Koraunui 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

Koraunui School, located in the Lower Hutt suburb of Stokes Valley, provides education to students in 
Years 1 to 6 in both English and Māori medium (Level 2 rumaki classes). School values are to be Kind/Manaakitanga, Own/Rangatiratanga, Respect/Whakaute, Aspire/Wawata and Unite/Whanaungatanga (Korau values).

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 previous ERO report of February 2024, ERO and the school have worked together to evaluate the impact of new teaching practices on student achievement and engagement, especially in the areas of reading and mathematics.

Expected Improvements and Findings 

The school expected to see:

Improved teacher practice in delivering highly effective strategies in reading and mathematics to better enable students to engage in their learning.

• Leaders have developed and implemented a consistent, well-considered approach to the teaching of reading and mathematics.
• Clear guidance and expectations are in place for the teaching of reading and mathematics that ensure students experience consistent practices across the school.

Refine the school’s unique local curriculum to increase student engagement and opportunities for success.

• Some progress is evident in developing a curriculum; the development of a localised histories curriculum with increased cultural content is in the beginning stages.

Increased achievement and students positively engaged in reading and mathematics learning.

• Whole school data shows a small increase in achievement in reading and mathematics with more significant increases in writing.
• The progress of targeted students is individually tracked and shows improvement over time.
• Leaders and teachers have developed and are refining school wide systems for the in-depth analysis of data to know more accurately how well groups of students progress and achieve over time.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

• A small majority of learners achieve at expected curriculum levels in reading and mathematics; less than half achieve in writing.
• Disparity in achievement of Māori students in reading, writing and mathematics is beginning to be addressed by the school.
• The school is not yet meeting the Government’s target for regular attendance.

Conditions to support learner success

• Leadership take deliberate actions to provide learners with a learning environment that is inclusive, values their differences and promotes their wellbeing for learning.
• Leaders work closely with parents to know the needs of individual learners with additional learning needs and provide support where needed.
• Leaders collaboratively identify, implement and review strategic goals based on current data and student needs; they increasingly seek to gather input from whānau, community and iwi for strategic direction and engagement in student learning.

• Teachers provide students with relevant, structured learning activities that support their learning; staff have been involved in regular professional development in structured literacy and mathematics.
• Students have positive, supportive relationships with staff that encourage their learning and growing independence.
• Aspects of te reo Māori, te ao Māori and tikanga Māori are increasingly woven through the curriculum and are beginning to support Māori learners.

• School values are well known and underpin positive interactions between students and with teachers.
• School leaders and staff regularly review strategies for positive behaviour that build on students’ sense of belonging and recognise the needs of Māori learners.
• Staff professional learning and development aligns well with the school’s strategic priorities; a key next step is the strengthening teachers inquiring into their practice to examine the impact on student progress and achievement.
• The board and senior leaders make Informed and considered decision making that drives school wide operation.

Rumaki/Bilingual Outcomes and Condition to Support Learner Success

Koraunui School is situated in the Lower Hutt suburb of Stokes Valley. Te Puāwaitanga o Te Kākano currently receives Māori language resource funding for 62 students at level 2 from Years 1-6. Te Puāwaitanga o Te Kākano have 4 classes, 4 kaiako and 6 kaiāwhina. The New Zealand Curriculum (NZC) informs teaching and learning.

Learner success and wellbeing

• Mid-year achievement data for 2024 shows that a small majority of ākonga are not achieving expected curriculum levels for mathematics, with a large majority not achieving in reading and almost all ākonga are not achieving in writing.
• Ākonga are developing leadership skills and qualities by embracing tuakana, teina relationships.
• Less than half of the ākonga in Te Puāwaitanga o Te Kākano attend school on a regular basis, well below the Ministry of Education attendance target. The school has clear processes in place to address poor attendance.

Conditions to support learner success

• Challenges in retaining and recruiting fluent te reo Māori-speaking teachers is impacting the modelling and quality of instructional te reo Māori.
• Te Puāwaitanga o Te Kākano is well-resourced to support the educational, physical, and emotional needs of their ākonga, fostering a collaborative environment that builds trust among ākonga, whānau, and kaiako.
• The school is in the process of developing a plan to address the needs of ākonga and whānau pursuing a Māori medium pathway.

Part C: Where to next?

The agreed next steps for the school are to:

• strengthen assessment practices, to provide stronger analysis of evidence to understand the impact of teaching on increasing progress and achievement, particularly for Māori learners
• strengthen the teacher inquiry framework, to support ongoing staff professional understanding of high-quality teaching, learning and assessment practices
• further develop partnerships with whānau and the wider community, including local hapū and iwi, using their skills and knowledge to enhance student learning
• evaluate the effectiveness of attendance strategies and target initiatives to improve student engagement in learning
• identify strategic priorities alongside whānau to reflect the aspirations of whānau and ākonga of Te Puāwaitanga o Te Kākano.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within 3 Months:

• embed key goals and objectives into strategic and annual kura plans

Within six months:

• review attendance strategies for consistency of implementation and effectiveness
• develop and implement a teacher inquiry framework that supports professional growth with a focus on reflective practice, developing teacher capability and planning for successful student outcomes
• review and refine the school’s assessment schedule and provide professional development for teachers, so that they continue to effectively use progress and achievement information to inform planning
• undertake a short-term review of progress towards the identified key goals and objectives and the impact of these on the progress and achievement of ākonga

Every six months:

• review the implementation of the teacher inquiry framework and extent of staff professional growth across the school
• monitor and evaluate how effectively the school provides opportunities for whānau engagement in learning
• closely monitor the effectiveness of initiatives to improve the attendance of all students and adjust as needed

Annually:

• review the impact of professional development and teaching and learning programmes on achievement outcomes to inform ongoing strategic direction
• gather and review student, whānau, hapū and iwi voice on the success of partnerships with the school to assist with strengthening responsive practices to further engage learners with the local curriculum
• analyse and report to the board attendance patterns and trends to inform the ongoing planning for improving the regular attendance of students
• undertake a comprehensive review of the annual goals and priorities for Te Puāwaitanga o Te Kākano and the impact of these on ākonga success and achievement.

Actions taken against these next steps are expected to result in:

• increased achievement outcomes for all learners in reading, writing and mathematics and reduced disparity for Māori students
• teachers confident in using student achievement information to inquire into their practice, improving learner outcomes
• schoolwide processes and systems that support professional growth focusing on reflective practice, collaboration and planning for successful student outcomes
• improved and sustained levels of engagement between the school and its community, including hapū and iwi, that contribute to the depth and breadth of teaching and learning programmes
• improved regular attendance of all school students
• Improved ākonga outcomes in Te Puāwaitanga o Te Kākano and strengthened reflective and adaptive teaching practices.

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

Sharon Kelly
Acting Director of Schools

19 March 2025

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

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of October 2024, the Koraunui 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

Actions for Compliance

The board has identified the following areas of non-compliance during the board assurance process:

• provision of a copy of the authorisation for physical restraint to authorised staff members, and
• making available the names and positions of any authorised staff members to the community.

The Physical Restraint Rules and Guidelines February 2023 (Ministry of Education), Section 100 – part of rules 5 and 6.

The board has since addressed the areas of non-compliance identified.

Further Information

For further information please contact Koraunui 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.

Sharon Kelly
Acting Director of Schools

19 March 2025

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