Omanu School

School Context

Omanu School is an urban primary that provides education for students in Years 1 to 6, located in the suburb of Omanu in Mount Maunganui. The schools roll of 561, includes 113 Māori students. There are 25 class teachers, seven specialist teachers and 13 support staff. The new principal was appointed in 2016 and is supported by two experienced deputy principals. The school has an enrolment zone and is adjacent to the local intermediate and secondary school.

The school has a clear mission statement, ‘excellence in the academic, social, cultural and physical education of children.’ The vision for student achievement is to develop ‘effective learners and communicators who interact positively within a supportive environment’. Goals and targets for 2018 include teaching and learning through inquiry, culturally responsive pedagogy, with a focus on mathematics and reading.

Omanu School is part of the Mount Maunganui|Kāhui Ako.

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

• reading, writing and mathematics
• children with additional learning needs and specialist interventions that target at risk learners
• programmes for special abilities students.

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 achieving equitable and excellent outcomes for most of its students. The school’s achievement data indicates high levels of achievement in reading, writing and mathematics for most students, and this pattern is consistent over the last three years. The achievement of Māori students overall is comparable to Pākehā. Ongoing gender disparity is evident in overall data for boys in writing, however by Year 6 boys and girls are achieving at comparable rates. The school reports that almost all Year 6 students were achieving the expected level in mathematics and most in writing at the end of 2017.

School-wide data in 2017 for the Year 6 cohort shows that there has been a significant upward trend in reading, writing and mathematics for these students since 2015. This pattern of high achievement for Year 6 students is consistent over time.

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

The school is accelerating the progress of identified at-risk learners. Progress data for Māori and other at-risk learners indicates that the majority have accelerated their achievement in reading, writing and mathematics by the end of 2017.

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?

The board is making informed resourcing decisions to provide equitable learning opportunities for all students. Financial provision is made for the ongoing specialist support programmes in reading and mathematics. The board employs teachers with expertise for these targeted interventions. At-risk students are making accelerated progress through these programmes.

Leaders provide clear direction for learning and teaching across the school. They have worked collaboratively with teachers to define accelerated progress at the school. Benchmarks have been developed to enable teachers to make consistent judgements against curriculum levels. This information assists teachers to monitor individual rates of progress including those identified as at-risk students.

Teachers effectively implement the school’s local curriculum. They have developed effective strategies to engage, motivate and extend students. Teachers are responsive to student needs and know their students and whānau well. The school has developed culturally responsive and relational practices that promotes a culture of inclusion. This has led to equitable outcomes for most students.

There are strong partnerships for learning between home and the school. Parents feel well informed about their children’s learning and wellbeing. Students with additional learning needs are supported to reach their potential. There are many opportunities for parents to engage in their child’s learning. These partnerships and the support provided, ensures more equitable outcomes for students with additional needs.

Strategic direction is clearly focused on outcomes for students. Senior leaders have prioritised the process of building teacher capability and leadership across the school. Strategic appointments have focused on building expertise in raising student achievement. Middle leaders are working with teachers to develop an in-depth understanding and use of achievement data. These strategies are positively influencing outcomes for students.

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

The management and use of school-wide achievement information needs further refinement. Further consideration should be given to:

• monitoring and reporting accelerated progress for all identified at risk students school-wide
• tracking rates of progress for Year level cohorts over time
• specifically targeting identified groups of at-risk learners (boys’ writing).

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 Going forward

Key strengths of the school

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

• effective governance that is contributing to improved outcomes for students
• professional leadership that is building teacher and assessment capability
• culturally responsive and inclusive curriculum that supports students’ learning and wellbeing.

Next steps

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

• refining school-wide targets to raise and accelerate the achievement and progress of those students at risk of underachieving.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

11 June 2018

About the school