181 Roxburgh Street , Heriot, Tapanui
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.
Heriot School is a contributing primary school catering for students in Years 1 to 6. It is located in the heart of rural West Otago. Its vision is ‘Nurturing the Heart of the Community’ and its values are ‘Honesty, Excellence and Respect’.
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 in October 2022, ERO and the school have worked together to evaluate the development of a vision and values that contribute to equity and excellence in student outcomes.
The school expected to see:
Students, staff and the community taking ownership and responsibility for increased learning progress.
A stronger local curriculum for improving outcomes for all learners.
The greatest shift that occurred in response to the school’s action was a strengthening of school and community partnerships leading to more successful outcomes for all learners.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes for most learners are increasingly equitable and excellent. |
| School leadership works collaboratively and strategically to effectively improve and sustain learners’ progress and achievement. |
| Teachers use responsive strategies that provide learners with purposeful and innovative learning opportunities. |
| The school has well-aligned systems, structures and practices to bring about success over time. |
The agreed next steps for the school are to:
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
6 December 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 July 2024, the Heriot School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Heriot 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
6 December 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 12 months of the Education Review Office and Heriot 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
Heriot School is a contributing primary school catering for students in years 1- 6. It is located in the heart of rural West Otago. The school is experiencing significant roll growth and an enrolment scheme is being put in place.
Heriot School’s strategic priorities for improving outcomes for learners are:
that all Heriot School’s ākonga/students will be supported to achieve their highest levels of learning progress and potential achievement and that targeted learner’s progress will be accelerated
for students, staff, and community to develop a vision and values that contributes to equity and excellence in student outcomes.
You can find a copy of the school’s strategic and annual plan at Heriot School’s office.
ERO and the school are working together to evaluate the development of a vision and values that contribute to equity and excellence in student outcomes.
The rationale for selecting this evaluation is that a recent change in demographics and a sense of lessening social responsibility means it has been increasingly difficult to sustain the current collective values. Therefore, it is more important to work harder to nurture values that are significant for the here and now.
The school expects to see students, staff and the community taking greater ownership and responsibility for increased learning progress, a stronger local curriculum and for improving outcomes for all learners.
The school can draw from the following strengths to support the school in its goal to develop a vision and values that contributes to equity and excellence in student outcomes:
tuakana teina relationships, in the school and amongst the community, that nurture mutual respect and understanding
staff that have strong relationships with whānau/families and individual learners which promotes identification of specific needs
a collective aspiration for the school ‘to do better’ and continually improve.
Moving forward, the school will prioritise:
a vision and values that is truly reflective of the current school community
a strengthening and enhancement of the school’s localised curriculum.
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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
26 October 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Heriot School has a roll of 43 children. This includes five Māori children.
Since the last ERO review in February 2014, the board membership has changed. The board chair was newly appointed in 2017.
The school has made significant progress towards addressing the areas for improvement. There has been very good use made of external facilitators to support leadership and curriculum development. Over the past three years most children have achieved at or above the National Standards in reading, writing and mathematics.
The school is achieving equitable outcomes for all children well. The school is effectively responding to all children whose learning and achievement need acceleration.
There are many useful systems and practices in place that are effective in supporting the progress and achievement of all children. The school is improvement focused and has very good internal evaluation for identifying areas for further development or refinement.
At the time of this review children were experiencing authentic contexts for learning that followed their interests and involved them in taking responsibility for their own learning and identifying their next steps.
Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
ERO is likely to carry out the next review in three years.
The school is effectively responding to all children whose learning and achievement need acceleration. All children who are at risk with their learning are very well supported and most make accelerated progress.
Most children have achieved at or above the National Standards in reading and writing over the past three years. Achievement levels are slightly lower in mathematics. Although leaders and teachers can show how children have achieved over time, this data has not been analysed to evaluate if children have made sufficient progress.
The key valued priorities in relation to the vision and values are strongly enacted by the students and adults in the school.
The school has very good processes and practices to enable leaders and teachers to make reliable and consistent judgements across the school in relation to the National Standards.
The school has many systems and practices in place that are effective in enabling achievement progress towards equity and excellence. The children have sufficient and equitable opportunities to learn.
Children experience a broad and integrated curriculum with a strong focus on mathematics and literacy.
The ongoing focus leaders, teachers and trustees have on lifting achievement levels is well supported by the clear alignment between all key plans and systems. Staff and trustees take part in useful and purposeful professional learning.
School priorities and targets link through to classroom programmes and to teachers’ appraisal goals. The principal’s and trustees’ close scrutiny of achievement data provides a solid base for decision making and planning.
The principal has a deep commitment to equity and excellence across the school. Key points of his leadership in action are his:
Teachers are well supported through explicit guidelines, a robust appraisal process and useful feedback from the principal regarding their planning and programmes. The principal and teachers work collaboratively to share information and discuss teaching approaches to best meet the needs of individual children.
Teachers use a range of effective communication strategies to work with parents to constructively support their children’s learning at home. Home learning is carefully planned to link with learning in the classroom. Teachers value the feedback from parents on what is and is not working for their children. This helps to inform their ongoing classroom planning.
The school is improvement focused and has very good evaluation systems for identifying areas for further development or refinement.
Leaders and teachers are not analysing data to show the rates of individual progress over time. Improved analysis of progress would better inform teachers, parents, children and trustees about the impact of their work.
The school is not using school-wide achievement and progress data to identify aspects of learning areas that require particular attention. Identification of aspects of learning that need development would better inform teachers where their teaching focus needs to be directed.
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:
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.
Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
The agreed next step is for leaders and teachers to deepen their analysis of achievement data.
ERO is likely to carry out the next review in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
21 April 2017
|
Location |
West Otago |
|
Ministry of Education profile number |
3749 |
|
School type |
Contributing (Years 1 – 6) |
|
School roll |
43 |
|
Gender composition |
Male: 14 Female: 29 |
|
Ethnic composition |
Māori 5 Pākehā 37 Tongan 1 |
|
Provision of Māori medium education |
No |
|
Review team on site |
February 2017 |
|
Date of this report |
21 April 2017 |
|
Most recent ERO report(s) |
Education Review February 2014 Education Review February 2011 Supplementary Review June 2008 |