Education REVIEW REPORT:
OROMAHOE SCHOOL

MAY 2009

1............ = About the School

2............ = The Education Review Office (ERO) = Evaluation

3............ = The Focus of the Review

4............ = Areas of National Interest

5............ = Board Assurance on Compliance Areas

6............ = Recommendations

7............ = Future Action

&nb= sp; =20 Community=20 Page

Disclaimer

Individual ERO = school and=20 early childhood centre reports are public information and may be = copied or=20 sent electronically. However, the Education Review Office = can=20 guarantee only the authenticity of original documents which have = been=20 obtained in hard copy directly from either the local ERO office or = ERO=20 Corporate Office in Wellington. Please consult your = telephone book,=20 or see the ERO web page, http://www.ero.govt.nz, for ERO office=20 addresses.

This report has been prepared in accordance with = standard=20 procedures approved by the Chief Review Officer.=20

1. =20 About the School

Location

Oromahoe, Kaikohe

Ministry of Education profile = number

1065

School type

Full Primary (Years 1-8)

Decile rating[1]

Teaching=20 staff:
       Roll generated = entitlement=20
      =20 Other
       Number of = teachers

4.19
=20 .14
6

School roll

Gender composition

Girls 33, Boys = 19

Ethnic composition

NZ = European/Pākehā 26,=20 Māori 21, African 2,
Filipino 2, Dutch 1

Review team on site

March 2009

Date of this report

18 May 2009

Previous ERO reports

Education = Review, March=20 2006
Education Review, October 2002
Accountability Review, = July=20 1999
Assurance Audit, July 1996
Review, October,=20 1992

2. =20 The Education Review Office (ERO) Evaluation

Oromahoe School = continues to=20 provide children with good quality education in a safe and caring=20 environment. Students and staff value the family atmosphere of = this small=20 rural school. For a significant number of parents, the school is = not their=20 local school but is their school of choice.

The physical and emotional environment promotes = children=92s=20 learning. Relationships among students and between staff and = students are=20 very positive. Teachers know the students well and encourage them = to be=20 self-reliant. Well established formative teaching practices = encourage=20 students to be responsible for their own learning. Classrooms are = well=20 presented in ways that support and challenge children to learn. = Students=20 and teachers make good use of the school grounds to promote learning. =

Students with special needs are well catered for = and are=20 well integrated into the culture of the school. Capable teacher = aides=20 sensitively support teachers=92 work with these students.

Education for Sustainability provides the = context for=20 much of the students=92 learning at Oromahoe School. The focus on = an=20 environmental context has evolved from the school=92s long involvement = in=20 environmental education. The school recently received an=20 Enviroschools Silver Award. A number of environmental = projects,=20 including the gardens and the orchard, are evidence of students=92 = involvement in=20 learning about sustainability.

The board and staff were interested in ERO=92s = evaluation of=20 the quality of teaching and of the effectiveness of using Education = for=20 Sustainability as a general context for the school curriculum. = ERO=20 finds that this context, and the related authentic activities, is very=20 motivating for students and stimulates their learning. It is = timely now=20 for trustees and staff to clarify the learning related to Education = for=20 Sustainability as the school reviews its curriculum in preparation = for=20 implementing the New Zealand Curriculum in 2010.

ERO recommends that the principal and teachers = work together=20 to further develop learning and teaching using Education for=20 Sustainability as a context for teaching and learning as they = prepare to=20 implement the New Zealand Curriculum.

Future Action

ERO is confident that = the board of=20 trustees can manage the school in the interests of the students and the = Crown=20 and bring about the improvements outlined in this report. =

ERO is likely to review the = school again in=20 three years.

3. =20 The Focus of the Review

Student Achievement Overall

ERO=92s education reviews focus on student=20 achievement. What follows is a statement about what the school = knows about=20 student achievement overall.

The principal and teachers collect and analyse = achievement=20 information in literacy and numeracy. The small numbers of = students at=20 each year level, and the lack of longitudinal data, make it difficult to = track=20 cohorts over time to determine trends and patterns in achievement. = However, data available suggest that, as a group, students are making=20 appropriate progress and are achieving at or above expected levels in = reading=20 and numeracy. Assessment processes are being further developed so = that=20 teachers can determine children=92s written language levels.

The principal should continue to improve the = collection,=20 analysis and evaluation of achievement data and should provide the board = with=20 written reports that explain to trustees how the data are being = interpreted by=20 staff. Improved reporting of student progress and achievement = should help=20 trustees and staff with self review and strategic planning.

School Specific Priorities

Before the review, the board of Oromahoe = School was=20 invited to consider its priorities for review using guidelines and = resources=20 provided by ERO. ERO also used documentation provided by the = school to=20 contribute to the scope of the review.

