Omanu 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 

Omanu School is located in Mount Maunganui and provides education for students in Years 1 to 6. A new principal began in Term 1 2024. The school’s vision, mission and values are Omanu Kids, Learners (Thinker, Communicator, Self-manager, Resilient), with Aroha (Of myself, Of others, Of the environment, Whanaungatanga) and Mana (Confidence, Courage, Respect, Manaakitanga).

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 

Most students are engaged and achieve very well.

• Most students achieve at or above the expected curriculum levels for reading, writing and mathematics.
• A large majority of Māori learners achieve at or above the expected curriculum levels in reading, writing and mathematics; addressing disparity for Māori learners remains a priority for the board, leaders and teachers.
• Students have a strong sense of wellbeing and pride in their school that results in high engagement and positive relationships.
• A large majority of learners attend school regularly; the school is working towards meeting the Government’s target for regular attendance.

Conditions to support learner success

Collaborative leadership fosters and sustains a school culture committed to high quality teaching and improving outcomes for learners.

• Leaders value and nurture a culture of professional learning and development among staff that continually strengthens curriculum knowledge and teaching practices.
• Leadership well supports teaching teams to be effective, through a collaborative approach to teaching and learning across the school.
• Leaders undertake regular and detailed reviews of programmes and initiatives that inform their decision making and contribute to positive outcomes for learners.

Students have rich opportunities to learn through a curriculum that responds to their strengths and learning needs.

• Students experience environments where mutual respect and trust between learners and teachers supports high participation in learning.
• Teachers engage students in learning that purposefully builds on their knowledge and skills.
• Leaders and teachers collaboratively inquire into aspects of teaching practice to improve learner progress and achievement.

Key conditions that support student success are strongly embedded and well aligned.

• A sustained focus on wellbeing for students strengthens a positive culture of inclusion and belonging.
• The board and leaders regularly scrutinise progress and achievement information to ensure that students and staff are well resourced and supported.
• Parents and whānau are valued partners in their children’s learning, supporting reciprocal relationships of respect, trust and care with school staff.
• Teachers continue to increasingly integrate te reo Māori, tikanga Māori and mātauranga Māori into class programmes.

Part B: Where to next? 

The agreed next steps for the school are to: 

• further strengthen teaching practices that integrate te reo Māori, tikanga Māori and mātauranga Māori to sustain and improve equitable and excellent outcomes for all, particularly Māori learners
• continue to align Omanu School practices with the new curriculum expectations for assessment, teaching and learning across reading, writing and mathematics
• monitor strategies to raise regular attendance for all students.

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

Every six months:

• evaluate the success of using te reo Māori, tikanga Māori and mātauranga Māori across the school and the increase in staff and students’ knowledge and sense of belonging
• review the impact of ongoing staff professional learning to embed the new curriculum expectations for teaching and assessment practices, improving learner outcomes
• monitor rates of student attendance to know the impact of initiatives and inform further school actions 

Annually:

• evaluate increased capability of staff and students in te reo Māori, tikanga Māori and mātauranga Māori across the school to strategically plan next steps
• review and refine current teaching and assessment practices to meet the new curriculum expectations for reading, writing and mathematics
• review and report to the board on student attendance, progress and achievement, with a lens on Māori learners, to inform ongoing decision making.

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

• confident learners and staff in their knowledge, understanding and use of te reo Māori, tikanga Māori and mātauranga Māori
• a consistent approach to teaching and assessment practices that align with the new curriculum expectations, improving the progress and achievement outcomes for all students
• sustained and increased regular student attendance.

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

Sharon Kelly
Director of Schools (Acting)

25 March 2025

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