Māori. Ka hāpai ngā kaiako i ngā uri ki te taunekeneke tika hei tuakana, hei teina. Ka whakaū rātou i ngā tino tūmanako mō ngā uri, ā, ka whakamihi, ka whakanui hoki i ngā uri. E whanake ana ngā uri i ngā pūkenga me te ngākau titikaha ki te whakapūmau i ngā hononga mau roa ki te taha o ētahi atu. Tīmata ai ia rā ki te karakia, ā, ka mātakitaki hoki rātou i te tū o ētahi ki te ārahi me te hautū i ō rātou hoa. E mōhiotia ana, e ākona tonuhia ana hoki te mana whenua e ngā uri. Ka kitea tō rātou whakaute mō ō rātou hononga hei ākonga i roto i Ōmanaia. Ka toro atu ngā uri i ō rātou hononga ā-whakapapa mā ngā akoranga i whakamaheretia ai mō te reo matatini me te wā mihimihi. E rongo ana ngā uri i te papai o te whai hononga ki ētahi atu. 

E hāpai ana te ārahitanga i te whakawhirinakitanga me te mahi ngātahi, ki ngā wāhanga katoa o te hapori o Te Kura o Ōmanaia. Kei Te Poumarumaru ngā mema hou e kawe ana i te tangongitanga o ngā wheako me ngā pūkenga e whai hua ana ki ō rātou tūranga. Ka tae atu rātou ki ngā huihuinga o Ngā Kura ā Iwi o Aotearoa, ā, ka toro atu hoki rātou ki Te Whakarōpūtanga Kaitiaki Kura o Aotearoa ki te whakapakari i ō rātou āheinga kāwana. Kua roa nei te tumuaki e mahi ana ki te kura, ā, nā te tautoko hoki o Te Poumarumaru hou, kua waihangatia e ia te mahere rautaki ā-kura. He tino aronga ki te whakapai ake i ngā putanga ki ngā uri, ki ngā whānau, me ngā kaimahi, ā, e ū ana ki te whakapakari ake i te māramatanga o ngā uri ki te Ōmanaiatanga. Ko te aronga matua o tēnei wā, ko te whakatū i tētahi wharekura hei poipoi i ngā uri o ngā tau 9 me te 10, ā, he wawata tēnei nō te whānau, e kōkirihia ana hoki e rātou. 

Ahakoa e hāngai ana ngā kaupapa here me ngā tukanga o te kura ki tēnei wā, ahakoa e whai pūtake ana hoki, kei te whāia e te poari ētahi atu kaupapa here hou me ētahi atu angamahi hou. E hāpaitia ana ngā uri mā ngā mahi ārahi, mahi kāwana hoki e arotahi ana ki tō rātou waiora me tō rātou tuakiri ā-ahurea. 

Ngā Whakaritenga Matua ka whai ake

I tautuhia e te tumuaki, ko te huringa tupu ngaio tētahi āhuatanga hei whakapai ake. E tautoko ana te aromātai a Te Tari Arotake Mātauranga i taua aronga. Kua tīmata noa te whakatinanatanga o ngā huringa tupu ngaio e arotahi ana ki te whakatairanga tonutanga a te tumuaki me ngā kaiako. Kua whakatakotohia ngā whāinga ngaio, ā, kua tuhia ngā whakaaro huritao hei aroturuki i te ahu whakamua. Engari, kāhore i te riterite te kounga o aua tūāhuatanga. Ka whai hua ngā uri i te wā e arotahi ana ngā kaiako ki te whakapakari ake i ō rātou āheinga ngaio, ā, e mōhio ana hoki rātou ki ngā whakaritenga papai o te wā. 

