910 Gordon Road , Raureka, Hastings
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Raureka 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
Raureka School is located in Hastings and provides education for students in Years 1 to 6. A new principal was appointed in term 4, 2023 and deputy principal in 2024. The school’s vision and values are that ‘all learners will be connected, confident, curious and strive for personal excellence’.
The school hosts a unit for Kowhai Specialist School on the school site.
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.
Part A: Previous Improvement Goals
Since the ERO report of March 2022 the school and ERO have worked together to evaluate the extent professional learning and development in literacy enabled teachers to provide a needs-based writing programme to enhance student engagement and accelerate achievement.
Expected Improvements and Findings
The school expected to see:
Consistent responsive teaching practice and enhanced progress and achievement ensuring equitable literacy outcomes for all.
- Writing data shows a positive shift in achievement for Māori and Pacific learners; learners are increasingly engaged, wanting to write and show enjoyment in writing.
- Teacher confidence and engagement in the teaching of writing has been strengthened by embedding a consistent approach across the school.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable. |
- The majority of students achieve at or above curriculum expectations in reading, writing and mathematics; improving equity for groups of students, including boys, Māori and Pacific learners remains a priority.
- School data shows by the end of Year 6, most students achieve curriculum expectations in reading and a large majority in writing and mathematics.
- Learners benefit from a school culture that promotes the school values and supports their wellbeing.
- The school is close to meeting the Ministry of Education targets for regular attendance; leaders implement a range of strategies to support improved attendance.
Conditions to support learner success
Collaborative leadership set an appropriate number of evidence-based improvement goals. |
- Feedback from students, whānau, parents and staff inform strategic priorities; these are focused on improving learner outcomes.
- Leaders plan purposeful actions to progress improvement goals that are well understood, closely monitored and regularly reported.
- Leadership opportunities enable teachers to build their capability and use their strengths across the school so all students can engage school activities that broaden their learning experiences.
Teaching is increasingly intentional and responsive to the different needs of learners. |
- Learners benefit from orderly environments in which to learn; teachers actively support them to engage and apply new learning.
- Established expectations for high quality teaching and curriculum delivery are shared and are increasingly enacted consistently across the school.
- Assessment practices focus on gathering timely student progress and achievement information to inform teaching and learning and make resourcing decisions.
Well established, organisational systems and processes support ongoing improvement. |
- The school provides parents and whānau a wide range of opportunities to be actively involved in their children’s learning.
- Students with additional learning needs are identified and well supported by schoolwide systems, and external agencies to engage in learning and make progress.
- Professional learning opportunities, the monitoring of planned changes in teaching and learning approaches and to strategic priorities are well aligned to improving student outcomes.
- The board represents and works well with the school community to develop the school’s vision and strategic direction, so community aspirations for student outcomes are valued.
Part C: Where to next?
ERO and the school agree the next steps for the school are to:
- review schoolwide systems, processes, and practices to ensure they reflect the current direction of the school under the new leadership team
- strengthen te reo Māori and tikanga Māori across the school and in everyday classroom practices, giving greater effect to Te Tiriti o Waitangi
- continue to embed and evaluate schoolwide structured literacy programmes to continue to respond to students’ identified strengths and needs to improve outcomes
- continue to focus on improving attendance rates for all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- undertake a review of schoolwide systems, processes, and practices to inform strategic planning
- clearly identify target students to closely monitor their progress and achievement and inform regular reporting
- prioritise professional learning and development in structured literacy for teachers of students in years 4 to 6.
Every six months:
- monitor and report progress of target learners, and schoolwide progress and achievement including those students who have an individual education plan
- review the integration of te reo and tikanga Māori in classroom programmes so that teaching te reo and tikanga are embedded, teachers' capability is developing, and learners are engaged.
Annually:
- gather and analyse assessment data to inform next steps for learning and evaluate the effectiveness of teaching programmes
- evaluate the outcome of actions taken to progress the school's strategic direction; what has been successful and what needs further development for continued improvement
- evaluate the effectiveness of the implemented strategies to improve attendance.
Actions taken against these next steps are expected to result in:
- well aligned systems, processes and practices that support improvement priorities moving forward with particular focus on priority learners
- embedding the use of te reo Māori and tikanga Māori for all staff and students
- improved achievement in literacy; continuity of structured literacy approaches across the school and increased capability of staff to teach literacy
- improved attendance outcomes.
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
22 October 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
Raureka School
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of August 2024, the Raureka 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 Raureka 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
22 October 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
Raureka School
Te Ara Huarau | School Profile Report
Background
This Profile Report was written within 15 months of the Education Review Office and Raureka 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
Context
Raureka School is in the Hastings suburb of Raureka and caters for students in Years 1 to 6. The school’s vision: confident, connected, curious children who strive for personal excellence and values of respect/whakaute, responsibility/haepapa, relationships/whanaungatanga and resilience/pakari guide all aspects of the curriculum.
Raureka School’s strategic priorities for improving outcomes for learners are:
-
to be culturally responsive to ensure all students needs are met
-
for students to be actively engaged in all aspects of their learning
-
to continue to develop a collaborative curriculum.
You can find a copy of the school’s strategic and annual plan on Raureka School’s website.
ERO and the school are working together to evaluate the extent to which literacy professional learning and development is enabling teachers to provide a needs-based writing programme to enhance student engagement, and accelerate achievement, particularly for identified target students.
The rationale for selecting this evaluation is:
-
achievement data at the end of 2020 identified disparity for boys in writing, particularly Māori and Pacific learners
-
the school identified the need to strengthen the writing programme to be more responsive to the needs of students, particularly priority learners.
