3 Arawhena Street , Te Araroa
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.
Te Waha O Rerekohu Area School is located in Te Araroa, East Cape and provides education for learners in Years 1 to 13. The school’s vision is for the students to feel inspired, feel the strength of their heritage and to believe in themselves. A new principal was appointed in 2023.
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.
| For learners in Years 1 to 8, outcomes are increasingly equitable and excellent; achievement outcomes for those in Years 9 to 13 require improvement. |
| Leaders are taking steps to foster a professional culture focused on improving teaching and learner outcomes. |
| The school is taking steps to provide a responsive curriculum and high-quality teaching practices. |
| Organisational conditions including leadership, practices, systems and processes are being established to drive schoolwide improvement. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
Within six months:
Annually:
Actions taken against these next steps are expected to result in:
ERO recommends that the Ministry of Education consider tailored support in order to bring about the following improvements in the secondary school:
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
10 September 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 April 2024, the Te Waha o Rerekohu Area School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Te Waha o Rerekohu Area 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
10 September 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Te Waha o Rerekohu Area School is located in the rural township of Te Araroa on the east coast beneath Te Maunga o Whetumatarau. At the time of this ERO review there were 103 students enrolled from Years 1 to 13. Almost all students are Māori and whakapapa to Hinerupe and Tuwhakairiora and te iwi o Ngāti Porou.
The school’s whakataukī is ‘Whakapono kia koe – Believe in yourself’. The school has developed ‘The Rerekohu Way’ that has set clear expectations for behaviour and learning.
Since the previous ERO report in 2016, a new principal and deputy principal have been appointed. The long serving board chair is knowledgeable and continues in his role as do the majority of trustees. There have been new appointments to the teaching and support staff. The roll has increased over the last three years.
The school has a rūmaki reo immersion unit with students in Years 1 to 8. Te reo instruction is also available for National Certificate of Educational Achievement (NCEA) Levels 1, 2 and 3.
Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:
Teachers have participated in a range of professional learning and development (PLD) programmes including teaching as inquiry, numeracy and literacy strategies and effective use of digital technology.
The school is working towards achieving equity and excellence for all its students
The school can show in 2018 in Years 1 to 8 most of the students were achieving at the expected curriculum levels in reading and the majority in writing and mathematics. Boys were significantly outperforming girls in reading. Though there is disparity between girls and boys in writing and mathematics the gap has been decreasing over time.
The school can show that the majority of students in the rūmaki reo immersion unit are achieving at the expected levels in panui, tuhituhi, pāngarau and taha korero.
Achievement at Years 9 and 10 shows half the students are achieving in reading and writing and less than half in mathematics and this pattern has been relatively consistent over the last two years.
2018 NCEA data confirmed by NZQA shows almost all students are achieving Level 1, the majority are achieving Level 2 and all that stay for Year 13 are achieving Level 3 and University Entrance. Few students are endorsed with merit.
Over the last three years there has been no consistent pattern of disparity.
The school can show some effective acceleration for at-risk learners in reading, writing and mathematics. Leaders collated and analysed acceleration data for 2018 while ERO was onsite.
Leaders are still developing systems to monitor the extent, pace and sufficiency of progress to determine if students at-risk of underachieving are on track to achieve accelerated progress. Some teachers can show acceleration for individual students, but this is not inclusive of all students who require it.
Cohort tracking over a four-year period also shows that almost all the students who were at risk of underachieving in Year 9 and stayed until Year 12 and 13, made accelerated progress to achieve the National Certificate of Educational Achievement Level 2 or above.
Leaders and teachers build relational trust and effective collaboration across the school community to provide an environment conducive to learning. The school has developed, through whānau consultation, a contextual, localised curriculum that strengthens students’ knowledge and understanding of their language, culture and identity. There is a strategic and sequential approach to incorporating te reo me ōna tikanga o Tuwhakairiora specifically and Ngāti Porou. The school proactively identifies and draws on community resources to enhance learning opportunities, achievement and wellbeing for students.
The school actively promotes a culture of care for students and this fosters a strong sense of belonging and inclusion. Trustees generously fund a range of initiatives that provide equitable opportunities to learn for all students and respond to community aspirations. Leaders and teachers set high expectations for all learners through the ABC point system that supports students to build a sense of pride ‘in our place’. The school has a range of intervention and support programmes for students achieving below expected curriculum levels. There is an effective system for tracking and monitoring the progress and achievement of at-risk learners who are participating in NCEA. Most teachers have fully engaged with professional learning opportunities to grow their collective capacity in the teaching of mathematics, writing and te reo Māori. There are positive, respectful relationships at the school amongst leaders, teachers, students and their parents and this promotes a calm, settled environment for learning.
In-school processes and practices need to be further refined to achieve equitable and excellent outcomes for all learners.
An urgent priority for senior leaders is to develop specific, measurable targets for the acceleration of at-risk learners and build a school wide understanding of internal evaluation. This is required to:
Clarify roles, responsibilities and expectations for leadership and develop a more coherent and integrated way to make and sustain improvements overtime to lift school performance.
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 Te Waha o Rerekohu Area School performance in achieving valued outcomes for its students is: Developing.
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:
ERO identified non-compliance in relation to the 2108 annual appraisal of the principal against the professional standards for principals.
In order to address this, the board of trustees must:
To improve current practice, the board of trustees should:
Phillip Cowie
Director Review and Improvement Services Central
Central Region
2 May 2019
| Location | Te Araroa |
| Ministry of Education profile number | 550 |
| School type | Composite (Years 1 to 13) |
| School roll | 103 |
| Gender composition | Boys 53% Girls 47% |
| Ethnic composition | Māori 99% Pākehā 1% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | Yes |
| Number of Māori medium classes | 1 |
| Total number of students in Māori medium (MME) | 8 |
| Total number of students in Māori language in English medium (MLE) | 10 |
| Number of students in Level 1 MME | 8 |
| Number of students in Level 2 MME | 10 |
| Review team on site | March 2019 |
| Date of this report | 2 May 2019 |
| Most recent ERO report(s) | Education Review June 2015 Education Review May 2013 Education Review June 2010 |