Ko tētahi whakaritenga matua ka whai ake, ko te whakapiki ake i te mātau ki te reo Māori, inarā i te reo Māori o ngā uri hou o te kura. Ko te kore matatau ki te reo tētahi tūāhuatanga kua whai pānga ki ngā paetae ākonga, ā, ki tā ngā hōtuku, kāhore ngā tamariki katoa e eke ana ki ō rātou tino pūmanawa. I tohua ki ngā hōtuku ā-kura i te mutunga o te tau 2023, i te 35% noa o ngā uri e eke ana ki te taumata e hiahiatia ana mō te reo matatini, me te 46% e eke ana ki te taumata e hiahiatia ana i roto i te pāngarau. Nā te tātari i ngā hōtuku mā te wā noho anō hoki o te ākonga ki te kura, i whakataungia e pērā ana te iti o ngā ōrau nā te tokomaha o ngā uri e whakawhiti ana ki te kura, mai i ngā kura auraki reo Pākehā. 

Hei urupare i ngā hōtuku paetae, e tautoko ana te poari i te whakawhanaketanga ngaio mō ngā kaiako i roto i te reo matatini. Kua whakawhanakehia hoki e te tumuaki tētahi rauemi reo Māori e hāpai ana i te whānau ki te whakapakari ake i te reo Māori i roto i te kāinga. Kua tae ki te wā kia mahi ngātahi ngā kaiārahi, ngā kaitiaki, me te whānau o te kura ki te āta whakatakoto i ngā tūmanako me te aro atu ki te whakatairanga ake i te whakaako me te ako i te reo Māori. Me whai wāhi hoki ki tēnā, ko te whakawhanaketanga o tētahi mahere pae tawhiti, hei āta whakatau i te aronga matua ki te reo Māori, me te āta whakatō, te āta whakapūmau hoki i te reo kia whanake ai te ngākau titikaha me te matatau o ngā uri ki te kōrero i te reo Māori. 

5 Te Whakatau ki ngā Wāhanga Tautukunga

I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei: 

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
  • te haumaru ā-tinana o ngā ākonga
  • te rēhitatanga o ngā kaiako
  • ngā tukanga ki te whakatū kaimahi
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura
  • ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014.

6 Te Taunakitanga

Kia whakawhanakehia e te tumuaki me Te Poumarumaru tētahi mahere pae tawhiti mō te tupu tonu me te whakawhanaketanga tonu o te reo Māori. 

Darcy Te Hau
Toka ā Nuku 
Te Uepū-a-Motu – Māori Services

22 Haratua 2024

7 Ngā kōrero e pā ana ki te kura

Te tūwāhi Kei Ōmanaia, ki te Tai Tokerau
Te tau a te Tāhuhu o te Mātauranga 1060
Te tūmomo kuraHe kura tuatahi (Tau 1-8)
Te tokomaha o ngā ākonga o te kura70
Ngā hononga ā-iwiMāori 61, Pākehā 9
Ngā āhuatanga motuhakeNgā Kura ā Iwi 
Te wā i te kura te rōpū arotakePoutū-te-rangi 2024 
Te wā o tēnei pūrongo 22 Haratua 2024
Ngā pūrongo o mua a 
Te Tari Arotake Mātauranga 
Arotake Mātauranga, Hui-tanguru 2019; Arotake Mātauranga, Haratua 2016; Arotake Mātauranga, Pipiri 2013

1 Introduction

The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provide important information for whānau, hapū and iwi

2 Context 

Ko Puke Huia me Ngā Puke Haua ngā maunga
Ko Taukahawai te awa
Ko Ngāti Kaharau me Ngāti Hau ngā hapū
Ko Ngatokimatawhaorua te waka
Ko Ngāpuhi te iwi

Te Kura o Ōmanaia is in Hokianga and provides kaupapa Māori education for uri in Years 1-8. Since the ERO 2019 review, the kura transitioned from a Bilingual School to section 156 of the Education Act under the kaupapa of Ngā Kura ā-Iwi. Since the transition, the kura whānau have been committed to placing Ōmanaiatanga at the forefront of all aspects of the kura

3 Evaluation Focus

How well do uri express their Ōmanaiatanga?

Uri are well supported to develop their understanding of Ōmanaia values and principles.

