Raglan Area School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within seven months of the Education Review Office and Raglan Area 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

Raglan Area School, Te Kura a Rohe o Whaingaroa is located in Raglan. The Area School provides education for learners from age 5 to 19 years. Some students learn in total immersion classes, the Rūmaki unit, ‘Te Rōpū Aroha Ki Te Reo.’

Raglan Area School’s strategic priorities for improving outcomes for learners are that:

• students are connected, resilient, resourceful and curious about learning opportunities within and beyond Raglan Area School
• quality and effective teaching, learning and assessment practices are embedded to raise and celebrate outcomes for all learners at Raglan Area School
• Māori learners throughout the school achieve and celebrate success acknowledging their identity, language and culture
• respectful and inclusive relationships are visible within a culturally sustainable learning environment committed to staff and student hauora and wellbeing. 

You can find a copy of the school’s strategic and annual plan on Raglan Area School’s website.

ERO and the school are working together to evaluate the effectiveness of literacy teaching and learning in Years 7 to 10.

The rationale for selecting this evaluation is:

• the school is responding to data and aims to lift progress and accelerate achievement in literacy, particularly in Years 7 to 10
• the school recognises the need to improve engagement and attendance for at-risk students, particularly in Years 7 to 10
• the school is focused on developing consistent pathways for literacy learning that show progression from Year 6 into Year 7 and from Year 10 into Year 11.

The school expects to see:

• accelerated progress for those learners who are not yet achieving at the expected level
• improved engagement and attendance of at-risk students
• the development of a consistent approach to teaching literacy.

Strengths

The school can draw from the following strengths to support them to evaluate the effectiveness of literacy teaching and learning in Years 7 to 10.

• a well-developed literacy programme and effective day to day practices in Years 0 to 6
• a deliberate approach to building internal leadership capacity across the school
• an intentional focus on growing meaningful and authentic partnerships with whānau, hāpu and iwi in the community to support learning.

Where to next?

Moving forward, the school will prioritise:

• detailed analysis of the data to inform the internal evaluation
• reviewing the professional learning needs of Year 7 to 10 teaching staff
• continuing to build a shared understanding about the most effective approaches to literacy learning.

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. 

Shelley Booysen
Director of Schools

28 March 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

This school has a Rumaki unit ‘Te Rōpū Aroha Ki Te Reo.’