Auroa School

School Context

Auroa School is a full primary school located between Hawera and Opunake in South Taranaki. Of the 199 students, 19% identify as Māori.

The vision for all children is, Te Mana Akoranga – Educate to Empower.

Strategic goals for 2019 to 2021 are based on empowering:

• students through developing creative, confident and engaged learners who model the characteristics and skills outlined in the school values
• equity of opportunity and access for all students to develop their cultural identity
• stewardship through strategic decision making, and robust review processes
• community partnerships, and awareness of local characteristics.

Targeting and raising the achievement of boys’ literacy and Māori learners in writing, are ongoing priorities to promote equitable outcomes for all students.

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

• progress and achievement in literacy and mathematics.

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?

Trends indicate that student outcomes are moving towards being equitable. Many students achieved curriculum level expectations in reading, writing and mathematics at the end of 2018.

Achievement trends between 2016 to 2017, indicate a slight increase for all groups in reading, writing and mathematics. Māori student achievement improved over the same period, generally reflecting similar outcomes to New Zealand European/Pākehā students in reading and writing and slightly lower in mathematics.

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

The school responds well to those Māori and other children whose learning and achievement need acceleration. Many students targeted in literacy and mathematics in 2018 made expected progress with over half of Māori learners in Years 5 to 8 accelerating their achievement.

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 collective capability of leaders, teachers and trustees suitably promotes the valued outcomes and vision of the school.

Leaders manage ongoing development strategically and collaboratively. Teachers are well supported through their involvement in relevant professional learning and development aligned to key teaching strategies. Teachers purposefully foster the skills and competencies for students to become active participants in learning. Resourcing by the board is well aligned to the school’s strategic goals and priorities. Inquiry and appraisal frameworks impact positively in developing teachers’ and leaders’ capability and practice.

A wide range of learning experiences, including extension activities, foster students’ interests and motivates their engagement at school. Contexts for learning suitably reflect the culture, language and identity of Māori students. Innovative curriculum design and delivery is well matched to the school’s vision for learner success. Access to digital technologies enable students to explore and review key learning objectives aligned to their specific needs.

Inclusive school and classroom environments foster positive student, parent and wider community involvement at school. Leaders gather relevant information in relation to student wellbeing to support their ongoing review. Staff are highly collaborative promoting an environment conducive in fostering purposeful relationships. Parents, whānau and the community regularly contribute their skills and knowledge to extend curriculum experiences for students.

Students identified with additional and complex learning needs receive appropriate support to promote their inclusion and achievement. Parents, families, teachers and external specialists work collaboratively to comprehensively plan for the specific needs of individual students. Transition in, through and out of school is well managed.

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

In 2018, leaders implemented changes to assessment practice. Further development is required to consolidate these changes. Leaders should continue to build the collective knowledge of teachers in relation to curriculum levels and align achievement targets for those students requiring their achievement accelerated.

The school identifies that further implementation of teaching and learning strategies aligned to their curriculum vision for learner success is needed. As changes continue, leaders should strengthen evaluation practice and align teachers’ inquiry to determine how well these changes are impacting on achieving equity and excellence for priority groups and all students.

Staff are in the initial stages of trialling progressions for the inclusion of te reo me ngā tikanga Māori from Years 1 to 8. Gathering the views of Māori whānau is planned. Development of shared expectations should provide a basis to strengthen teaching and learning and provide indicators to support evaluation into how well actions promote culturally responsive practice.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

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

5 Going forward

Key strengths of the school

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

• appropriate use of systems and processes that support students with identified additional and complex learning needs
• providing an inclusive environment that encourages highly collaborative school and community engagement
• organisational conditions and practices that collectively pursue the vision and valued outcomes of the school
• learning that meets the needs and interest of students, promoting their engagement and achievement.

Next steps

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

• build assessment and moderation practice between teachers to ensure consistency of overall teacher judgements aligned to curriculum levels
• revise achievement targets to ensure groups experiencing disparity are identified and actions undertaken to strengthen outcomes are evaluated
• trial cultural progressions to ensure the school builds their collective response to Māori learners and the aspirations of whānau
• strengthen evaluation and align inquiry to know the impact of curriculum changes on achieving equitable and excellent outcomes for all students.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

15 October 2019

About the school