The detailed priorities for review were then = determined=20 following a discussion between the ERO review team and the board of=20 trustees. This discussion focused on existing information held by = the=20 school (including student achievement and self‑review information) = and the=20 extent to which potential issues for review contributed to the = achievement of=20 the students at Oromahoe School.

ERO and the board have agreed on the following = focus area=20 for the review:

=B7 =20 quality of teaching: Education for Sustainability = (EfS) as=20 a context for learning

Quality of teaching: = Education for Sustainability as a = context for=20 learning

Background

The school has had a long involvement in=20 environmental education, which has evolved through various stages and is = currently being guided by the Ministry of Education=92s Education for = Sustainability initiative. The school recently received an=20 Enviroschools Silver Award and is now working towards a Green = Gold=20 Award.

The board and staff were interested in ERO=92s = evaluation of=20 the use the school is making of EfS as an authentic context for = learning.

Student progress and achievement

The school recognises that learning and = teaching=20 linked to EfS could provide opportunities to monitor children=92s = progress and=20 achievement in relation to the key competencies identified in the New = Zealand=20 Curriculum. The staff have not yet determined how they will = assess=20 this progress.

Areas of good performance

Relationships. Teachers know = their=20 students well. Students generally spend more than one year with = the same=20 teacher. Teachers respect children as individuals and promote = their sense=20 of wellbeing and of belonging in the school. They take time to = ensure that=20 children feel confident at school and enjoy being there. Parents = report=20 that they feel welcome at school at any time and that they are kept well = informed about the programme and their child=92s learning.

Context for learning. Education for=20 Sustainability provides an authentic context for children=92s = learning across=20 the curriculum and provides purpose for reading and writing at all = levels. =20 Topic studies often link back to the theme of EfS. Children = relate=20 well to practical experiences, such as gardening, composting and worm=20 farming. The butterfly garden enables children to observe insect = life=20 cycles first hand. The authenticity of the learning successfully = promotes=20 high levels of student engagement.

Effective teaching. Teaching = practices are=20 effective in supporting children=92s learning. Formative teaching = practices=20 are well established. Teachers and children make good use of = assessment=20 information, gathered through formal testing and close observations, to = identify=20 children=92s next learning steps. Teachers give children useful = feedback=20 that focuses on the agreed goals. Students are also encouraged to = assess=20 each other=92s work in group and whole-class sharing sessions.

Learning environments. The school=92s = physical=20 environment celebrates children=92s learning and often provides stimulus = for=20 further learning. Classrooms are well resourced and wall displays = are rich=20 in information. Children regularly use the information and = communication=20 technologies available to support their learning. The gardens = cultivated=20 by the children, and those developed by the wider community, reflect a = strong=20 focus on environmental education. Other areas of planting, = including the=20 orchard and native plantings, as well as mosaic art work, are examples = of=20 environmental education in action.

Areas for improvement

Team work. Teachers = individually provide=20 good quality education for students in a supportive environment. = There=20 have been staff changes over the last two years and it is appropriate = that there=20 is currently a greater focus on working effectively as a team. = Current=20 work on developing the curriculum should enable staff to explore how = they can=20 establish greater consistency in the ways in which the curriculum is = delivered,=20 and how they expect children to build their skills and knowledge as they = progress through the school.

Accountability. The principal should = work with=20 the teachers to establish school-wide expectations for programme = planning and=20 evaluation. Developing common terminology and procedures familiar = to=20 students and their families as the students move through the school = would also=20 be beneficial. Once these expectations are established, their = on-going=20 implementation should be monitored through regular and effective = performance=20 management.

Reporting assessment. Reporting = student=20 achievement to trustees should be improved. The principal should = ensure=20 that written reports include analysed data, an indication of trends and = patterns=20 in student achievement, identification of the ways in which the = information will=20 be used to improve teaching and learning, and recommendations to the = board to=20 guide strategic planning.

Curriculum management. Work being = done to get=20 ready for the implementation of the New Zealand Curriculum in = 2010=20 provides staff with an ideal opportunity to review the place of EfS in = the=20 school curriculum. Teachers should continue to work with the = advisors who=20 visit the school to determine a common understanding of EfS and its = place in the=20 curriculum, and to decide on the key learning they intend for students = in=20 relation to environmental education and inquiry learning.

4. =20 Areas of National Interest

Overview

ERO provides information about the = education system=20 as a whole to Government to be used as the basis for long-term and = systemic=20 educational improvement. ERO also provides information about the = education=20 sector for schools, parents and the community through its national=20 reports.

To do this ERO decides on topics and investigates = them for a=20 specific period in all applicable schools nationally.

During the review of Oromahoe School ERO = investigated and=20 reported on the following areas of national interest. The findings = are=20 included in this report so that information about the school is = transparent and=20 widely available.

