Ramanui 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 

Ramanui School, located in Hāwera, provides education for students in Years 1 to 6. The school’s mission to provide the spark that kindles the flame of lifelong learning is supported by the values of Rangatiratanga (self-worth and Independence), Aroha (love), Manaakitanga (care and respect) and Awhina (help and support) – The RAMA Way.

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

The majority of learners are not yet making sufficient progress.

• Achievement information for 2024 shows a small majority of students in reading and mathematics, and a few students in writing, are meeting expected curriculum levels; improvement in learner progress and achievement is required.
• Learners have a strong sense of belonging and know and express the school values in their interactions.
• School attendance rates are not yet meeting the Ministry of Education 2024 target with less than half of learners attending school regularly; leaders and staff closely monitor and support whānau to improve attendance rates of all learners.

Conditions to support learner success

Leaders are establishing systems and processes to improve outcomes for learners.

• Leaders increasingly set clear expectations that prioritise literacy and mathematics teaching focused on improving learner progress and achievement outcomes.
• Leaders use internal and external expertise that facilitates the development of the curriculum and knowledge of responsive teaching practices.
• Staff promote an inclusive school culture with a clear focus on enhancing learner engagement and wellbeing.

Teachers are taking steps to use consistent teaching, learning and assessment practices.

• Teachers increasingly demonstrate a culture of learning and reflection focused on aspects of their teaching practice to improve learner progress and achievement.
• Teachers are improving the way they collect and use assessment data; evaluating the impact of teaching and learning programmes on learner outcomes is a next step for leaders and teachers.
• Students needing additional learning and behavioural support are provided with effective assistance, this contributes to an inclusive learning environment.

Key conditions and systems that support improved learner outcomes require strengthening.

• The board, leaders and staff prioritise a positive school culture that supports students and their families as they work towards reducing barriers to learning and improved learner outcomes.
• Strengthening analysis, reporting and use of achievement information is needed, for the board and school leadership to decide on strategic actions focused on improving student outcomes.
• Leaders and teachers are beginning to use self-review processes to ensure schoolwide practices focus on learner wellbeing, achievement and engagement; increasing the use of information from a variety of sources to plan for ongoing improvement is a priority.

Part B: Where to next?

The agreed next steps for the school are to:

• strengthen the analysis, reporting and use of achievement information to inform responsive teaching practice and school development priorities to improve achievement outcomes for all learners
• support teachers to further develop explicit teaching, learning and assessment practices that accelerate learner progress and improve learning outcomes
• establish a clear process and increase the use of internal evaluation schoolwide, to monitor the effectiveness of school improvement plans
• explore additional strategies to promote regular attendance.

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

Within three months:

• refine strategies for supporting regular attendance
• develop a systematic way to monitor the effectiveness and impact of key improvement actions

Every six months:

• moderate, analyse and report to the board on the achievement of all learners, with a particular focus on the progress of learners at risk of underachievement
• observe and evaluate teaching across the school, offering personalised feedback and next steps for teachers
• leaders and teachers regularly collaborate to discuss successful explicit teaching practices and analyse shifts in attendance and achievement outcomes

Annually:

• gather, analyse and report achievement information, including the perspectives of whānau and learners, to identify initiatives that have been most successful in accelerating progress and achievement for all learners
• report schoolwide analysed attendance and achievement information to the board, to strategically plan actions that will further improve and sustain learner outcomes.

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

• increased regular attendance rates and improved learner progress and achievement in reading, writing and mathematics
• leaders and teachers using data and feedback to collaboratively monitor, track and evaluate the impact of teaching adaptations on learning outcomes
• the board, leaders and teachers having a shared understanding of teaching and learning practices and schoolwide initiatives that facilitate and support improved outcomes for learners.

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide tailored support for:

• leadership of learning and curriculum.

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
Acting Director of Schools

28 February 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