Ramanui School - 06/08/2019

School Context

Ramanui School, located in Hawera, has students from Years 1 to 6. At the time of this review there were 83 students enrolled, with most identifying as Māori.

The school’s overarching mission and vision is ‘Hikaia te Ahi Matauranga kia mura mo ake tonu atu; To provide the spark that kindles life-long learning; Kia Kaha, Kia Matauranga, Strength and Wisdom’. The school’s strategic plan 2019-2021, articulates the goals of an inclusive school culture, engaged tamariki and whānau, delivering quality teaching and learning and effective leadership and management.

Key aims for 2019 are to:

  • further develop the curriculum in response to student needs and the school community’s aspirations
  • promote students’ wellbeing
  • improve progress and achievement, especially for those learners not achieving at curriculum expectations in reading, writing and mathematics.

Leaders and teachers report to the board, schoolwide information about outcomes for students in

  • reading, writing and numeracy.

The September 2016 ERO report found trustees, leaders and teachers needed to strengthen their capacity and understanding of internal evaluation to know how effectively the curriculum, strategies and initiatives impact positively on students, especially those whose learning and achievement need acceleration. Following the ERO evaluation, school leaders participated in an internal evaluation workshop provided by ERO. They also developed a Raising Achievement Plan to better respond to target students in 2017 and shared this with ERO.

The school is a member of the South Taranaki - Hawera Kāhui Ako.

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?

Outcomes for students are often good but fluctuate and inequity is still apparent. The school’s strategic planning focuses leaders and teachers on improving and consolidating systems and practices that promote children’s wellbeing for learning and improve their academic achievement.

The school’s achievement data at the end of 2018 shows an overall improvement in mathematics, with most students’ achieving at or above expectation. This improvement was significant for Māori children and girls.

Reading achievement has continued to decline since 2016, with just over half of students achieving at or above curriculum expectation at the end of 2018. The disparity between girls and boys achievement has increased, with many boys not achieving at expectation at the end of 2018.

A similar pattern is reflected in writing where girls continue to achieve better than boys.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Achievement data for 2018, showed most of those students identified in the annual targets made progress. However, learning was not accelerated for most. There are processes in place to enable teachers to track and monitor progress of their target students. These systems are not being consistently implemented and dependable information over time is not available.

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?

Students experience a breadth of learning experiences through a culturally responsive curriculum, steeped in Taranakitanga. Hauora underpins teaching and learning practices. The inclusive setting and focus on positive relationships and interactions promote children’s sense of wellbeing and belonging.

Community connections including working in partnership with whānau, iwi and other professionals has improved attendance and participation in learning. School personnel are highly committed to promoting the holistic development of all learners and advocating for families and whānau.

Students identified with additional learning or complex needs are well known to teachers. The school works in partnership with whānau and external agencies to support the development of these students.

Trustees and leaders work collaboratively to enact the vision and values of the school. They identify relevant priorities for ongoing development. Trustees access appropriate training and support to carry out their stewardship role. A restructure of leadership provides greater clarity of responsibilities and expectations to achieve the school’s priorities.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Assessment practices require further development to provide information that can be used to respond well to the learning needs of all students. Rationalising the range of assessment tools to ensure teachers have sufficient information to make dependable judgements about children’s progress in relation to curriculum levels should be undertaken as a first step. Assessment and data analysis must be used more efficiently to improve responsive teaching and learning and moderation and reporting practices. Reporting to the board more regularly about learning and other valued outcomes is a next step.

Systems for building teaching capability require further strengthening to clarify teachers understanding of, and to meet, the school’s expectations for effective practice. More rigorous implementation of assessment, teaching inquiry and appraisal is necessary to realise the school’s priorities.

Strategic planning promotes ongoing improvement. Curriculum developments that promote student agency are in the early stages of implementation. Further developing review and inquiry processes to establish the impact of these curriculum initiatives for all, and especially for targeted learners, is needed to strengthen evaluation practice.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Ramanui School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • curriculum provision for students that is culturally responsive
  • a learning environment that is inclusive
  • advocacy and strategies that support students with complex needs.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • improving assessment practice to strengthen teaching, learning, moderation and reporting
  • appraisal, inquiry and internal evaluation practice to determine how well teaching and curriculum initiatives contribute to achieving equity and excellence for learners.

Phillip Cowie

Director Review and Improvement Services

Central Region

6 August 2019

About the school

Location

Hawera

Ministry of Education profile number

2226

School type

Contributing (Years 1 to 6)

School roll

83

Gender composition

Female 44, Male 39

Ethnic composition

Māori 67
NZ European/Pākehā 14
Other ethnic groups 2

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

June 2019

Date of this report

6 August 2019

Most recent ERO report(s)

Education Review September 2016
Education Review October 2013
Education Review September 2010