Koromatua 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.

Summary

Koromatua School is a full primary rural school located adjacent to the Hamilton suburb of Temple View. It provides education for children in Years 1 to 8. The school roll of 187 includes 160 Māori children. Most children come from the Temple View community. The community is proud of the place of te ao Māori in the school and is supportive of activities and events. The school is part of Te Kāhui Ako o Mangakōtuktuku, Melville Community of Learning.

Since the previous ERO review in 2014, there have been several changes to the teaching team, but the senior leaders have remained the same. Recent professional learning and development for teachers has focused on writing and assessment. The board is led by a new chairperson and the majority of trustees are new to their positions. They have undertaken training to support them in their roles.

Data over the past three years shows that a high proportion of children has achieved National Standards in reading, writing and mathematics. School documentation related to children’s special education needs clearly identifies those at-risk of not achieving, and prioritises learning support.

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 need acceleration.

Many school processes are effective in enabling the achievement of equity and excellence including:

  • experienced and consistent leadership
  • a local curriculum that is strongly reflective of language, culture and identity for Māori children.
  • teachers using assessment information well
  • leaders, teachers and parents working successfully together
  • trustees providing effective governance.

Further development is needed to support all children to accelerate and achieve in their learning.

The 2016 achievement data shows that a high proportion of children are achieving at or above the National Standards in reading and mathematics. The 2016 data for writing, shows lower levels of achievement.

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • set achievement targets as part of the annual planning process, for all children who are below or well below National Standards
  • empower children’s learning by improving their understanding of learning progressions
  • inquire into the effectiveness of programmes for priority learners by further strengthening internal evaluation and reporting.

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 need acceleration. The school can show accelerated and sustained progress over time for children. Achievement data from 2015-2016 shows a high proportion of children are achieving at or above the National Standards in reading and mathematics. The 2016 data for writing, shows lower levels of achievement. There is no disparity for groups of children in reading. Girls are achieving at higher levels than boys in writing. Boys are achieving at higher levels than girls in mathematics. The school has responded to its achievement data by accessing professional learning and development support for teachers.

Increasing knowledge of tikanga and te reo Māori is an important and valued outcome for all children. The school has clear strategic planning and targeted resourcing to strengthen children’s knowledge, encourage performance in kapahaka and further develop family and whānau engagement.

Children who require additional learning support are well identified and provided for through individualised learning programmes.

The school’s assessment schedule has clear expectations for the collection of data and the use of a range of appropriate assessment tools. There is a collaborative approach to making overall teacher judgements (OTJs) about children’s achievement in relation to National Standards. School leaders are strengthening moderation practices across the school through the use of the progress and consistency tool (PaCT). Teachers’ judgements are supported through professional learning discussions and ongoing reflections. The school has yet to moderate with other local schools.

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.

Experienced leaders provide well-considered and consistent leadership for children, staff, parents and the community. They are well respected and have positive relationships with all those associated with the school. Leaders are highly focused on building shared understandings of teaching and learning practices and enhancing teacher capability. Leaders are improving outcomes for children and providing a safe and supportive learning environment.

The school’s local curriculum is strongly reflective of the language, culture and identity of Māori children. Children have many opportunities to experience rich cultural, leadership, sporting, arts and outdoor education activities. Strong school-wide kapa haka is promoting children’s pride in their cultural values and tikanga. Children are confident and highly engaged in purposeful learning experiences.

Teachers use assessment information well to inform planning for all children. Identified at-risk learners in each classroom are clearly identified for appropriate teaching and learning. Teachers have high expectations for learning and behaviour and use a range of strategies to engage children in their learning. Children with additional learning needs are well supported by special education programmes and there is professional guidance for teachers and families. These programmes are regularly monitored and outcomes are reported to parents and the board. Children’s individual learning needs are well catered for in respectful and inclusive environments for learning.

Leaders, teachers and parents work successfully together to enhance children’s learning opportunities, achievement and wellbeing. Parents are well-informed about their children’s learning and progress. They value the school’s family culture, sense of community and special place of te ao Māori. Parents appreciate positive and ongoing support for children with additional learning needs. Strong partnerships with parents and whānau support children’s learning at home and school.

The board provides effective governance. Trustees actively represent and serve the school and local community. The board’s comprehensive governance manual guides all planning and direction for the school. The board undertakes regular review of policies and governance practices and seeks parent and community views and aspirations which contribute to their strategic planning for the school. Children benefit from learning in a well-managed and well-resourced school.

Sustainable development for equity and excellence

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

Further development is needed to support all children to accelerate and achieve in their learning. There is a need to:

  • include all children below and well below National Standards in achievement targets
  • improve children’s understanding of how to progress to their next levels in learning
  • further strengthen internal evaluation and reporting on the effectiveness of programmes for all at-risk 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.

Going forward

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

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • strengthen targeted action to raise and accelerate learning and progress for identified at-risk learners

  • inquire into the effectiveness of programmes for priority learners by further strengthening internal evaluation and reporting.

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

1 November 2017

About the school

Location

Hamilton

Ministry of Education profile number

1784

School type

Full Primary (Years 1 to 8)

School roll

187

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori 85%
Pākehā 7%
Pacific 5%
Chinese 1%
Asian 1%
Other 1%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

1 November 2017

Most recent ERO report(s)

Education Review November 2014
Education Review November 2011

Findings

Koromatua School provides inclusive education for all students. Effective systems are in place to promote student safety and wellbeing. There are productive and respectful relationships between staff, students and parents. Students achieve well, and targeted programmes support learning for those achieving below expected levels.

