Colville 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  

​​Colville School​, located in the small rural village of Colville at the northern end of the Coromandel Peninsula, provides education for students in Years 1 to 8. The school’s mission is to be an inclusive and collaborative whānau, connected to the local environment and achieving excellence for all. 

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

• Approximately half of learners achieve at expected curriculum levels in reading, writing and mathematics. 
• Learners with additional needs are well supported and make appropriate progress. 
• Learners have a positive sense of belonging and pride in their school, which supports their wellbeing and engagement with learning. 
• In relation to the Ministry of Education’s target, the majority of learners attend school regularly; improving the rate of regular attendance for students is an ongoing priority for the school. 

Conditions to support learner success

• Leadership identifies and works with community resources, including external agencies to raise learners’ wellbeing, progress and achievement. 
• A culture of professional growth and development supports teaching practices that are responsive to learner needs and challenges.  
• Leaders and teachers use evidence to plan and monitor the school’s strategic and annual planning to improve learner outcomes. 

• The school’s local curriculum increasingly reflects the aspirations of the community, including whānau and iwi, so that students see themselves, their identity and culture in their learning.  
• Curriculum planning by leadership prioritises effective literacy and mathematics teaching strategies to improve outcomes for learners. 
• Teachers access a good range of resources that meet the interests and needs of their learners to support positive engagement with learning.

• The board actively works with leadership, staff and whānau to ensure systems and processes focus on improving student outcomes. 
• Positive relationships between teachers and students create inclusive, calm and orderly learning environments. 
• Leaders and teachers identify, monitor and take action to support learners with additional needs so that they can learn alongside their peers and make progress over time.  

Part B: Where to next?  

The agreed next steps for the school are to:  

• continue to prioritise strategies to increase the rate of regular attendance so students progress and achieve  
• develop and implement a consistent schoolwide curriculum delivery framework that uses teaching strategies to positively impact learner outcomes 
• continue to develop tikanga Māori, te reo Māori and mātauranga Māori in the school’s curriculum.

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

Within three months: 

• undertake a community engagement process to develop and implement a collaborative plan to improve attendance. 

Every six months: 

• monitor and review the rates of attendance, progress and achievement to inform further planning and action 
• provide a targeted professional development programme for teachers that responds to learners’ strengths and needs 
• review and refine the school’s strategy for building staff and learners’ knowledge and confidence in tikanga Māori, te reo Māori and mātauranga Māori. 

Annually: 

• evaluate and report to the board on the impact of actions to raise attendance and achievement to inform next steps for improvement. 

Actions taken against these steps are expected to result in: 

• increased rates of regular student attendance  
• improved student progress and achievement in reading, writing and mathematics 
• students and staff having increased knowledge and confidence in tikanga Māori, te reo Māori and mātauranga Māori.  

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 

​​22 August 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