Education REVIEW REPORT:
HORA HORA SCHOOL

NOVEMBER 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

              Community Page

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

1.           About the School

2.           The Education Review Office (ERO) Evaluation

Hora Hora School provides an education focused on meeting the interests and strengths of individual students.  Positive attitudes towards learning are fostered in the school.  Staff actively support students in their development as independent learners and good citizens.  Students participate confidently in the variety of activities available to them and are outgoing in their support of others’ endeavours and achievements. 

Teachers’ high expectations help students to develop a sense of self worth.  As a result, students contribute positively to the life of the school.  Maori students, who form the major ethnic group on the school roll, report that staff value their culture and cater for their interests.  Students enjoy the trust that staff have in them and respond positively by demonstrating responsibility, independence, and risk-taking in their learning. 

Staff and students are focused on learning. Students enjoy well paced lessons that are structured to cater for their stages of understanding and skill levels.  They refer to examples of each others’ work to gain inspiration and guidance.  Most students are able to articulate what they are learning and what they need to improve upon to progress to their next level.  Students with high needs are well integrated in the school and are valued members of the school community.  Student achievement is recognised and celebrated.

The school has an inclusive environment.  Positive relationships are evident in the playground, classrooms and staffroom.  Adults provide collegial support for each other in their work.  Senior managers have professional trust in staff.  As a result, teachers have opportunities to trial strategies, pursue interests, and develop talents.  They have opportunities to implement professional learning in ways that suit their needs. 

The principal has led the school in developing a vision and set of values that underpin the various initiatives that have moved the school forward.  He shares with staff and the board his enthusiasm for promoting students’ learning through the effective use of information and communication technologies (ICT).  The senior leaders share a strong commitment to the ongoing development of teaching and learning practices.  They use their complementary skills and experiences to support the principal in developing the use of ICT school-wide.  ERO has agreed with the board in choosing the use of ICT as a focus for this review.

The board has give much thought to the development of the buildings and grounds.  A continuous, covered walkway in front of classrooms provides shelter from the rain and helps to unify the school.  The recently sealed courtyard has provided students with a spacious, all-weather play area. 

This review finds that, since the last ERO review, effective practices in the school have been further developed and consolidated.  ERO recommends that self-review practices be better coordinated and that they include consultation with all parties involved with the school. 

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report.  ERO is likely to carry out the next review in three years.

3.           The Focus of the Review

Student Achievement Overall

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

The board receives good information about student achievement, together with analyses of how well students are achieving in reading, writing, and numeracy.  Consequently, trustees are well placed to make decisions about funding programmes and providing professional development to improve teaching and learning.

Assessment data are used to identify emerging trends and patterns in student achievement.  Progress, broken down by year groups, ethnicity, and gender, is discussed at board meetings.  The staff and board are able to identify the positive impact that the school has had on the achievement levels of students who remain in the school for extended periods of time.

The board receives qualitative information about student achievement in other learning areas.  Trustees are assured that children receive a well balanced programme and that their progress is well monitored by teachers and school managers.  Teachers report to parents on their children’s progress and achievement.  This information is clearly presented so that parents have a good understanding of their child’s progress and achievement.

Many of the students enrolling as new entrants need substantial help to attain national expectations in reading.  In 2008, 60% of students achieved at national expectations in reading.  While Year 1 and 2 students did not reach these expectations to the same extent as other year groups, school longitudinal data indicate that children’s reading ability improves significantly once they reach Year 3.  The school reports that targeted teaching benefits all junior school students, especially those students who start school with low levels of literacy and numeracy.

Overall, the 2008 writing achievement results showed that Hora Hora School pupils met or exceeded national expectations for each year group.  In response to data that showed that Year 5 students did not achieve to the same level as those in other year groups, teachers implemented a programme to attend to these students’ particular learning needs. 

Standardised assessment data for numeracy in 2008 indicated that Year 4 and 5 student achievement medians were slightly above the New Zealand median, while the median for Year 6 students was slightly below the national median.  Senior managers identified that the administration of some of the numeracy assessment tools needed to be improved and school targets set at more realistic levels.  Senior managers anticipate that improvements in processes for collecting and analysing data about student achievement in numeracy will better enable them to make informed decisions about professional development and programme delivery.

