261 South Road, Hawera
View on mapHāwera Primary School
Hāwera Primary 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
Hāwera Primary School is located in Te Hāwera township and provides education for learners in Years 1 to 6. Hāwera Primary School vison is that all students will “Whāia te Mātauranga – Strive for the Best”. The school values are “The KAHA Way” are “Kotahitanga – Getting on together, Ako – Learning from each other, Hauora – Feeling positive, and Awhi helping and supporting”.
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
The school is working towards equitable and excellent outcomes for all learners. |
- The majority of learners, including Māori learners, are working at or above the expected level in reading and mathematics and just less than half are working at or above expectation in writing; there is disparity for boys across all areas.
- Most learners make expected progress or better; there is an identified need to accelerate the progress of boys in reading, writing and mathematics.
- School practices are inclusive and support learners to have a strong sense of belonging.
- Attendance rates have improved but are not yet meeting the Ministry of Education targets; leaders and staff connect with and provide support to families to improve attendance.
Conditions to support learner success
Leaders effectively guide school decisions to improve outcomes for learners. |
- Leaders effectively use best-practice evidence to plan and coordinate the school’s curriculum and teaching; expectations for high-quality teaching are shared and learner outcomes are tracked and monitored.
- Leaders increasingly focus on targeted actions from regular review cycles to promote equitable outcomes for all learners.
- Leaders build educationally focused partnerships with local iwi, whānau, and the school community to increasingly provide opportunities for learning and success.
An effective local curriculum promotes learner engagement and provides meaningful learning opportunities. |
- Positive teacher-student relationships, underpinned by the school values, foster collaborative and respectful classroom environments.
- Teachers work to strengthen their understanding of established teaching strategies to effectively address the diverse needs of learners.
- Te reo Māori, tikanga Māori and mātauranga Māori are integrated through the school day, strengthening students' confidence in their identity as Aotearoa learners.
Systems, structures and practices are strengthening to support increasingly sustained positive outcomes for all learners. |
- Teachers are well supported to build their capacity and capability through targeted, carefully paced professional development that aligns with the school’s goals.
- The board effectively represents and serves the community, ensuring that strategic planning aligns with local community aspirations for learners.
- Collaborative consultation with local iwi, hapū, and whānau, shapes a local curriculum that increasingly reflects tikanga Māori, mātauranga Māori, and te ao Māori.
Part B: Where to next?
The agreed next steps for the school are to:
- increase the number of learners meeting or exceeding curriculum expectations in mathematics and writing with a focus on reducing disparity for boys
- continue to implement and review the effectiveness of strategies and initiatives to improve attendance
- build teacher capability through high-quality, evidence-based professional development to enhance learner outcomes in mathematics and writing; establish and embed a cohesive, school-wide approach to the instruction of mathematics and writing
- embed the localised curriculum to both sustain and enhance students' sense of belonging while supporting Māori learners in achieving success as Māori.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- clearly identify teacher strengths and areas for development to facilitate targeted professional development in mathematics and writing
- teachers participate in targeted professional development in writing and mathematics
- define and prioritise the next steps for implementing the school’s localised curriculum.
Every six months:
- monitor and evaluate progress in improving attendance and achievement outcomes in mathematics and writing for all learners
- plan and implement professional learning opportunities to enhance teachers’ pedagogical content knowledge in the teaching and learning of mathematics and writing
- evaluate the effectiveness of deliberate interventions and chosen teaching strategies for targeted groups of learners, particularly boys, to guide future actions
- ensure consistent implementation of the local curriculum across the school.
Annually:
- analyse and report school-wide achievement data to the board and strategically plan actions aimed at improving attendance and enhancing learner outcomes in mathematics and writing
- evaluate the impact of teaching and learning on progress and achievement in writing and mathematics, and use this analysis to inform subsequent steps
- review the progress of boys and priority learners and evaluate the effectiveness of teaching approaches and resource allocation decisions
- collaborate with students, parents, whānau, iwi, staff and board to monitor and assess the impact of the localised curriculum on learner outcomes.