The school expects to see consistent responsive teaching practice and enhanced progress and achievement ensuring equitable literacy outcomes for all.
Strengths
The school can draw from the following strengths to support its goal to enhance writing outcomes for all learners, particularly Māori and Pacific:
-
a well-established needs analysis process that monitors learners progress and achievement outcomes
-
use of achievement information to inform professional learning and development decisions
-
a collaborative learning culture that supports teachers to monitor shifts in practice as a result of new learning
-
Māori and Pacific learners’ perception of themselves as learners is being enhanced through increased access and engagement in culturally responsive programmes.
Where to next?
Moving forward, the school will prioritise:
-
using insights from evaluation to strengthen the responsiveness of the writing programme to meet the individual needs of all students, particularly Māori and Pacific
-
embed a research informed literacy approach in Years 0 to 2
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implementation and consolidation of teaching practices that are responsive to individual learners needs
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strengthening meaningful, educationally significant connections, communication, and relationships with Māori whānau, hapū and iwi.
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
23 November 2022
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
Raureka School
Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024
As of December 2021, the Raureka School Board of Trustees 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 Raureka School Board of Trustees.
The next Board of Trustees assurance that it is meeting regulatory and legislative requirements is due in December 2024.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
18 February 2022
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
Raureka School - 27/06/2018
School Context
Raureka School, located in Hastings, has children in Years 1 to 6. Of the 322 children enrolled, 36% identify as Māori and 11% as of Pacific heritage.
The four key values of respect, responsibility, resilience and relationships are prominently displayed around the school and are integrated into class programmes. The school’s vision is to develop: confident, connected, curious children who strive for personal excellence.
Current charter goals include improving outcomes for identified groups of students and increasing the numbers of learners achieving at and above curriculum expectations in literacy and mathematics.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in reading, writing and mathematicsthat includes the progress of groups of learners.
Professional learning and development (PLD) for teachers in 2018, includes a Kāhui Ako wide focus on culturally responsive relationships through Poutama Pounamu. PLD is continuing in leadership, wellbeing, health and physical education.
The school is a member of the Ngā Hau e Whā Kāhui Ako|Community of Learning.
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?
School achievement information shows that the majority of students, including Māori, achieve at or above curriculum expectations for literacy and mathematics. The majority of Pacific students are new to the country and qualify for additional language learning support. The school has a focus on reducing disparity for these learners.
The school’s analysis of student achievement information shows improved outcomes for students who continue in the school for more than two years.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school is continuing to develop its effectiveness in responding to students whose learning needs acceleration. There is evidence to show that some students have made accelerated progress in mathematics and reading.
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?
Since the June 2015 ERO report, teachers have increased their focus on identifying and responding to students’ specific learning needs and closely monitoring their progress. Instructional organisation, task design, modelling and grouping practices promote active learning. Processes around monitoring and tracking of target students are well developed. There is a clear focus on identifying priority learners, knowing their strengths and their needs and staff identifying specific teaching strategies to support progress. Teachers work cooperatively to plan for needs.Regular review of students’ progress and achievement is well monitored and aligned to the appraisal process.
Staff, community and students have refreshed the school’s vision and values. These are well known and embedded across the school. Students and staff have a shared understanding of the values that underpin teaching and learning. Deliberate teaching strategies are strengthening understanding of the key competencies that link to the values.
Inclusive systems are responsive to students with additional needs. Collaborative relationships with parents, whānau and external agencies, along with individual planning and appropriate use of resourcing, promote students’ engagement in learning. They learn alongside their peers.
Trustees attend PLD to better understand their stewardship role. The board places importance on partnerships with the wider community. Together with another school, they are working with local agencies to develop a hub that provides multiple services to support wellbeing.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Understanding of evaluation is developing through teachers’ inquiry of the effectiveness of their teaching. It is now timely for leaders, teachers and trustees to develop a shared understanding of internal evaluation to know the impact of school processes and practices on outcomes for students.
School systems for analysing data need refinement to clearly show where disparity exists and to enable specific targets to be set.
There are useful curriculum statements and guidelines for literacy and mathematics. Further work is needed to align the Raureka School Curriculum with The New Zealand Curriculum and to extend guiding information across all the essential learning areas.
The strategic focus on cultural responsiveness and Māori learners through schoolwide PLD should further impact positively on student outcomes. Teachers’ professional learning opportunities challenge their beliefs and provide opportunities to learn and apply new knowledge and process it with others.
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:
- values that underpin all aspects of school operation
- systems and processes that identify and respond to the needs of priority learners
- an inclusive school culture that supports students’ learning and wellbeing.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- refreshing the curriculum to reflect the richness and breadth of The New Zealand Curriculum and to reflect local priorities
- increasing shared understanding of internal evaluation processes and practices at all levels of the school to know what is working and what is not to inform future decision making. [ERO will provide an internal evaluation workshop for trustees and senior leaders]
ERO’s next external evaluation process and timing
ERO is likely to carry out the next external evaluation in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
27 June 2018
About the school
Location |
Hastings |
Ministry of Education profile number |
2662 |
School type |
Contributing (Years 1 to 6) |
School roll |
322 |
Gender composition |
Female 52%, Male 48% |
Ethnic composition |
Māori 36% Pākehā 42% Pacific 11% Indian 5% O ther ethnic groups 6% |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
No |
Review team on site |
June 2018 |
Date of this report |
27 June 2018 |
Most recent ERO report(s) |
Education Review June 2015 |