School Specific Priorities

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

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

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

·          the quality of teaching and learning, with an emphasis on the use of ICT.

ERO’s findings in this area are set out below.

Teaching and learning, with an emphasis on the use of ICT

Background

The focus area was suggested by the board of trustees in response to an EHSAS (Extending High Standards Across Schools) cluster initiative and ICT professional development in which the school has been involved.  The 2006 ERO review focused on effective teaching practice and found that the school had a positive professional learning culture and that teachers were open to new ideas, enthusiastic and committed to developing their own practices.  The focus area chosen for this review provides a means for the board to receive information about the continuation and further development of good practices to support teaching and learning in the school.

Student progress and achievement

Student progress and achievement is reported above under the heading Student Achievement Overall.

Areas of good performance

Development of trust and independence.  Students are independent and confident in the use of ICT.  Teachers’ high expectations and trust of students support students’ ability to be self-managing learners who respect the equipment they use.

ICT for student learning beyond the classroom.  ICT provides very good opportunities for students to develop competencies in finding information from a variety of sources and in communicating their thoughts to an audience beyond the school.  Students are able to:

·          connect with other learners through moderated discussion groups;

·          access information from the world-wide web about places, events and phenomena that they are interested in; and

·          present their understandings to the local community through a local access television programme.

Students make good use of ICT to develop their inquiry skills, extend their knowledge, and to communicate with others.

ICT used for planning and assessment.  Staff use ICT in a variety of ways to support their work in meeting school priorities.  Teachers are developing effective use of ICT to collate achievement information for analysis and to enhance collaborative long-term and daily planning.  In becoming become more competent and confident in their use of ICT, teachers are better able to promote its use by students.

Links with the New Zealand Curriculum.  ICT development supports teachers to implement The New Zealand Curriculum.  The use of ICT:

·          requires students to demonstrate the key competencies;

·          supports the effective integration of skills and learning areas; and

·          acts as a means for staff to localise the national curriculum through studies that give students better understandings of the links that Hora Hora, Whangarei and Tai Tokerau have with the world.

Students’ interests and abilities supported by ICT.  Staff use ICT to provide opportunities for all students to process and present information in ways that are best suited to individual student interests and abilities.  Teachers challenge students to make educated choices using a variety of ICT tools, depending on the information to be communicated and the audience.

Development of self-management skills.  Students, with teacher and teacher-aide support, choose whether they will: capture and edit still and moving images; compose multimedia presentations; word process stories and reports; or deliver information through a web-based host site.  These choices have supported students’ self-management of their learning.  Many students are able to identify the ICT skills they require to attain their learning goals.

ICT supporting cooperativeness.  Students are provided with opportunities to share their expertise and support each others’ learning.  Teachers have taken a considered approach to the positioning of ICT resources.  Students are able to access and share the use of digital cameras, computers and peripheral computer equipment.  The layout and storage of the equipment provides opportunities for students to work collaboratively. 

Areas for improvement

Setting priorities for the provision of ICT.  Currently, the setting of priorities for the use of ICT is mainly done by senior managers and computer-knowledgeable support staff, rather than by the staff as a whole.  While this type of decision-making has suited the school in the installation of a computer network and ICT systems, it is timely that staff now evaluate and plan for the provision of ICT across learning areas.  Teachers’ involvement in local cluster professional development that has focused on engaging students for life-long learning has made them more aware of the potential of ICT.  As a result of this growing awareness, all staff members could now contribute more to the ongoing development of ICT in the school by:

·          discussing future ICT purchases that they need to put their professional learning into practice;

·          taking further opportunities to share with colleagues effective ways of integrating the use of ICT in teaching and learning programmes; and

·          discussing ways in which personalised professional development could be organised to target each teacher’s particular ICT needs.