Actions taken against these next steps are expected to result in:
- improved achievement outcomes, with reduced disparity for boys, and an increased number of learners meeting or exceeding curriculum expectations in mathematics and writing; improved levels of attendance
- consistently effective and responsive teaching and learning across the school, leading to improved achievement outcomes for all learners in mathematics and writing
- ongoing partnerships with local iwi, hapū, and whānau, coupled with collaborative consultation, that continues to inform and strengthen a local curriculum that reflects tikanga Māori, mātauranga Māori, and te ao Māori.
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
25 September 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
Hāwera Primary School
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of May 2024, the Hāwera Primary 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 Hāwera Primary 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
25 September 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
Hawera Primary School - 18/07/2018
School Context
Hawera Primary School has students in Years 1 to 6. At the time of this review, the roll was 214 with 45% of students identifying as Māori and 2% of Pacific heritage.
The school’s valued outcomes are evident through the KAHA Way: kotahitanga - getting on together; ako - learning from each other; hauora - feeling positive; and awhi - helping and supporting.
In writing and mathematics, the school aims to raise achievement and accelerate progress for those students who need this.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
-
progress and achievement in reading writing and mathematics
-
wellbeing.
There have been changes in board membership and staffing since the July 2015 ERO report. The leadership team is unchanged.
Extensive building redevelopment over the past three years includes two innovative learning spaces and refurbishment of the hall and administration block.
Since the previous ERO report, leaders and teachers have participated in professional learning and development (PLD) in literacy, mathematics and the Seven Principles of Learning. In 2018 play-based learning is being introduced. The board has participated in PLD using the New Zealand School Trustees’ tool: Hautū - Māori cultural responsiveness self review tool for Boards of Trustees.
The school is part of the South Taranaki Kāhui Ako. Culture counts – raising achievement through effective relationships, is a learning initiative of this Kāhui Ako.
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?
Most students achieve at or above school expectations in reading. The majority are at and above expectations in writing and mathematics.
The majority of Māori students are achieving at and above in literacy and mathematics. School leaders are aware of the disparity between Māori and Pākehā and are focusing on closing the achievement gap.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school has evidence of very good acceleration in mathematics and reading in 2017. Each teacher has targeted learner plans aimed at accelerating the progress of specific students. Analysed data shows that targeted learners, including Māori, are responding well to school initiatives.
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?
Board and leadership share a vision of enabling equitable opportunities for all children to learn and to attain their personal best. Trustees work strategically and collaboratively with the principal and leadership team. They have a clear understanding of their roles and responsibilities and maintain a focus on school priorities and targets.
Trustees receive detailed achievement information from the leadership team that is used to inform decision making, resource learning initiatives and PLD opportunities. They are aware of the need to consolidate and sustain improvements. Members uphold and value the KAHA Way and recognise the importance of listening to and learning from their community to build genuine partnerships with families and whānau.
Leaders have a considered approach to school development. They model good practice and provide clear, consistent guidelines and expectations to build teacher capability in inquiry, data analysis, cultural responsiveness and evaluation. School leaders set and relentlessly pursue goals and targets that relate to accelerating the learning of students who are at risk of underachievement. They are looking deeper into the data to provide a clear schoolwide picture of acceleration and achievement. Leaders align student learning needs, teacher professional learning goals and processes for teacher appraisal and inquiry to improve student outcomes.
Teachers work collaboratively and share planning. They, with support staff, know students well. Staff use consistent language and share agreed expectations. Interactions are positive and respectful. Classrooms are highly inclusive. Children are settled, active learners, engaged and knowledgeable about school values and expectations. Strategically and thoughtfully considered environments enable them to make choices about their learning.
A range of strategies and resources is used to support students with additional educational needs. External support is effectively accessed and well used. Their progress is regularly monitored and reported.
Transition-to-school processes are well considered and effectively implemented. All families are welcomed into the school and a range of effective strategies are used to engage and communicate with them. Learning partnerships are encouraged along with parent involvement and feedback. Staff promptly identify the needs of children new to the school.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
An ongoing focus is required to lift student achievement, especially in writing and to sustain and embed the gains made in reading and mathematics. Leaders undertake in-depth scrutiny of student achievement information. Extending their evaluative interpretation should help clarify understandings and next steps at both teacher and leadership levels.
The school has identified that the curriculum needs refreshing and has begun the process of review, and now have a draft learner profile. Extensive guidelines for literacy and mathematics guide practice and it is timely to develop these for other essential learning areas.
