1052 Junction Road , Egmont Vllage, Inglewood
View on mapEgmont Village School
Egmont Village School
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Context
Egmont Village School is a rural, full primary school located in Egmont Village, North Taranaki and provides education for students in Years 1 to 8. A new principal was appointed at the beginning of 2023. The school’s vision of confident, connected, life-long learners actively involved in the wider world is underpinned by the school values of aumangea (resilience), ngākau pono (integrity), whakaute (respect) and mahi tahi (teamwork).
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes are increasingly equitable and excellent for all learners. |
- Most learners achieve at or above the expected curriculum levels in reading, writing and mathematics; there is identified disparity for boys in writing and Māori learners in mathematics.
- Outcomes for Māori learners show improvement over time and are increasingly equitable.
- Learners with additional needs are well catered for in programmes that support their learning, progress and achievement.
- Attendance information shows a majority of learners attend school regularly; the school is not yet meeting the Ministry of Education 2024 target, and leaders and teachers work closely with whānau to improve attendance rates for learners.
Conditions to support learner success
Leadership sets and monitors appropriate school improvement goals that impact positive outcomes for all learners. |
- Leadership actively set and pursue improvement goals and targets for learners at most risk of not achieving and closely monitors outcomes for key groups to track their progress.
- Staff regularly engage in professional learning aligned to the school’s strategic goals, improving teaching, learning and outcomes for all learners.
- Leaders support teachers to develop their capability and confidence in mātauranga Māori and te reo Māori to strengthen learning opportunities for all learners.
Learners experience a meaningful curriculum, supported by explicit teaching that is responsive to learner needs. |
- Learners experience inclusive learning environments where mutual respect and trust between learners and teachers supports high engagement in learning activities.
- Teachers use assessment processes well to plan for and report on the progress and achievement of learners; adaptive, responsive teaching practices contribute to positive learner outcomes.
- Learners have a range of opportunities to engage in a rich curriculum that prioritises the development of foundational skills and increasingly reflects local contexts and the culture and heritage of the area.
Learner achievement, engagement and wellbeing are supported by well-established school conditions. |
- Leaders and teachers have high aspirations for all learners to progress and achieve and consistently provide targeted support that improves learner outcomes.
- Relationships between teachers, learners and parents are founded on mutual trust that supports the learning and wellbeing of all learners.
- The board aligns resourcing decisions to identified priorities, based on regular tracking and reporting of learner outcomes.
Part B: Where to next?
The agreed next steps for the school are to:
- further strengthen teacher knowledge of the learning and teaching in mathematics to support improved learner outcomes
- continue to improve the achievement of boys in writing and Māori learners in mathematics
- continue with strategies that improve learners’ attendance rates
- continue to collaborate with mana whenua to develop a local curriculum, that provides relevant contexts for learning and broadens the school community’s knowledge and understanding of the local area and Aotearoa New Zealand.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- continue with staff professional development in the learning and teaching of mathematics across the school
- continue strengthening schoolwide processes to track and monitor the progress and achievement of all learners
- work with mana whenua to further develop and implement the localised curriculum
Every six months:
- analyse assessment information in mathematics to determine learner engagement, progress and achievement
- review school initiatives and actions with a focus on how these are raising the achievement of Māori learners
- continue to closely monitor and report on the attendance of learners
- monitor teaching and learning to ensure class programmes reflect the aspirations of mana whenua
Annually:
- leaders review and evaluate the impact of mathematics learning and teaching approaches on improved outcomes for all learners
- review school initiatives and actions with a focus on how these are raising the achievement of boys in writing and Māori students in mathematics
- continue to prioritise and review initiatives that improve learners’ attendance; report attendance to board and the community.
- consult with mana whenua and the school community about the local curriculum content and implementation to inform ongoing learning programmes.
Actions taken against these next steps are expected to result in:
- clear and explicit mathematics teaching throughout the school that improves equitable and excellent outcomes for all learners
- increased progress and achievement for all learners and reduced disparity, particularly for boys in writing and Māori learners in mathematics
- improved and sustained attendance
- a local curriculum that supports students’ strong sense of belonging, knowledge and connection to Aotearoa New Zealand and the local area.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
3 December 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Egmont Village School
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of September 2024, the Egmont Village School Board has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact Egmont Village School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
3 December 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Egmont Village School - 12/09/2018
School Context
Egmont Village School caters for students in Years 1 to 8. At the time of this review, the roll was 156, with 17% of students identifying as Māori.