Self review for ICT.  While the board has a formal scheduled review process for the provision and use of ICT in the school, it would be helpful for the board to include more teacher, parent and student perspectives.  ERO suggests that, as part of the future direction for ICT, the school should consider:

·          aligning teacher goals for the use of ICT with school priorities, as part of the appraisal process;

·          finding innovative ways to enable parents/whanau to increase their understanding and use of ICT; and

·          devising strategies to increase student access to computers in junior classrooms.

4.           Areas of National Interest

Overview

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

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

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

Success for Maori Students: Progress

In this review, ERO evaluated the extent to which the school was familiar with the Maori Education Strategy – Ka Hikitia: Managing for Success and progress made since the last review in promoting success at school for Maori students.  The school reports it has not yet discussed Ka Hikitia but expects to do so in the near future.  Maori students comprise 73% of the school roll.

Areas of progress

Pastoral care.  An advocate for parents/whanau is funded by the school as an extension of a local initiative that proved to have a positive impact on strengthening home/school partnerships.  The advocate works with families to improve student attendance and, where necessary, to help families to receive assistance from support agencies.  The principal reports that the advocate, by making connections with families, has fostered better communication with parents who have previously not been active participants in their children’s schooling.

Targeted learning support.  The school provides students, most of whom are Maori, with a variety of support strategies.  While 42% of Maori students currently enrolled at the school have received specific learning support, Maori students who have been enrolled at the school for three or more years are achieving at levels similar to those of non-Maori students.  The board is assured that the investment it makes in funding programmes and offering specialised help is improving Maori student achievement.

Te reo me ona tikanga Maori.  Staff and students now use te reo Maori more confidently in a variety of settings.  Teachers use te reo Maori incidentally in classroom lessons.  There is now a more defined kawa for powhiri and other special events.  Students apply the use of te reo Maori to programmes that they are involved in.  For example, senior students have devised an aerobic fitness routine for junior classes that is set to Maori music and relies on directions being given in te reo Maori.

Areas for further improvement

Development of a te reo Maori programme.  Difficulty in finding staff with the right skills has meant that there has not been as much progress as the school would have wished since the 2006 ERO review in the development of a school-wide te reo Maori programme.  The board has made recent staff appointments to remedy this situation, so that students will benefit from a programme that will build upon their level of proficiency in te reo Maori.  While the senior management team has shared some ideas about the future of Maori language programmes in the school, it is appropriate that the board review this area of school operations more fully.  The review should engage parents of Maori students in further discussions about their aspirations for their children’s education.

The Achievement of Pacific Students: Progress

In this review ERO evaluated the progress the school has made since the last review in improving the achievement of its Pacific students and in initiatives designed to promote improved achievement.  The school roll includes four students who identify as Pacific.

Because of the low numbers of Pacific students in the school, teachers are not able to track trends and patterns in the achievement and attendance of Pacific students.  The school monitors the progress of Pacific students individually and caters for those who require support with their learning through targeted support programmes.

Preparing to Give Effect to the New Zealand Curriculum

Schools are currently working towards implementing The New Zealand Curriculum by February 2010. During this review ERO investigated the progress Hora Hora School is making towards giving full effect to the curriculum as part of its planning, organisation and teaching practice.

ERO found that school leaders and teachers at Hora Hora School are making good progress towards giving effect to The New Zealand Curriculum in their planning, organisation and teaching.

Including Students with High Needs

During this review ERO investigated the extent to which the board and school leaders of Hora Hora School provide an inclusive education for students with high needs. This included collecting evidence about the school’s policies, processes and practices to support the enrolment and induction of students with high needs and to support their participation and achievement at school. The information collected during this review will contribute to information that will be reported in a national education evaluation report.

Prior to a review, a board of trustees and principal attest in the Board Assurance Statement that they have taken all reasonable steps to meet their legal requirements including those detailed in Ministry of Education circulars and other documents.

The board of Hora Hora School was asked to attest to whether it had ‘ensured that teachers of students with disabilities, and other contact staff, have a sound understanding of the learning needs of students with disabilities and, where necessary, have put in place support systems centred on each individual with disabilities.’ The board was also asked to attest that ‘policies and procedures that relate to students who have special education needs are implemented without discrimination’.