4 Findings

Uri learn in an environment that upholds the values and beliefs of aroha, manaakitanga and whanaungatanga. There is a strong commitment to nurture the potential of each uri. They learn about and understand their contribution to maintaining the values of their kura. Kaiako provide an environment where uri can be proud of their identity as Ōmanaia, live as Māori and develop success as Māori. Kaiako support uri to interact appropriately as tuakana and taina. They maintain strong expectations for uri, and praise and acknowledge uri accordingly. Uri develop skills and confidence to form enduring relationships with others. They begin each day with karakia and observe how others take responsibility to lead and guide their peers. Uri know and continue to learn about mana whenua. They show respect for those connections as learners within Ōmanaia. Uri extend their whakapapa connections through planned learning in te reo Matatini and wā mihimihi. Uri experience positive connections with others.

Leadership builds relational trust and collaboration at all levels of the Ōmanaia kura community. Members of the poumarumaru are new and bring a range of useful experiences and skills to their roles. They attend Ngā Kura ā-Iwi conferences and seek assistance from the New Zealand Trustees Association to build their governance capabilities. With support from the new poumarumaru, the long serving tumuaki designed the kura strategic plan. It has a strong focus on improving outcomes for uri, whānau and staff, and is dedicated to strengthening uri understanding of Ōmanaiatanga. The current major focus is the establishment of a Wharekura to cater to Years 9 and 10 uri, an aspiration held and driven by whānau.

Although the kura policies and procedures are up to date and fit for purpose, the board is currently going through the process of onboarding new policies and frameworks. Uri are supported through leadership and governance practices that focuses on their wellbeing and cultural identity. 

Key Next Steps

The tumuaki identified that the professional growth cycle was an area for improvement. The ERO evaluation affirms this. Improvement focused professional growth cycles are in the early stages of implementation for the tumuaki and kaiako. Professional goals have been set and reflections have been documented to monitor progress. However, the quality of these is variable. Uri benefit from kaiako who are focused on strengthening their professional capability and are up to date with current best practice.  

Raising the competency of te reo especially for new uri to the kura, is a key next step. A lack of fluency has impacted on student achievement data which shows that not all children are achieving to the best of their potential. Kura data reported at the end of 2023 shows that only 35% of uri were achieving at the expected level for literacy and 46% were achieving at the expected level for numeracy. The analysis, based on time in school data, indicates that the low percentages are due to the high number of uri transitioning to the kura from English medium schools. 

In response to the achievement data, the board is supporting professional development for kaiako in literacy. The tumuaki also developed a reo Māori resource that supports whānau to build te reo Māori in the home. It is timely for kura leaders, trustees and whānau to work together to establish clear expectations and work toward enhancing the teaching and learning of te reo Māori. This should include developing a long-term plan to ensure te reo Maori is prioritised, embedded, and sustained so that uri develop as confident and competent speakers of te reo

5 Poumarumaru Assurance on Legal Requirements

During the evaluation, ERO checked the following areas:

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

6 Recommendation

The tumuaki and board of trustees develop a long-term plan for the continued growth and development of te reo Māori

Darcy Te Hau 
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services

22 May 2024

7 Information about the kura

LocationŌmanaia, Northland
Ministry of Education profile number1060
Kura typeFull Primary (Years 1-8)
Kura roll70
Ethnic compositionMāori 61, NZ European/Pākehā 9
Special featuresNgā Kura ā-Iwi
Review team on siteMarch 2024
Date of this report22 May 2024
Most recent ERO report(s)Education Review, February 2019; Education Review, May 2016; Education Review, June 2013.

Omanaia School - 28/02/2019

Findings

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

1 Background and Context

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

Omanaia School in the Hokianga provides education for students from Years 1 to 8. The school has a roll of 33 students, mainly of Māori descent. The local people are of Ngāti Kaharau and Ngāti Hau hapū and affiliate to Ngāpuhi.

The 2016 ERO report identified a number of areas the school needed to address. These included making the transition from mainstream to a bilingual approach, developing Marautanga o Aotearoa assessment processes and establishing effective teaching practices. Because of concerns in these areas, ERO decided to continue monitoring the school’s progress through a longitudinal review process.

Over the last two years significant work has resulted in good progress. This progress supports the philosophy and approach to learning that hapū and iwi expect the school to promote.