Further developing teachers’ shared understanding, capability and implementation of inquiring into their practice are recognised next steps.
The current professional learning focus on ‘culture counts’ should further contribute to strengthening reciprocal learning partnerships.
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.
Areas for improved compliance practice
To improve current practice, the board of trustees should:
-
go in-committee during meetings where there is good reason to exclude the public from any part of the proceedings.
4 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
-
leadership that is highly strategic and focused on improving student outcomes
-
well-considered school systems that strategically build on prior successes
-
pastoral care that promotes and supports the wellbeing of all students.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
-
providing guidelines across all curriculum areas to continue to engage children through authentic contexts
-
extending leaders’ evaluative practices to identify and decide on the school’s next steps
-
continuing the strategic provision of PLD to strengthen teacher understanding, capability and practice
-
building on and extending effective pastoral systems to introduce: Culture counts – raising achievement through effective relationships.
ERO’s next external evaluation process and timing
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
18 July 2018
About the school
Location |
Hawera |
Ministry of Education profile number |
2171 |
School type |
Contributing (Years 1 to 6) |
School roll |
214 |
Gender composition |
Male 51%, Female 49% |
Ethnic composition |
Māori 45% |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
No |
Review team on site |
June 2018 |
Date of this report |
18 July 2018 |
Most recent ERO report(s) |
Education Review July 2015 |
Hawera Primary School - 07/07/2015
1 Context
What are the important features of this school that have an impact on student learning?
Hawera Primary School caters for students in Years 1 to 6. Since the August 2012 ERO report, the roll has grown to 220. Forty-six percent of students identify as Māori.
A new leadership structure includes two deputy principals and two syndicate leaders. There have been recent significant changes in staffing.
The school is in the third year of the Ministry of Education’s Positive Behaviour for Learning (PB4L) initiative. Several teachers are involved in the Incredible Years professional learning programme to promote children’s social, emotional and academic competence.
Involvement in Enviro-schools supports students to plan, design and implement sustainability actions. As a Health Promoting School, there is a focus on improved whānau wellbeing and educational outcomes.
The board is funding development of eLearning through digital technologies aimed at enhancing students’ learning in the classroom. Development of the outdoor environment includes new playground equipment. There are plans to rebuild the senior block as part of upgrading the buildings.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers gather a range of useful and reliable assessment information in literacy and mathematics. Data is used to identify students who are at risk of underachieving and teachers implement strategies to support improvement. Interventions and programmes are targeted to meet the needs of students whose rates of progress need to increase significantly.
Data for 2014 shows that overall, two-thirds of students achieved at or above in relation to the National Standards in reading, and just over half in writing and mathematics. Assessment results show that some students who are not yet meeting the Standards are making good gains.
Many Māori students are successful learners and some are making better than normal progress. However, programmes have not yet had the desired impact on raising the achievement of Māori as a group to match that of their peers overall in the school. Teachers, leaders and trustees have identified that a priority is to improve achievement for all students, particularly Māori students, so that they meet national expectations by the time they leave Year 6.
School leaders' planning, decision-making and reflection prioritise students who require higher rates of progress. Annual targets link to school strategic aims, with emphasis on improving achievement in writing and mathematics. Teachers and senior leaders effectively track and monitor progress. The information is used to inquire into the effectiveness of teaching. However, there is variability in how well this is evaluated and to what extent the inquiry process is implemented.
There are clear guidelines for teachers to make overall judgements about students' achievement in relation to National Standards. Comprehensive moderation processes support valid and reliable assessment decisions.
A wide range of programmes and support address the more complex educational and social needs of students. Specific requirements are identified and responded to appropriately. This promotes the inclusion and achievement of children with high needs.
Reports to parents are clear about students' achievement in relation to National Standards. Next steps for learning are included and parents are provided with suggestions to support their child’s learning at home. Teachers comment on how well students are achieving school goals and aspirations.
Teachers should continue to strengthen their use of data to reflect on how effectively their practice raises achievement and accelerates progress, particularly for targeted students.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school's curriculum is based on The New Zealand Curriculum (NZC). The NZC key competencies are integrated and adapted to the school context. There is a strong emphasis on literacy and mathematics.