ERO’s findings confirm these attestations.

5.           Board Assurance on Compliance Areas

Overview

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

·          board administration;

·          curriculum;

·          management of health, safety and welfare;

·          personnel management;

·          financial management; and

·          asset management.

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

·          emotional safety of students (including prevention of bullying and sexual harassment);

·          physical safety of students;

·          teacher registration;

·          stand-downs, suspensions, expulsions and exclusions; and

·          attendance.

Compliance

ERO’s investigations did not identify any areas of concern.

6.           Recommendations

ERO and the board of trustees agree that the board, through senior managers, should continue to promote the school vision and support inclusive practices by:

6.1              coordinating self-review processes that include consultation with all parties; and

6.2              aligning staff appraisal with school priorities.

7.           Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.

Dr Graham Stoop

Chief Review Officer

3 November 2009

3 November 2009

To the Parents and Community of Hora Hora School

These are the findings of the Education Review Office’s latest report on Hora Hora School.

Hora Hora School provides an education focused on meeting the interests and strengths of individual students.  Positive attitudes towards learning are fostered in the school.  Staff actively support students in their development as independent learners and good citizens.  Students participate confidently in the variety of activities available to them and are outgoing in their support of others’ endeavours and achievements. 

Teachers’ high expectations help students to develop a sense of self worth.  As a result, students contribute positively to the life of the school.  Maori students, who form the major ethnic group on the school roll, report that staff value their culture and cater for their interests.  Students enjoy the trust that staff have in them and respond positively by demonstrating responsibility, independence, and risk-taking in their learning. 

Staff and students are focused on learning. Students enjoy well paced lessons that are structured to cater for their stages of understanding and skill levels.  They refer to examples of each others’ work to gain inspiration and guidance.  Most students are able to articulate what they are learning and what they need to improve upon to progress to their next level.  Students with high needs are well integrated in the school and are valued members of the school community.  Student achievement is recognised and celebrated.

The school has an inclusive environment.  Positive relationships are evident in the playground, classrooms and staffroom.  Adults provide collegial support for each other in their work.  Senior managers have professional trust in staff.  As a result, teachers have opportunities to trial strategies, pursue interests, and develop talents.  They have opportunities to implement professional learning in ways that suit their needs. 

The principal has led the school in developing a vision and set of values that underpin the various initiatives that have moved the school forward.  He shares with staff and the board his enthusiasm for promoting students’ learning through the effective use of information and communication technologies (ICT).  The senior leaders share a strong commitment to the ongoing development of teaching and learning practices.  They use their complementary skills and experiences to support the principal in developing the use of ICT school-wide.  ERO has agreed with the board in choosing the use of ICT as a focus for this review.

The board has give much thought to the development of the buildings and grounds.  A continuous, covered walkway in front of classrooms provides shelter from the rain and helps to unify the school.  The recently sealed courtyard has provided students with a spacious, all-weather play area.  

This review finds that, since the last ERO review, effective practices in the school have been further developed and consolidated.  ERO recommends that self-review practices be better coordinated and that they include consultation with all parties involved with the school. 

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report.  ERO is likely to carry out the next review in three years.

Review Coverage

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

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

Dr Graham Stoop

Chief Review Officer

GENERAL INFORMATION ABOUT REVIEWS

About ERO

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

About ERO Reviews

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

·         improve educational achievement in schools; and

·         provide information to parents, communities and the Government.

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

Review Focus

ERO’s framework for reviewing and reporting is based on three review strands.

·         School Specific Priorities – the quality of education and the impact of school policies and practices on student achievement.

·         Areas of National Interest – information about how Government policies are working in schools.

·         Compliance with Legal Requirements – assurance that this school has taken all reasonable steps to meet legal requirements.

Review Coverage

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

Review Recommendations

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

[1] Decile 1 schools draw their students from areas of greatest socio-economic disadvantage,
Decile 10 from areas of least socio-economic disadvantage.