Kaurihohore 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 

Kaurihohore School is in a rural setting close to Te Kamo, Whangārei. The school provides education for learners in Years 1 to 6. The values of empathy, respect, kindness and citizenship underpin the school’s culture.

There are two parts to this report.

Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State 

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

Learner Success and Wellbeing 

Outcomes for most learners are increasingly equitable and excellent.

• Schoolwide achievement information shows that most learners achieve at or above expected curriculum levels in reading; years 1 to 3 achievement in literacy and mathematics is individually monitored; years 4 to 6 achievement information shows that almost all learners achieve in mathematics; with a large majority achieving in writing.
• Students’ sense of wellbeing and engagement to learn is evident; students experience positive teacher-learner relationships.
• The majority of children attend school regularly; the school is yet to meet the Ministry of Education 2024 targets; in term 1, school attendance rates exceeded the national target; leadership is focussed on increasing the rates of regular attendance using a range of initiatives. 

Conditions to support learner success

Highly collaborative school leadership enhances teaching and learning that improves learner success. 

• The principal leads professional development using current research; shared ownership of teaching and learning and high-quality teacher practice is prioritised and evident in classrooms.
• Leaders and teachers work well collaboratively to set goals for improved learner outcomes and evaluate teaching and learning practices to determine learners’ next steps. 
• Teachers’ strengths and expertise are well used to provide a range of curriculum opportunities so all learners can engage in experiences that expands their learning. 

Students experience engaging learning opportunities within a positive and inclusive environment. 

• Students benefit from a culturally responsive curriculum that builds from their experiences, knowledge and understanding.
• Teachers use evidence-based practice, explicit teaching strategies and structured approaches to meet the needs of all learners.
• Teachers create classroom environments that are inviting, reflect student learning and fosters inclusive participation for all learners including those with diverse needs.

Key conditions are embedded and support successful schooling.

• Students talk proudly about their school; student voice is highly valued and informs next steps. 
• Learners with additional needs are identified and provided with tailored programmes; their progress is regularly monitored to meet their achievement outcomes. 
• Leaders access many responsive approaches that ensure extensive wrap around support for students learning and wellbeing.
• The board effectively represents, serves and works with the school community, including sustained partnerships with tangata whenua.

Part B: Where to next? 

The agreed next steps for the school are to: 

• continue to use effective strategies to increase school attendance rates
• continue to further develop responsive practices that meet the diverse needs of all learners
• continue to develop staff capability to implement a local curriculum that integrates te reo Māori and mātauranga Māori for all learners.

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

Every six months:

• review the strategies used to improve students’ attendance and determine next steps
• monitor strategies and responsive practice that meet the diverse needs of learners’ progress and achievement and prioritise further action
• implement regular professional learning opportunities to develop staff capability in mātauranga Māori to support teaching and learning programmes

Annually:

• evaluate and report to the board the effectiveness of strategies, professional learning and teaching practices that meet the needs of all learners, especially diverse learners 

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

• higher school attendance rates
• equitable and excellent outcomes for all learners. 

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

Shelley Booysen
Director of Schools

3 December 2024

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