Promoting students' wellbeing and inclusion is a priority. A sense of connection and belonging is evident. The school goals and aspirations for learners – to be connected, confident, creative, curious and caring - are emphasised in teachers’ practice and the school environment. Classroom displays recognise and celebrate student achievement.
The curriculum includes a focus on building social skills and developing positive relationships for learning. Many strategies that successfully support student wellbeing and engagement have resulted from the KAHA WAY initiative about kotahitanga, ako, hauora, and awhi. The PB4L emphasis on engagement in classrooms has had a positive impact on school culture. Relationships with students are affirming and respectful. Students say their school is a safe place for them.
Comprehensive curriculum documents outline expectations for effective teaching in literacy and mathematics. Building a shared understanding and consistent implementation of these expectations is improving teaching and learning.
As part of ongoing curriculum review, senior leaders should consider how well other learning areas contribute to successfully achieving the school's long-term goals for improving student outcomes.
Teachers are involved in a range of professional development to improve teaching and learning. The recent whole-school focus has been on numeracy. Teachers are collaborative and have opportunities to share good practice.
Good systems are in place to continue to strengthen teacher effectiveness for those who require mentoring and additional support. This facilitates appropriate professional dialogue and opportunities for reflection.
Classrooms observed by ERO are calm, positive and learning focused. Student engagement and learning are promoted by a range of strategies. Activities are differentiated to respond to students’ abilities and strengths. Opportunities are provided for students to take increased ownership of their learning. The well-planned and coordinated teacher aide programme supports teachers to meet the needs of specific learners.
Smooth transition into the school is supported by development of respectful and reciprocal relationships with children and their families. A sense of connection is quickly established.
Parents support the curriculum through cultural activities and sports, and opportunities to increase their understanding of their child’s learning. There is good communication with parents. Senior leaders and teachers should continue to develop these partnerships to support learning, particularly for target students.
How effectively does the school promote educational success for Māori, as Māori?
The bicultural dimension of the school’s curriculum is present in core subjects, inquiry units and classroom environments. Māori contexts are evident throughout the school. A high number of students are involved in kapa haka. All staff and students take part in a noho marae.
Strengthening the cultural competency of teachers of Māori learners has been part of professional learning. Consideration should be given to fully implementing a progressive programme for systematic teaching and learning of te reo Māori. School leaders identify that continuing to build and extend partnerships with whānau, hapū and iwi is a next step.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
Senior leaders are experienced and reflective, and have high expectations for student success. They effectively monitor and support teachers to consistently meet the school's expectations for teaching, learning and assessment. Best practice and research guides teaching and learning. There is a deliberate strategy to build leadership capability across the school.
Self review focuses on improving student achievement, systems and practices. Strengthening evaluation should enable the school to better measure how effectively its curriculum and teaching accelerate students' progress.
Teachers’ performance management process is improvement focused. Teachers set goals, have opportunities for reflection, and collect evidence to meet teacher registration requirements. School leaders agree that appraisal should include closer links to student progress and aim to increase teachers' responsiveness to students' identity, language and culture.
The strategic plan provides direction for the school and focuses on improving outcomes for students. Trustees are well informed about curriculum and achievement. Consultation with the community contributes to decision making. Most board members are involved in training to increase their understanding of roles and responsibilities. There is some review around how effectively the board performs its responsibilities.
Trustees receive regular information about student achievement. More frequent reporting of progress data should better monitor the performance of the groups of students included in charter targets. This should assist trustees' evaluation of what makes the biggest difference to students' learning and progress.
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.
All staff have previously been police vetted. However, some police vets have not been renewed as required. To improve practice the board of trustees should revise the current policy and procedure so that it ensures renewal of police vets every three years.
Conclusion
Hawera Primary School is committed to promoting students' wellbeing and inclusion. There are high expectations and aspirations for student success. Classrooms are calm, positive and focused on learning. Strengthening curriculum review and continuing to build teachers’ capacity should ensure improved progress and achievement for all students.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
About the School
Location |
Hawera |
|
Ministry of Education profile number |
2171 |
|
School type |
Contributing (Years 1 to 6) |
|
School roll |
212 |
|
Gender composition |
Male 52%, Female 48% |
|
Ethnic composition |
Pākehā |
53% |
Review team on site |
May 2015 |
|
Date of this report |
7 July 2015 |
|
Most recent ERO report(s) |
Education Review |
August 2012 |