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?

Koromatua School is located in a rural environment near the Temple View settlement, south west of Hamilton City. It caters for students in Years 1 to 8. At the time of this ERO review 201 students were enrolled, 170 being of Māori descent. The majority of students come from the Temple View community and they affiliate to local community groups and activities.

The school has a positive reporting history with ERO. Since ERO’s 2011 review the closure of Church College New Zealand has resulted in a decline in enrolments, resulting in fewer classrooms. During this time, school leadership and support staff have remained consistent but there have been significant changes to the teaching team. Professional learning and development for teachers has mainly focused on enhancing the teaching of writing.

The board, led by a new chairperson, has a mix of experienced and new trustees and is actively engaged in training to enhance governance and the school’s strategic direction. The board, students and teachers are well supported by the Koromatua School Support Group (KSSG), consisting of parents and whānau.

The school continues to provide an inclusive culture where strong and respectful relationships are promoted.

2 Learning

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

The school uses aspects of achievement information well to make positive changes to learners’ engagement, progress and achievement.

The school’s public achievement information for 2013 shows that the majority of students, including Māori, achieved at or above the National Standards in reading, writing and mathematics. The data also shows that in reading and writing girls achieve at higher levels than boys, however in mathematics boys’ achievement is higher than girls.

Teachers use an appropriate range of assessment tools and tests to gather information about students’ learning. This information is used to identify individual learning needs, target groups, and to plan deliberate teaching points, particularly in reading, writing and mathematics. Teachers also use the information to report to parents through day-to-day conversations, formal interviews and written reports. There is a need to strengthen the mid-year written reports to make student progress toward meeting the National Standards clearer for parents and students.

The principal and deputy principal collate and analyse school wide information to identify student needs, and make decisions in relation to support programmes for students and teacher professional development. There is a well planned and coordinated approach to identification and tracking of students with special needs, and a close involvement of the parents of these students in decisions affecting their wellbeing and learning.

Senior leaders present achievement information to the board that generates discussion about student needs and resourcing. The board also receives regular reports that summarise programmes and activities undertaken by the Special Education Needs Co-ordinator and interest and support groups within the school.

Next Steps

Reporting to the board about student achievement would be improved by the principal providing documented and more detailed analysis, interpretation of data and recommendations to better inform board decision making.

3 Curriculum

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

The Koromatua School curriculum strongly promotes and supports students’ learning. The curriculum is well designed and closely aligned to the principles, values and key competencies of The New Zealand Curriculum. Priority is given to literacy, mathematics, health and physical education, and inclusive education.

The school’s curriculum plan clearly documents expectations for teachers to deliver the curriculum and cover all subject areas over time. The school’s thematic approach allows teachers to provide many interesting and authentic learning opportunities that acknowledge and build on students’ prior learning and interests.

Features of effective curriculum implementation include:

  • high expectations shared by teachers for all students as learners
  • productive and respectful relationships at all levels
  • high levels of teacher collaboration in relation to student wellbeing and learning
  • highly functional learning environments where computer technology is increasingly used to enhance teaching and learning
  • aspects of formative practice where teachers share the purpose of learning with students.

ERO observed high levels of student interest and engagement in learning across the school. The broad curriculum allows students to experience success and achievement in many aspects of school life, including, academic, sports, performing arts and leadership.

Next Step

ERO and school leaders agree it is important for teachers to continue to build on strategies that enable students to understand and critically reflect on their learning as they progress through the school.

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

The school successfully promotes educational success for Māori, as Māori. The significant majority of students in the school is Māori. These students demonstrate pride in their culture and identity. They confidently contribute to the life of the school.

There are many authentic opportunities for students to participate as tangata whenua, such as whole-school pōwhiri and kapa haka for juniors and seniors. Māori students are well represented in leadership roles and make an important contribution to school activities and events.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. Factors that support the school’s sustainability include:

  • continued well-considered and effective leadership by the principal
  • high level of collaboration between the principal and deputy principal
  • trustees’ commitment to reflecting on and improving school governance and strategic direction
  • the increasing use of self review to foster school improvement
  • an inclusive and welcoming school culture that is underpinned by respectful relationships at all levels
  • strong support for and trust in the school demonstrated by parents and whānau.
Next Steps

Further review of the teacher appraisal process is needed to include:

  • documented evidence of teachers’ meeting the registered teacher criteria
  • evidence of ongoing professional learning and development
  • documented suggestions for improving teaching practice.

Continued review and refocusing of the schools charter and strategic direction, including specific annual targets for accelerating the progress of students at risk of underachieving, is also required.

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

Koromatua School provides inclusive education for all students. Effective systems are in place to promote student safety and wellbeing. There are productive and respectful relationships between staff, students and parents. Students achieve well, and targeted programmes support learning for those achieving below expected levels.

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

Dale Bailey National

Manager Review Services Northern Region

3 November 2014

About the School

Location

Koromatua, near Hamilton

Ministry of Education profile number

1784

School type

Full Primary (Years 1 to 8)

School roll

201

Gender composition

Boys 55% Girls 45%

Ethnic composition

Māori

NZ European/Pākehā

Cook Island Māori

Chinese

Tongan

Samoan

Fijian

85%

9%

2%

1%

1%

1%

1%

Review team on site

September 2014

Date of this report

3 November 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2011

January 2009

March 2006