3294 Wharekopae Road , Rere, Gisborne
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.
Rere School is a rural school located west of Gisborne that provides education for children in Years 1 to 8. A new principal was appointed in 2023. The school’s vision is to develop the whole child; enabling personal excellence. Supporting this vision are the values of respect, resilience, confidence, self-management and manaakitanga.
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.
The following findings are to inform the school’s future priorities for improvement.
| The school is working towards achieving equitable learning outcomes for all students. |
| School leadership works collaboratively and strategically with staff and community to set and pursue improvement goals focused on learner outcomes. |
| The school’s curriculum and teaching practices are increasingly responsive to students’ learning needs, interests, and cultural identities. |
| School conditions increasingly align and support successful outcomes for learners. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
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
16 July 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 June 2024, the Rere School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO and the board have identified the following areas of non-compliance during the board assurance process:
The board has addressed the areas of non-compliance.
For further information please contact Rere 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
16 July 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Rere School, catering for children in Years 1 to 8, is a rural school located fifty-three kilometres west of Gisborne. Of the 24 learners enrolled, 8 identify as Māori.
The school’s motto ‘Flying High’ underpins the vision to develop the whole child enabling personal excellence. This is supported by the values of: manaakitanga, respect, confidence, self-management and resilience/determination.
The school’s strategic aims are focused on enabling all students to successfully access The New Zealand Curriculum as evidenced by progress and achievement in literacy and mathematics. To have high performing personnel, and effective engagement and communication with parents and whānau to support children’s success are also school priorities.
The school’s annual student achievement aims for 2018 focused on improving the progress of all learners deemed at risk of not achieving in reading, writing and mathematics.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The principal is long serving. Since the 2016 ERO review, there has been some turnover of staff and board members.
The school is involved a number of clusters of local schools for professional development and learning.
The school strongly focuses on promoting and achieving equitable and excellent outcomes for all students.
School data for 2018 indicates that the majority of students, including Māori, achieved at or above the school’s expectations in reading and writing. Most children achieve at or above expectations in mathematics, although there is a small disparity for Māori.
Children at risk of not achieving are well known by staff, and strategies are in place to address this.
Information for 2018 shows that a small number of students identified in the school’s achievement targets made accelerated progress and are now on track to achieve at expected levels.
Trustees and staff strongly advocate for and support children to be confident, connected and actively involved in their learning. A broad curriculum provides students with a wide range of learning experiences. Opportunities to connect with the local environment and sites of significance promote children’s sense of place and belonging. Positive relationships among staff promote useful collaboration and information sharing. Parents, whānau and the community are actively involved in a range of school activities.
They know children and their strengths, interests and home contexts well.Students are respected as competent leaders of their learning. Children’s voice is regularly and purposefully gathered to inform classroom programmes and processes. The principal and teachers are attentive and respectful to the needs and preferences of learners.
Bicultural practices are valued and evident. Children have purposeful opportunities to explore and experience tikanga Māori in authentic and meaningful contexts.
Children are socially competent and confident. This is deliberately supported by a wide range of opportunities to liaise with local rural and larger schools.
The principal has a clear focus on accelerating the achievement of all learners. Teachers use a range of nationally-referenced and school-developed assessment tools to gather achievement data. Students at risk of not achieving are well known. Sound moderation practice supports teachers to make dependable judgements about students’ achievement in reading, writing and mathematics.
Teachers are highly reflective and improvement focused. Appraisal processes are closely linked to the Standards for the Teaching Profession and make good use of current resources. Newer teachers are supported through appropriate encouragement and challenge to look closely at their practice. Further development of measureable outcomes for children’s success would support teachers to better understand the impact of their teaching practices.
The board actively represents and serves the school and community in its stewardship role. Ongoing professional learning and development is planned to support board growth and development.
The school’s documented curriculum needs further review and development so it better reflects and guides current priorities, initiatives and practice. This should capture the experienced curriculum with its focus on the local community and bicultural nature of Aotearoa, New Zealand. Expectations for effectively responding to Māori learners should be clearly articulated based on a shared vision of success, informed by whānau and iwi aspirations.
The principal is reflective and gathers a good range of information to inform decision making for improvement. Further developing a shared understanding and use of internal evaluation is a key next step. This should better support trustees and staff to know what has the most significant impact on raising achievement, and what is needed to sustain ongoing improvement of equity and excellence.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO‘s overall evaluation judgement of Rere School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Phillip Cowie
Director Review and Improvement Services Central
Central Region
24 April 2019
| Location | Gisborne |
| Ministry of Education profile number | 2664 |
| School type | Full Primary (Years 1 to 8) |
| School roll | 24 |
| Gender composition | Boys 16, Girls 8 |
| Ethnic composition | Māori 8 NZ European/Pākehā 16 |
| Students with Ongoing Resourcing Funding (ORS) | No |
| Provision of Māori medium education | No |
| Review team on site | February 2019 |
| Date of this report | 24 April 2019 |
| Most recent ERO report(s) | Education Review May 2016 Education Review May 2013 Education Review June 2010 |