The Achievement of = Māori=20 Students: Progress

In this review, ERO evaluated the progress = the school=20 has made since the last review in improving the achievement of = Māori students=20 and in initiatives designed to promote improved achievement. Approximately 40% of students at the school = are=20 enrolled as Māori. The 2006 ERO report noted that Māori = students achieved=20 well and engaged well with their learning.

Areas of progress

Relationships. Teachers have = maintained=20 positive relationships with Māori students and their = families. They are=20 available for, and sometimes initiate, informal discussions with = parents. =20 Māori children state that they enjoy school, attend regularly, and = engage well=20 with their learning. Parents of Māori students speak = positively about=20 their children=92s education and report that they feel welcome at the=20 school.

Student achievement. Student = achievement=20 information indicates that Māori students at the school continue to = achieve well=20 in literacy and numeracy. However, small numbers, and changes to=20 assessment methods, make it difficult to track cohorts over time to = identify=20 trends and patterns in their achievement. Māori students are = well=20 represented in leadership roles and in other aspects of school = life.

Area for further improvement

Improving links with the Māori = community. =20 While many of the Māori families come from outside the local = area, the board=20 recognises the value of building stronger relationships with the local = Māori=20 community. Trustees have made contact with the local hapū and = by further=20 developing these relationships, the school will be better placed to = consult=20 about the education of Māori students. More in depth = consultation should=20 also help to deepen teachers=92 and students=92 understanding of local = history and=20 should help to gain local Māori perspectives on Education for=20 Sustainability. Several trustees are providing helpful = leadership in=20 this process.

The=20 Teaching of Reading and Writing in Years 1 and 2

As part of this review ERO looked at how = well=20 teachers assess, plan and teach reading and writing to students in Years = 1 and=20 2, and how well the school promotes high levels of student achievement = in=20 reading and writing in Years 1 and 2.

Areas of good performance

Regular assessment. Teachers = make good=20 use of assessment information. They use both standardised tests = results=20 and formative assessment to ensure that they and children know the next = steps=20 for learning. Teachers regularly observe children and make = adjustments to=20 their teaching focus to acknowledge new learning that has taken = place. =20 Clear expectations about student achievement, and regular assessments in = reading, enable teachers to identify children at risk of underachieving = and=20 appropriate interventions are put in place. Children have = opportunities to=20 give and receive feedback on their work from their peers, and to self=20 assess.

Differentiated planning. Teachers = plan and=20 teach programmes that meet the needs of children, who are grouped = flexibly to=20 make it easier to provide appropriately for their next learning = steps. =20 Teachers also work with individual children, providing good formative = feedback=20 during discussion and through written comments on their work. = Resources=20 for reading are carefully selected to meet children=92s instructional = levels and=20 interests.

Good teaching practices. Children = engage well=20 in learning. They enjoy the print-rich environment in classrooms = and their=20 access to text in many forms. Relationships between children and = teachers=20 are generally warm and supportive, and children respond readily to = teachers=92=20 high expectations. Good use is made of oral language as the = foundation for=20 building literacy skills and children are confident to explore new ways = of=20 expressing themselves and learning about the world. =

Reporting. Parents receive regular = reports on=20 children=92s progress. As well as having opportunities to discuss = children=92s=20 learning informally, parents receive daily information provided by the = teacher=20 in a home-school notebook. Parents are invited once a year to meet = formally with the teacher and the child to discuss progress. An = annual=20 written report identifies each child=92s achievement in relation to = national=20 expectations for achievement in reading.

Professional knowledge. Teachers are=20 knowledgeable about current thinking in the teaching of literacy and = apply this=20 knowledge successfully to their teaching. Together they discuss = teaching=20 strategies for children who need additional support. They make = good use of=20 the professional support of the local Resource Teacher of Literacy when=20 necessary.

Time allocation. Class timetables = maximize=20 reading and writing opportunities for children. Children read and = write=20 daily. Teachers recognise the importance of the development of = good oral=20 language to support children=92s progress in reading and writing, and = encourage=20 children to contribute to discussions throughout the school day. = Reading=20 and writing opportunities are linked to all areas of the curriculum.

Area for improvement

Writing expectations. Although = teachers=20 have clear expectations for children=92s achievement in written language = at all=20 levels of the school, the development of a matrix against which to = assess this=20 achievement will enable better monitoring of individual=92s = progress. It=20 would also help the principal to evaluate the effectiveness of the = teaching of=20 writing skills throughout the school.

Implementing the New = Zealand=20 Curriculum in 2010

Progress to date

In preparing for teaching the New = Zealand=20 Curriculum in 2010 the school has, in consultation with the = community,=20 identified the school=92s values and established a vision to guide = school=20 operations. The board and staff have begun to review the school = curriculum=20 to determine how key competencies will be developed and the learning = areas will=20 be delivered.