2 Review and Development

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

Priorities identified for review and development

Priorities for development identified during ERO’s 2016 review included:

  • developing and implementing a school curriculum that aligns with Te Marautanga o Aotearoa (TMoA)
  • implementing assessment practices
  • implementing effective teaching practices to accelerate student progress
  • establishing effective internal evaluation across the school.
Progress
Implementing Te Marautanga o Aotearoa (TMoA)

There has been a dedicated approach to the implementation of TMoA. The school’s curriculum design is responsive to the aspirations of students, whānau, hapū and iwi. Together they have identified authentic and meaningful contexts for learning, and the environmental conditions required for children to learn. The curriculum emphasises students’ identity as Māori and connectedness with their lives outside school, and with hapū and iwi events, local history and Ngāpuhitanga.

Assessment practices

Teachers have undertaken effective professional learning about teaching and assessment practices. They have implemented new assessment tools. These continue to be further modified to support the implementation of TMoA and to help teachers provide positive outcomes for children.

Most students in the school have had less than two years in total immersion learning. Their achievement outcomes progress steadily during their time in this setting. Appropriate systems are in place for data management. The principal analyses student achievement well to identify next steps to support learning progress.

Good analysis of data about the acquisition of te reo Māori begins at enrolment. Students’ progress is tracked as they develop and become more fully immersed in te reo over time.

Effective teaching practices

Teachers' effective practices demonstrate their commitment to responding to children’s cultural identity, learning needs and life experiences. Formative teaching practices are used well.

The concepts of whanaungatanga, manaakitanga, wairuatanga, kotahitanga, whakapapa, hapū and iwi connectedness are integrated across the breadth of the school’s curriculum.

The school environment reflects teachers’ holistic and bicultural approaches, and students’ learning and pride in language, culture and identity. Tuakana/teina practices strongly support relational teaching and learning.

Internal evaluation

The board and staff have implemented a strategic approach to ongoing improvements. Good internal evaluation processes are in place to guide strategic development. The implementation of TMoA has been evaluated and this process is ongoing.

The principal has revised the student reporting format to make student outcomes clearer for parents. The board and principal will continue to improve processes across all school operations as they continue to build internal evaluation across the school.

Key next steps

The principal’s appraisal identifies some key next steps to continue growing school leadership practices. The board should consider prioritising some of these goals for 2019 to ensure they are progressed diligently. The board should also consider continuing to use an external appraiser for the principal. A robust performance management agreement would support the principal to meet and sustain the board’s high expectations.

The board has implemented some processes for internal evaluation. They are continuing to strengthen these by implementing a schedule for evaluation across all school operations. This scheduling should help prioritise areas that require further improvement.

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 well placed to sustain and continue to improve and review its performance.

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

Conclusion

The principal and board have made significant progress in implementing Te Marautanga o Aotearoa, assessment and teaching practices to support total immersion teaching and learning. The school continues to improve student achievement. Internal evaluation processes continue to be improved across school operations.

4 ERO’s Overall Judgement

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

Steve Tanner Director Review and Improvement Services Northern

Northern Region

28 February 2019

About the School

Location

Omanaia, Northland

Ministry of Education profile number

1060

School type

Full Primary (Years 1 to 8)

School roll

33

Gender composition

Girls 19 boys 14

Ethnic composition

Māori

33

Special Features

Bilingual/Immersion classes

Review team on site

November 2018

Date of this report

28 February 2019

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

May 2016
June 2013
June 2010

Omanaia School - 18/05/2016

1 Context

Omanaia School in the Hokianga provides education for students from Years 1 to 8. There are 18 students, all Māori and of Ngāti Kaharau and Ngāti Hau hapū, and of Ngāpuhi iwi. Over the last three years the school has had significant changes in leadership, staff, curriculum and assessment.

The school has had a limited statutory manager (LSM), appointed by the Secretary for Education, to provide support with financial and personnel matters. This intervention began in August 2014 and came to a successful completion in December 2014. The board continues to access support independently through the NZ School Trustees Association (NZSTA) to develop their governance capacity.

