Raureka 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  

Raureka School is located in Hastings and provides education for students in Years 1 to 6. A new principal was appointed in term 4, 2023 and deputy principal in 2024. The school’s vision and values are that ‘all learners will be connected, confident, curious and strive for personal excellence’.

The school hosts a unit for Kowhai Specialist School on the school site.  

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 ERO report of March 2022 the school and ERO have worked together to evaluate the extent professional learning and development in literacy enabled teachers to provide a needs-based writing programme to enhance student engagement and accelerate achievement.  

Expected Improvements and Findings  

The school expected to see: 

Consistent responsive teaching practice and enhanced progress and achievement ensuring equitable literacy outcomes for all.  

• Writing data shows a positive shift in achievement for Māori and Pacific learners; learners are increasingly engaged, wanting to write and show enjoyment in writing.  
• Teacher confidence and engagement in the teaching of writing has been strengthened by embedding a consistent approach across the school. 

Part B: Current State 

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

Learner Success and Wellbeing  

• The majority of students achieve at or above curriculum expectations in reading, writing and mathematics; improving equity for groups of students, including boys, Māori and Pacific learners remains a priority. 
• School data shows by the end of Year 6, most students achieve curriculum expectations in reading and a large majority in writing and mathematics.  
• Learners benefit from a school culture that promotes the school values and supports their wellbeing. 
• The school is close to meeting the Ministry of Education targets for regular attendance; leaders implement a range of strategies to support improved attendance.  

Conditions to support learner success 

• Feedback from students, whānau, parents and staff inform strategic priorities; these are focused on improving learner outcomes.  
• Leaders plan purposeful actions to progress improvement goals that are well understood, closely monitored and regularly reported.  
• Leadership opportunities enable teachers to build their capability and use their strengths across the school so all students can engage school activities that broaden their learning experiences.  

• Learners benefit from orderly environments in which to learn; teachers actively support them to engage and apply new learning.  
• Established expectations for high quality teaching and curriculum delivery are shared and are increasingly enacted consistently across the school.  
• Assessment practices focus on gathering timely student progress and achievement information to inform teaching and learning and make resourcing decisions.  

• The school provides parents and whānau a wide range of opportunities to be actively involved in their children’s learning.  
• Students with additional learning needs are identified and well supported by schoolwide systems, and external agencies to engage in learning and make progress.  
• Professional learning opportunities, the monitoring of planned changes in teaching and learning approaches and to strategic priorities are well aligned to improving student outcomes. 
• The board represents and works well with the school community to develop the school’s vision and strategic direction, so community aspirations for student outcomes are valued.  

Part C: Where to next?  

ERO and the school agree the next steps for the school are to:  

• review schoolwide systems, processes, and practices to ensure they reflect the current direction of the school under the new leadership team  
• strengthen te reo Māori and tikanga Māori across the school and in everyday classroom practices, giving greater effect to Te Tiriti o Waitangi  
• continue to embed and evaluate schoolwide structured literacy programmes to continue to respond to students’ identified strengths and needs to improve outcomes 
• continue to focus on improving attendance rates for all learners. 

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

Within six months: 

• undertake a review of schoolwide systems, processes, and practices to inform strategic planning 
• clearly identify target students to closely monitor their progress and achievement and inform regular reporting  
• prioritise professional learning and development in structured literacy for teachers of students in years 4 to 6.

Every six months: 

• monitor and report progress of target learners, and schoolwide progress and achievement including those students who have an individual education plan 
• review the integration of te reo and tikanga Māori in classroom programmes so that teaching te reo and tikanga are embedded, teachers' capability is developing, and learners are engaged.

Annually: 

• gather and analyse assessment data to inform next steps for learning and evaluate the effectiveness of teaching programmes 
• evaluate the outcome of actions taken to progress the school's strategic direction; what has been successful and what needs further development for continued improvement  
• evaluate the effectiveness of the implemented strategies to improve attendance. 

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

• well aligned systems, processes and practices that support improvement priorities moving forward with particular focus on priority learners 
• embedding the use of te reo Māori and tikanga Māori for all staff and students  
• improved achievement in literacy; continuity of structured literacy approaches across the school and increased capability of staff to teach literacy 
• improved attendance outcomes.   

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 October 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