Next steps

The school has decided that its priorities = for=20 preparation over the next three to six months are to continue to review = how=20 competencies will be incorporated into learning areas and to make these = explicit=20 by documenting a guide for teaching and learning. They have begun = looking=20 at how science teaching will contribute to EfS and to consider how the = school=20 curriculum aligns with the principles of the New Zealand=20 Curriculum. The principal has agreed to consult further with = the Māori=20 community on the school=92s values and vision, with the intention of = integrating=20 Māori concepts and terminology.

New Zealand sign language and te reo Māori = have been=20 identified as second or subsequent languages to be included in the = school=20 curriculum. New Zealand sign language has already been included in = school=20 assemblies. Some te reo Māori is regularly used in classroom = settings and=20 the principal is about to begin in-service tuition so that teachers can = develop=20 their knowledge of and skills in using te reo Māori.

5. =20 Board Assurance on Compliance Areas

Overview

Before the review, the board of trustees = and=20 principal of Oromahoe School completed an ERO Board Assurance = Statement=20 and Self-Audit Checklist. In these documents they = attested that=20 they had taken all reasonable steps to meet their legislative = obligations=20 related to:

=B7 =20 board administration;

=B7 =20 curriculum;

=B7 =20 management of health, safety and welfare;

=B7 =20 personnel management;

=B7 =20 financial management; and

=B7 =20 asset management.

During the review, ERO checked the = following items=20 because they have a potentially high impact on students=92 = achievement:

=B7 =20 emotional safety of students (including prevention of = bullying and=20 sexual harassment);

=B7 =20 physical safety of students;

=B7 =20 teacher registration;

=B7 =20 stand-downs, suspensions, expulsions and exclusions; = and

=B7 =20 attendance.

Compliance

In order to improve current practice, the = board of=20 trustees should strengthen existing systems for managing hazards, and = should=20 clarify procedures for approving education outside the classroom.

Self review is currently largely informal. = The=20 principal should now develop more formal self-review processes that will = support=20 the board to make targeted strategic decisions. The principal = should=20 ensure that trustees receive informative reports on student achievement = and=20 student attendance, identifying trends and patterns and making = recommendations=20 to the board to support improved practice.

A staff appraisal process has been established and = the cycle=20 has begun in 2009. However, during the course of the review ERO = identified=20 that, other than the principal, staff have not been appraised since the = last ERO=20 review in 2006. The board of trustees must:

5.1 = ensure that=20 all staff are appraised annually,

[State Sector Act 1988, (NZ Gazette = No 180: Dec=20 1996.]

6. =20 Recommendations

ERO recommends that the principal and = teachers work=20 together to further develop learning and teaching, using Education = for=20 Sustainability as a context for learning as they prepare to = implement the=20 New Zealand Curriculum.

7. =20 Future Action

ERO is confident that = the board of=20 trustees can manage the school in the interests of the students and the = Crown=20 and bring about the improvements outlined in this report. =

ERO is likely to review the = school again as=20 part of the regular review=20 cycle.

Signed

Elizabe= th=20 Ellis

Area Manager

for Chief Review Officer

18 May 2009

These are the findings of the Education = Review=20 Office=92s latest report on Oromahoe School.

Students with special needs are well catered for = and are=20 well integrated into the culture of the school. Capable teacher = aides=20 sensitively support teachers=92 work with these students.

ERO is confident that = the board of=20 trustees can manage the school in the interests of the students and the = Crown=20 and bring about the improvements outlined in this report. =

ERO reviews do not cover every aspect of = school=20 performance and each ERO report may cover different issues. The = aim is to=20 provide information on aspects that are central to student achievement = and=20 useful to this school.

If you would like a copy of the full report, = please contact=20 the school or see the ERO website, http://www.ero.govt.nz.

ERO is an independent, external evaluation = agency=20 that undertakes reviews of schools and early childhood services = throughout New=20 Zealand.

ERO follows a set of standard procedures to = conduct=20 reviews. The purpose of each review is to:

Reviews are intended to focus on student = achievement and=20 build on each school=92s self review.

ERO=92s framework for reviewing and = reporting is based=20 on three review strands.

=B7 =20 School Specific Priorities =96 the quality of = education and=20 the impact of school policies and practices on student achievement.

=B7 =20 Areas of National Interest =96 information about = how=20 Government policies are working in schools.

=B7 =20 Compliance with Legal Requirements =96 assurance = that this=20 school has taken all reasonable steps to meet legal requirements.

Most ERO reports include recommendations = for=20 improvement. A recommendation on a particular issue does not = necessarily=20 mean that a school is performing poorly in relation to that issue. = There=20 is no direct link between the number of recommendations in this report = and the=20 overall performance of this school.