The current principal was appointed in October 2014 following a period of temporary leadership. Since then new teaching staff and support staff have also been appointed. Prior to the arrival of the principal, the board consulted with their community about the future direction of their school.

The board and principal have decided to move towards a bilingual programme for 2016 and beyond. This sets a new curriculum direction for the school. Since term 4, 2014 the school has been in a transition period. Prior to that, from 2011 to 2014, the school committed to a full immersion programme. Then in 2015 it went back into English medium education using The New Zealand Curriculum (NZC). It has now been decided to progress towards a bilingual approach for 2016. The principal and teacher will work towards developing and delivering a suitable bilingual curriculum, incorporating Te Marautanga o Aotearoa (TMoA) and Ngā Whanaketanga Rumaki Māori (NWRM), for 2016 and the future.

2 Equity and excellence

The vision and values for the school are based on the proverb " Whaia e koe te iti kahurangi, ki te tuohu koe me he maunga teitei. Seek ye the treasures of your heart; if you bow your head let it be to a lofty mountain". School values and attitudes are based on Māori principles and values of kaitiakitanga, manaakitanga, wairuatanga, Ngāpuhitanga and rangatiratanga.

In 2015 the new principal had to begin to develop and gather achievement information as there was no achievement information evident in the school. The principal and teacher developed a National Standards assessment framework aligned with the NZC as a starting point. By the end of 2015 student achievement information showed that most students were achieving at or above the National Standards in reading. It also showed that approximately half the roll were achieving at or above in writing, and at least half the school roll were at or above the expected standard in mathematics.

TThis is the first time National Standards achievement data has been used in the school for many years.he principal and teacher use this data to identify where students are at in terms of their achievement.

3 Accelerating achievement

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

The school is not yet responding effectively to children whose learning and achievement needs acceleration. The principal has provided some analysis of the achievement data for 2015. He has identified the needs of students who are underachieving and how the school can accelerate these students. It is too early to determine the effectiveness of this work.

The 2015 data will not be used in 2016 as the school focus is on developing TMoA, NWRM, and teaching practices that align to these curriculum guidelines. They are at the very early stages of this development.

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 priorities for equity and excellence?

The school is at the beginning stages of significant curriculum change and is not at a stage where there is effective enactment of the school's new bilingual curriculum vision.

The two experienced teachers, who have an understanding of good quality teaching practices, are providing a learning environment that actively engages students in learning.

The principal builds trusting relationships, effective participation and collaboration at every level of the school. The principal, staff and board have a shared understanding of the school's new vision and are progressing the transition process from The New Zealand Curriculum to Te Marautanga o Aotearoa.

The board of trustees develops culturally responsive relationships with the school community to encourage active participation in the school and a good two-way flow of communication about the school's activities. The work of the board is following the vision and aspirations of the community.

Trustees have increased their capability to scrutinise achievement information and learning outcomes for students. They have developed their charter for 2016 -2017 and are ready to set achievement targets for the year.

There is a need now for the board and school leadership to develop internal evaluation frameworks to progress governance and management systems across all operations of the school.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
  • have not yet adequately established necessary conditions to effectively accelerate learning and achievement
  • are not well placed to achieve and sustain equitable and excellent outcomes for all children.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two 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 Recommendations

ERO recommends that the school accesses further external support to:

  • develop and implement a school curriculum aligned to Te Marautanga o Aotearoa
  • develop and implement assessment practices incorporating Nga Whanaketanga Rumaki Māori
  • develop teaching practices in Panui, Tuhituhi, Korero, and Pāngarau to accelerate the progress of students
  • increase the effectiveness of school internal evaluation practices.

Graham Randell

Deputy Chief Review Officer Northern

18 May 2016

About the school

Location

Omanaia, Northland

Ministry of Education profile number

1060

School type

Full Primary (Years 1 to 8)

School roll

18

Gender composition

Boys 10 Girls 8

Ethnic composition

Māori

100%

Review team on site

February 2016

Date of this report

18 May 2016

Most recent ERO report(s)

Education Review

Supplementary Review

Supplementary Review

June 2013

June 2010

June 2007