Horeke School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 24 months of the Education Review Office and Horeke School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Horeke School is a small, isolated rural school located in Horeke, Northland. It caters for students from Years 1 to 8. A new first-time principal joined the school in 2022. A new presiding member and other members joined the board after the 2022 elections. Horeke School is a member of the Te Arahura Kāhui Ako.

The school’s overarching vision is “We thrive and take on the world,” with a mission to provide high quality learning that reflects the unique cultural identity of Ngāpuhi as demonstrated through the school whakatauki: 

“Te manu e kai ana

Nōna to ngāhere

Te manu e kai ana i te maatauranga

Nōna te Ao.” 

Horeke School’s strategic priorities for improving outcomes for learners are:

• grow a connected community in order to increase engagement and success
• increase the use of te reo and tikanga throughout the school
• implement literacy and numeracy strategies that accelerate student achievement
• form a relationship-based behaviour approach that enhances learning and regard for others

A copy of the school’s strategic plan is available at the school office.

ERO and the school are working together to evaluate the impact of literacy initiatives on the engagement and achievement of all ākonga. 

The rationale for selecting this evaluation is:

• in recent years, professional learning and development has focussed on increasing the capability of teachers to lift the achievement levels for ākonga who are at risk of not achieving
• teachers have begun to track the achievement of individual ākonga so they can respond to their learning needs.

The school expects to see consistency in literacy teaching which focuses on learning needs and leads to greater engagement and an acceleration in achievement for all ākonga.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the impact of literacy initiatives on the engagement and achievement of all ākonga:

• a Horeke graduate profile which sets out aspirations for all ākonga
• the principal has led learning in formative practice for his teachers
• teachers are participating in ministry supported professional development to develop an authentic local curriculum
• Horeke School is a member of the Te Arahura Kāhui Ako which has a strong commitment to Te Runanga Ā Iwi Ō Ngāpuhi.

Where to next?

Moving forward, the school will prioritise:

• working with the Student Achievement Function practitioner to strengthen the Horeke marau-a-kura-local curriculum, so that it is learner-centred and shows a clear pathway for learning  
• evaluating the effectiveness of specific literacy initiatives that make a difference to achievement such as Better Start Literacy and Relationship Based Learning
• continuing to work alongside the Te Arahura Kāhui Ako to provide learning which promotes te reo ō Ngāpuhi, identity and culture
• continuing to develop partnerships with whānau to improve ākonga attendance
• continuing to access external support to develop strategic documents, policies and procedures.

ERO has concerns about

• the impact of significant changes in leadership and governance of the school to ongoing progress and improvement. 

Recommendation

• Horeke school continues to focus on valued outcomes for learners, while embedding effective leadership and governance during this period of change
• the board works with the New Zealand School Trustees Association to increase their understanding of the stewardship role, including updating the school’s strategic documents, policies and procedures consistent with the requirements of the Education and Training Act 2020
• the Ministry of Education continues to support the principal to access relevant external guidance and support.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Filivaifale Jason Swann
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

31 March 2023 

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