Oratia 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 

Oratia School is a contributing primary school situated in the foothills of the Waitakere Ranges in West Auckland. Lone Kauri School, near Karekare Beach, is an off-site attached school. The school’s vision is ‘to develop confident, connected learners who make a positive difference’. The school is a member of the Henderson Kāhui Ako.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation. 

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

Part A: Previous Improvement Goals

Since the 2022 ERO report, the school has focused on strengthening culturally sustaining practices that impact on learner outcomes.

Expected Improvements and Findings

The school expected to see:

An increase in learner engagement and wellbeing.

• School attendance and wellbeing information shows a steady increase in attendance and engagement since 2022.
• Learner engagement has improved; they effectively contribute to their own learning and incorporate their culture, identity and interests.

Strengthened reciprocal learning partnerships with whānau.

• Parents and whānau have opportunities for meaningful participation in school decision-making.
• Links with mana whenua are strengthened, particularly through the development of the localised curriculum. 

Other Findings

During the course of the evaluation, it was found that professional development for teachers supported responsive teaching and local curriculum development. Leaders and teachers undertook research into the structures and relationships that work, embedded tuakana teina relationships and promoted opportunities for student learning through mihimihi and kapa haka. 

The greatest shift that occurred in response to the school’s action was increased student engagement in learning through authentic learning experiences, resulting in improved equity and excellence in reading, writing and mathematics. 

Part B: Current State

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

Learner Success and Wellbeing

• Achievement outcomes across reading, writing and mathematics have improved since 2021; most learners achieve at or above expected curriculum levels.
• Māori and Pacific learners progress and achieve at similar rates in mathematics to their peers; leaders and teachers recognise some areas of disparity in achievement of reading and writing and respond to this as a priority for teaching and learning. 
• The school meets the Ministry of Education attendance targets for the number of learners attending school regularly. 

Conditions to support learner success

• Leaders use relevant internal and external expertise to facilitate the ongoing development of a rich local curriculum.
• Leaders set and relentlessly pursue a small number of goals and targets that successfully accelerate the progress for those learners at risk of underachievement. 
• Leaders use a range of evidence to coherently plan and monitor the school’s strategic improvement and evaluate the effectiveness of strategies to improve learning and wellbeing. 
• Feedback from learners is gathered by leaders and increasingly incorporated in school reviews to promote engagement. 

• A range of genuine learning opportunities that are closely connected to the local environment and mana whenua, Te Kawerau a Maki, positively promote engagement in learning. 
• Learners needing additional support are identified promptly, provided with individualised and effective support to learn and progress at an appropriate pace. 
• Learners shape their own learning through inquiry and problem-solving to promote engagement.

• Teachers and leaders share high and equitable aspirations for the achievement, progress and wellbeing of all learners. 
• The board gives effect to Te Tiriti o Waitangi by ensuring local tikanga Māori, mātauranga Māori and te ao Māori are well-reflected the school plans, policies and curriculum and daily routines.
• Leaders and teachers regularly and effectively use evaluative evidence to monitor the progress and impact of school improvement goals on learner outcomes. 

Part C: Where to next?

The agreed next steps for the school are to:

• further develop the Oratia School Leaver Profile to reflect parent and whānau aspirations
• continue to embed the Oratia School curriculum learning model to further strengthen foundational skills in reading, writing and mathematics and learner identity and involvement
• continue to analyse and respond to achievement, attendance, engagement and wellbeing information to refine teaching and learning practices and initiatives to ensure that these lead to progress and achievement
• continue to strengthen the use of te reo and tikanga Māori as part of a school-wide te ao Māori approach.

Within six months:

• engage with parents and whānau to inform the development of a reviewed Oratia School Leaver Profile

Every six months:

• analyse and respond to student attendance, achievement, engagement and wellbeing information in order to know what is working and who for.

Annually:

• review curriculum initiatives to ensure they continue to promote learner identity and involvement, and improve equitable and excellent outcomes for all 
• develop teaching, learning and curriculum goals to inform evidence-based strategic planning 
• continue to embed the professional capacity of teachers to increase the authentic use of te reo Māori and tikanga Māori.

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

• improved equitable and excellent outcomes for all learners  
• an Oratia School Leaver Profile that reflects the school’s values and the aspirations of each learner  
• te ao Māori and the recognition of all cultures and identities are evident in classroom practices and throughout the school. 

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

8 July 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