Corinna 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 

Corinna School located in Porirua, Wellington, provides education for learners in Years 1 to 8. The school’s vision “Our learning community will be lifelong learners, able to use all the key competencies to shine in a range of context with voice, action and identity” is underpinned by the motto “Expect the best”.

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 learners are positively engaged in learning and achieve well.

• Most learners, including Pacific students, meet curriculum expectations for reading, the majority of learners achieve at the expected curriculum level for writing and mathematics.
• The school has yet to have boys achieving as well as girls in reading and writing; Māori learners achieve better than their peers in mathematics.
• Learners at risk of not achieving at curriculum expectation are closely monitored and supported to improve; some of these learners make accelerated progress.
• The majority of learners attend school regularly, however regular attendance is lower than the Ministry of Education 2024 target; the school works closely with whānau and external agencies to support regular attendance of students.

Conditions to support learner success

Leadership is highly effective and leads ongoing improvement purposefully.

• Strategic leadership sets responsive goals and targets to improve conditions and outcomes for learners.
• Leaders foster a culture committed to high quality teaching, and support staff with well aligned professional development that promotes positive outcomes for learners.
• A range of assessments provide information about learner progress and achievement; leaders have identified that refining assessments to better inform teaching and learning and increase the acceleration of learning is a next step.

Responsive teaching practices create positive and respectful learning environments.

• Students experience settled learning focused environments where positive and respectful relationships and clear routines promote self-management skills; explicit teaching supports them to develop problem solving abilities and encourages risk-taking in learning.
• Teaching and learning strongly reflect local contexts in ways that students can see themselves, their identities and cultures; this promotes engagement in learning.
• Learners with additional needs are very well supported and make progress against challenging goals set in their individual education plans; external agencies are involved when appropriate.

Ongoing improvement to school conditions is informed by well-considered approaches to high quality evidence and evaluation.

• Hauora of learners is closely tracked and monitored with a range of initiatives supporting positive behaviour and promoting wellbeing; evidence shows that these initiatives significantly impact positively on engagement in learning.
• Staff work closely with parents and whānau to share information regarding both school systems, processes, and individual children’s learning; developing stronger learning partnerships with whānau is an area of focus for the school.
• Transitions into, across and on from school are well-considered and deliberately planned; all staff take responsibility to support learners when making transitions.
• Te reo Māori, tikanga Māori, and mātauranga Māori are embedded in classroom teaching and learning practices and promote positive outcomes for ākonga Māori.

Part B: Where to next? 

The agreed next steps for the school are to: 

• continue the focus on increasing the regular attendance of learners through strategic planning and wrap-around support
• strengthen assessment practices to provide stronger evidence of the impact of teaching and learning, and to inform teaching to accelerate learning
• continue to extend the strong relationships with whānau and aiga into reciprocal learning partnerships to promote ongoing improved outcomes for learners.

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

Every six months:

• examine the school’s current assessment practices to ensure they are relevant, provide useful teaching and learning information, and align with government priorities
• continue to analyse attendance and achievement information to know the impact of strategic planning and resourcing to inform next steps for learners and to respond to any areas that require acceleration
• ensure that the regular attendance of students is a priority in upcoming strategic planning and continue to work with families and external agencies to promote this

Annually:

• continue to review the impact of teaching and learning programmes on achievement outcomes to know what has been successful and what needs further improvement to inform ongoing strategic direction
• analyse, and report to the board and community, attendance patterns and trends to inform the ongoing planning for improving regular attendance of learners.

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

• improved learner progress and achievement outcomes in reading, writing and mathematics
• more learners attending school regularly
• strengthened active learning partnerships with whānau and aiga.

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

2 December 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