46 Long Range Road , Waipawa
View on mapTēnā 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.
Omakere School, a rural school located in Central Hawkes Bay, provides education for students in Years 1 to 8. The school’s vision Growing Empowered Learners is underpinned by the values of manaakitanga, whanaungatanga, and hauora, and supported by focus on environmental awareness.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Since the previous ERO report of March 2022, the school has focused on evaluating how effective teaching practices are consistent with culturally responsive and relational practices to improve outcomes for priority learners
The school expected to see:
Effective culturally responsive practices that engages and promotes student learning and a sense of belonging.
Acceleration of progress and achievement of all priority learners particularly Māori.
Strengthened student wellbeing, agency and leadership.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes are increasingly equitable for most learners. |
| Well established leadership practices support ongoing improvement in teaching and learning. |
| Teaching is intentional and responsive to the many different needs of learners. |
| Systematic and well aligned school conditions support a carefully planned approach to school improvement. |
The agreed next steps for the school are to continue:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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
23 October 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of August 2024, the Omakere School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Omakere 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
23 October 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 18 months of the Education Review Office and Omakere School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Omakere is a small rural school located in Central Hawkes Bay and provides education for student in years 1 to 8. The school is involved in the Te Angi Angi Community of Learning | Kāhui Ako and works as part of a local cluster.
Omakere School’s strategic priorities for improving outcomes for learners are:
developing a localised curriculum that is responsive to the needs of all learners
to accelerate the progress and achievement of all priority learners
to strengthen internal evaluation capability for ongoing improvement.
You can a find a copy of the school’s strategic and annual plan on Omakere School’s website.
ERO and the school are working together to evaluate how effectively teaching practices are consistent with culturally responsive and relational pedagogies to improve outcomes for priority learners.
The rationale for selecting this evaluation is:
achievement data at the end of 2020 identified that a group of priority learners achieved below their expected achievement levels in literacy and mathematics.
The school expects to see:
effective culturally responsive pedagogy that engages and promotes student learning and a sense of belonging
acceleration of progress and achievement of all priority learners particularly Māori
strengthened wellbeing and self-efficacy through student agency and leadership.
The school can draw from the following strengths to support its goal to improve learning and wellbeing outcomes for priority learners:
a well-established plan that clarifies actions and provides indicators of success
well established systems and processes to track and monitor the progress of priority learners
professional development that strengthens teaching capability with an equity focus.
Moving forward, the school will prioritise:
strengthening culturally responsive teaching strategies and practices to create greater equity in student achievement outcomes
use evaluation, inquiry and knowledge building approaches to know the impact of actions taken to support continuous improvement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
30 January 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of March 2022, the Omakere School, School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Omakere 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
30 January 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Omakere School is an inclusive and positive environment for students. Involvement of families, whānau and the wider community is valued. Areas for development identified in the 2016 ERO report have been purposefully addressed. The school is well placed to sustain improvements and continue to further develop practice to address their identified priorities.
ERO is likely to carry out the next review in three years.
Omakere School is situated in Central Hawkes Bay, east of Waipawa. The school has experienced significant roll growth since 2016. There are 52 students currently enrolled in Years 1 to 8, of whom 21 are Māori.
The school appointed a new principal at the beginning of 2016. All teachers are new to the school and there have been significant personnel changes to the board of trustees.
The school has taken a well-planned approach in addressing the areas identified for development in the March 2016, ERO report. An action plan was developed in conjunction with the Ministry of Education. The principal and board regularly monitored improvements toward their identified goals.
The school is involved in the Te Angi Angi Community of Learning|Kāhui Ako and works as part of a local schools cluster.
The March 2016, ERO report recommended that trustees, the principal and teachers:
The school has strengthened the use of assessment information to better identify, track and report student progress and achievement. Individual education plans are suitably developed for students identified with additional or complex learning needs. These specify relevant learning goals in collaboration with families and external agency involvement.
The teaching as inquiry process has a suitable emphasis on target students. This assists teachers to focus on individual student needs and better understand the impact of strategies used to accelerate student achievement. As next steps, the school should:
Further planned changes should support the school to better align evaluation of identified actions and agreed strategies to students requiring their achievement to be accelerated.
Expectations for moderation of achievement information in relation to the National Standards are clearly outlined. An appropriate range of assessment tools is used to encompass the scope of student learning and achievement. Implementation of the Progress and Consistency Tool (PaCT) in writing has improved the reliability of National Standards' reporting. Continuing to seek further opportunities to moderate externally with other schools, especially in reading and mathematics, should further strengthen moderation practice.
Written reporting to parents has been reviewed and improved. Shared information is useful, relevant and timely. Digital portfolios are being introduced to extend students’ ability to highlight their curriculum involvement and share their achievements with their parents and whānau.
The vision and valued outcomes of the school community have been suitably included in development of the localised curriculum. Curriculum statements in reading, writing, mathematics and science are comprehensive, providing clear expectations for teaching and learning. A broad range of experiences promotes positive student engagement in learning.
The school has strengthened the inclusion of te ao Māori in the curriculum. Ongoing development shows careful consideration clearly linked to the aspirations gathered from Māori whānau. The introduction of a te reo Māori programme and the inclusion of students in local Ngati Whai celebrations reflect and value Māori learners' culture, language and identity. Further planned developments to establish a learner profile with Māori whānau and increase the use of culturally relevant contexts across the curriculum are purposeful next steps.
Trustees show strong commitment to the provision of effective and sustainable governance practice. Development of an annual work plan ensures policy review to meet legislative requirements. Improved reporting of achievement information supports trustees' ability to target resourcing aligned to the needs of students. Strategic and annual planning reflects the school priorities. Community involvement is valued, with relevant opportunities for them to share their views and actively engage at school.
Improved systems and processes are in place, supporting the school to be better placed to sustain and continue to improve its performance. Strengthened assessment practice is ensuring a deliberate focus on those learners whose achievement needs accelerating. Improved articulation and documentation of the school curriculum promotes a collective understanding of agreed practice by staff and ensures students experience a wide range of experiences.
Continuing to develop internal evaluation should ensure staff and trustees can determine how well changed practice meets their identified priorities.
Trustees and the principal agree to develop more targeted planning to accelerate progress for learners. They should discuss progress with ERO.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Omakere School is an inclusive and positive environment for students. Involvement of families, whānau and the wider community is valued. Areas for development identified in the 2016 ERO report have been purposefully addressed. The school is well placed to sustain improvements and continue to further develop practice to address their identified priorities.
ERO is likely to carry out the next review in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
1 December 2017
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Location |
Waipawa, Hawkes Bay |
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Ministry of Education profile number |
2627 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
52 |
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Gender composition |
Male 32, Female 20 |
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Ethnic composition |
Māori |
21 |
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Review team on site |
September 2017 |
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Date of this report |
1 December 2017 |
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Most recent ERO report(s) |
Education Review |
March 2016 |