Omata 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 

Ōmata School, located south-west of New Plymouth on Surf Highway 45, provides education for students in Years 1 to 8. The school’s vision ‘Nurturing Environment – Connected Learners, Tiakina te Taiao – Kia hono ngā akonga’ is underpinned by the values of Aroha (Compassion), Takohanga (Responsibility), Āuahatanga (Innovation), Rangatiratanga (Integrity) and Māhirahira (Curiosity).

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 

• Achievement information over the past three years shows that most learners achieve at or above curriculum expectations in reading, writing and mathematics; by Year 8 almost all learners achieve at or above these expectations.
• Students with additional learning needs are identified, have targeted support and progress well, within an inclusive learning environment.
• Learners know and express the school’s values, have a strong sense of belonging and purpose, and are confident in their identity.
• Regular attendance is above the Ministry of Education target for 2024.

Conditions to support learner success

• Strategic planning and annual goals, developed in partnership with the community, board and staff are focused on achieving equitable and excellent learner outcomes. 
• Leaders and teachers use a range of high-quality data and other evidence to evaluate and report the effectiveness of strategies used to improve learning and wellbeing.
• A strong school culture prioritises staff professional growth and capacity building, focused on enhancing teaching practice and improving learner outcomes.

• Teachers and staff consistently implement current research-based programmes that assist students to make ongoing progress with their learning.  
• Students learn in positive and affirming environments in which they are supported to be independent and take risks to make the most of all learning opportunities. 
• Teachers meaningfully demonstrate commitment to Te Tiriti o Waitangi by integrating te reo Māori and mātauranga Māori through the curriculum, supporting knowledge building and learner outcomes.

• Effective partnerships between the board, leaders and teachers support collaboration and resourcing that contributes to a successful teaching and learning environment. 
• Learners experience a well-considered curriculum that is responsive to community aspirations; effectively utilising the local environment and reciprocal partnerships with hapū and iwi.
• Parents and whānau are respected partners in learning; they are well informed and provided with a range of opportunities to support and actively participate in their child’s learning.

Part B: Where to next?

The agreed next steps for the school are to: 

• maintain strategies to sustain high levels of regular attendance
• prepare to implement the new English and mathematics curriculum
• continue to evaluate the impact of improvement strategies on learner progress and achievement outcomes; this includes equity and excellence for all students and the effectiveness of professional development programmes on teacher practice
• continue with initiatives to strengthen teacher and student use of te reo Māori and mātauranga Māori learning, focused on increasing collective capability.

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

Within six months:

• review literacy and mathematics programmes to ensure they have a structured teaching approach aligned to national curriculum expectations.

Every six months:

• evaluate progress and achievement data with a particular focus on the impact of professional development on student achievement outcomes.

Annually:

• report on the effectiveness of professional learning on equity and excellence for all learners to inform future professional development planning decisions
• monitor progress made with strengthening teachers and learners’ te reo Māori and mātauranga Māori capabilities and evaluate the impact on learner outcomes.

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

• sustained levels of attendance, progress and achievement
• successful implementation of the new English and mathematics curriculum
• consistently effective and responsive teaching and learning practices that support equitable outcomes for all learners
• strengthened capability of teachers and learners in te reo Māori and mātauranga Māori learning.

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

28 January 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