Orere School

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

Education institution number:
1405
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
47
Telephone:
Address:

Orere Point Road, Orere Point, Papakura

View on map

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

Findings

The board of trustees has a strong commitment to the school and has increasing support from the Orere Point community. The school has made progress in developing effective curriculum practices that promote and support students’ learning. With continued support from professional development advisers, the school is well placed to sustain existing good practices and to continue improving in key areas that require further focus.

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

1 Context

What are the important features of this school that have an impact on student learning?

Orere School is a small rural school providing education for students from Years 1 to 8 in a spacious and attractive learning environment. The school has a stable roll and most students are of New Zealand European or Māori heritage. A small number of students are of Pacific heritage.

Students benefit from a positive school culture that reflects the school motto, ‘Through knowledge, we grow’. The school promotes the values of respect, learning, teamwork and leadership within its curriculum. Students proudly maintain the school’s gardens and poultry and are developing a good understanding of environmental sustainability.

The new principal, appointed since the 2011 ERO review, provides committed leadership and has promoted leadership opportunities for students and staff. Teachers are supportive of and committed to the students’ wellbeing. The school tone is settled, with students focused on their learning. Students are confident, articulate, and proud of their school. They mix well between Year levels and have a strong sense of belonging in the school and its community. Students are responding well to high expectations for learning in a well resourced learning environment.

Orere School has developed very good links with the local community. Whānau/parents are becoming increasingly involved in supporting students’ learning. The board of trustees includes Māori and Pacific representatives and is committed to school improvement.

ERO’s 2011 report noted that teaching and learning was an area of strength throughout the school. Leaders and teachers have made progress in improving areas identified by ERO for review and development. The school has worked with professional development providers and Ministry of Education Student Achievement Function (SAF) advisers on curriculum design, implementation and review.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Orere School is using achievement information well to improve learners’ engagement, progress and achievement.

The school’s data shows that most students, including Māori students, are achieving at or above National Standards in reading, writing, and mathematics. Teachers are continuing to develop moderation processes to ensure the reliability of their National Standards data. The board and parents receive good information about student achievement.

The school provides well for students requiring additional support in literacy and mathematics. Teachers and leaders use achievement data to plan learning programmes for these students. The school accesses external support for students with special needs and provides an effective initiative to support children’s learning of literacy at home. Teachers appreciate students’ strengths, interests and abilities and are using them increasingly to plan classroom programmes. As a result, student learning is well supported.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum promotes and supports students learning well. Teachers have further clarified and developed their approach to The New Zealand Curriculum. The school accesses external support for students with special needs.

Teachers are reviewing and developing the curriculum so that it is increasingly culturally responsive and engages students in their learning. Attractive classroom environments reflect students’ creativity. School leaders ensure that the curriculum provides a variety of learning experiences outside the classroom. Students have good opportunities to participate in programmes that promote and celebrate the performing arts, outdoor education, environmental science and sport.

Students use information and communication technologies (ICT) to enhance their learning in a range of learning areas. They are encouraged to be motivated, resourceful and to contribute to their community.

Good opportunities are provided for interactive learning and for students to share their learning with the community. The school’s strong environmental focus has a positive impact on students’ wellbeing and their awareness of sustainability issues. These strategies to celebrate learning are part of the school’s strategic intent to promote students’ confidence and to support them to be resilient.

School leaders are focused on developing a school curriculum that makes learning more visible. This focus provides increasing opportunities to develop students’ confidence in sharing their learning with their community. School leaders are now keen to promote student-led inquiry learning with a stronger focus on critical thinking and problem solving. They should also ensure the school’s provision of careers education in Years 7 and 8 supports the development of students’ knowledge about possible careers and the study and qualifications needed to achieve these.

Teachers could strengthen self-review processes to sustain and improve outcomes for students by:

  • reviewing their curriculum against the principles and key competencies of The New Zealand Curriculum
  • evaluating how well the teaching strategies they have identified as effective are embedded in the school’s teaching culture
  • develop the school’s evaluative reporting to focus on the impact of teaching initiatives on students’ learning outcomes.

How effectively does the school promote educational success for Māori, as Māori?

Māori students make up 47% of the roll. Orere School is beginning to promote educational success for Māori as Māori. Teachers are increasingly providing opportunities for students to have pride in their language, culture and identity. Kapa haka is developing in the school with whānau support.

Teachers are developing a culturally responsive curriculum with an increased focus on te reo me ngā tikanga Māori. It would be useful for teachers to implement a sequential te reo programme using the Ministry of Education document, Te Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki, Te reo Māori in English Medium Schools.

Māori students are well represented as student leaders and as high achievers throughout the school. Most achieve at levels that are at or above the National Standards.

The principal has developed good links with Māori in the community and should now continue to explore ways to develop effective consultation with whānau. The principal and board recognise the importance of documenting their consultation with whānau.

Teachers’ professional learning is having a positive impact on students’ learning. Teachers’ contact with the SAF adviser has helped them to provide students with a more culturally responsive curriculum.

4 Sustainable Performance

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

Orere School is well placed to sustain and improve its performance. The principal provides teachers with good opportunities to develop leadership. Senior leaders support the principal and staff and have high expectations for students’ learning. Orere School has an inclusive learning environment in which students are valued and respected as capable, competent learners.

The board of trustees has a strong commitment to the school and has long-standing links with the local community. The board receives information from the principal about school operations and student achievement and uses this to inform its strategic decision making. Trustees recognise that to support sustainability and ongoing improvement, their next steps are to continue developing:

  • more coherent, systematic and improvement focused self-review processes
  • a challenging, relevant and engaging curriculum
  • a better understanding of the board’s governance role and legal obligations.

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

The board of trustees has a strong commitment to the school and has increasing support from the Orere Point community. The school has made progress in developing effective curriculum practices that promote and support students’ learning. With continued support from professional development advisers, the school is well placed to sustain existing good practices and to continue improving in key areas that require further focus.

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

Dale Bailey

National Manager Review Services Northern Region

25 June 2014

About the School

Location

Orere Point, Papakura

Ministry of Education profile number

1405

School type

Full Primary (Years 1 to 8)

School roll

46

Gender composition

Boys 28, Girls 18

Ethnic composition

NZ European/Pākehā

Māori

Cook Island Māori

22

22

2

Review team on site

April 2014

Date of this report

25 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2011

December 2007

January 2005