The school’s valued outcomes for students are: an ‘I can’ attitude, a creative and curious mind, a desire to achieve their personal best and ‘give everything a go’. Values of: honesty (matatika), caring (manaaki), pride (kia kaha), teamwork (mahi tahi tatou), respect (whakaute) and effort (ngakia) are evident throughout the school.
The school’s achievement focus is on children attaining high levels of competency in literacy and numeracy.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
-
reading, writing and mathematics.
There have been changes in board membership and staffing since the June 2015 ERO report. The leadership team has remained unchanged. Since the previous ERO report, leaders and teachers have participated in professional learning and development (PLD) in social skills and mathematics. Trustees have had some stewardship training. Property development includes the purchase and reroofing of the hall, the refurbishment of two classrooms and the development of an outdoor classroom.
The school is a member of Kāhui Ako o te Kōhanga Moa – Inglewood.
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 yet to achieve equity and excellence for all children. Most students achieve at or above school expectations in reading, writing and mathematics. While the majority of Māori students achieve at or above expectations in reading, writing and mathematics, reported data indicates some disparity in achievement for these learners, particularly in mathematics. Raising the overall achievement of Māori, and boys in writing is an identified focus for 2018.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
Systems and processes to promote and support Māori and other learners whose progress and achievement require acceleration need to be further developed.
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 vision and values are reflected through the positive school tone. Children are knowledgeable about these. The values are highly visible in classrooms and learning and teaching programmes.
Classrooms are welcoming, settled environments and interactions are respectful. There is a clear focus on student wellbeing. Staff know their students well. Teachers care about, and promote students’ participation and success in learning.
Students are given many meaningful opportunities to learn. Senior students are encouraged to take on leadership roles within the school and extend their learning through hands-on research. This year they are involved in a local wetlands research project.
A wide range of strategies and resources is used to support students with additional educational needs. Their progress is regularly monitored, tracked and reported. External support is effectively accessed and used.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
The school’s annual targets and assessment practices are not sufficiently developed to promote acceleration for those who require it. Targets need to be based on analysed schoolwide achievement data. This should enable trustees and leaders to more clearly identify student groups and cohorts requiring acceleration, inform resourcing decisions and track and measure the impact of teaching interventions on student progress.
The school has yet to sustain and improve systems and processes to achieve valued outcomes for all students. Internal evaluation, teaching as inquiry, appraisal and moderation processes need to be strengthened. This should lead to more systematic and deeper evaluation in relation to school targets and priorities.
The school has appropriately begun a review of their curriculum. A key next step is to develop an overarching document to provide expectations and guidance for teaching practice and learning. This should be supported by community consultation that draws together the school’s vision, values, unique place in the community, its whakapapa and history.
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.
Actions for compliance
ERO identified non-compliance in relation to health consultation, surrender and retention and language provision for Years 7 and 8 students.
In order to address this, the board of trustees must:
- comply with the requirement to adopt a statement on the delivery of the health curriculum at least once in every two years, after consultation with the school community
[Section 60B Education Act 1989] - comply with the requirement to adopt a statement to develop policies, practices and procedures on surrender and retention of student property.
[Sections 136AAA, to 139AAH Education Act 1989] and the Education (Surrender, Retention and Search) Rules 2013
To improve performance the school should:
- work towards offering students opportunities for learning second or subsequent languages (Years 7 - 10).
[The New Zealand Curriculum]
4 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
-
its vision and values shared by children, staff and trustees that underpin the school’s culture, teaching and learning
-
respectful, caring relationships that support and contribute to learning success
-
the provision of a range of learning opportunities that contribute to a broad curriculum.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
-
a strategic focus and targeted planning to accelerate learning [ERO will monitor and discuss progress with the school]
-
strengthening internal evaluation schoolwide to better target and resource student learning [The school has requested that ERO provide an internal evaluation workshop for trustees, senior leaders and teachers]
-
the curriculum, to give priority to students’ culture and identity, provide clearly stated expectations of teacher practice and guide schoolwide teaching and learning.
ERO’s next external evaluation process and timing
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Director Review and Improvement Services Central
Te Tai Pokapū - Central Region
12 September 2018
About the school
Location |
Inglewood |
Ministry of Education profile number |
2164 |
School type |
Full Primary (Years 1 to 8) |
School roll |
156 |
Gender composition |
Male 52%, Female 48% |
Ethnic composition |
Māori 17% Pākehā 83% |
Students with Ongoing Resourcing Funding (ORS) |
No |
Provision of Māori medium education |
No |
Review team on site |
June 2018 |
Date of this report |
12 September 2018 |
Most recent ERO report(s) |
Education Review, June 2015 Education Review, July 2012 Education Review, May 2009 |