Rewa Rewa 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 

Rewa Rewa School in the northern suburbs of Wellington, provides education for learners in Years 1 to 6. The school endeavours to develop active learners that demonstrate the school values of respect, integrity, diversity and empathy.

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 engaged, achieve well and make good progress.

• Most learners achieve at or above curriculum level expectation in mathematics, reading and writing; there is no disparity for any groups of learners.
• Learners with additional learning needs and those with English as a second language make accelerated progress towards their goals; they are identified early, and effective learning programmes are put in place.
• Leaders ensure that a wide range of programmes and practices support learners’ wellbeing and inclusion.
• Most learners attend school regularly; attendance meets the Ministry of Education target.

Conditions to support learner success

Leadership is increasingly strategic in setting and working towards achievement targets.

• A wide range of data is regularly used by leaders and teachers to inform next steps for learners and adapt teaching programmes.
• Leaders share and model clear expectations for high quality teaching; learners experience consistent approaches to reading and mathematics teaching.
• Leaders strategically use evaluative evidence to plan and monitor the impact of actions taken to improve outcomes for groups of learners.

Learners experience effective and intentional teaching practice.

• Foundational skills in reading and mathematics are prioritised and explicitly taught; a next step is to prioritise the explicit teaching of writing strategies.
• Learners have plentiful opportunities to learn across the breadth and depth of the New Zealand Curriculum and engage in meaningful practical applications of learning to everyday life.
• Good quality assessment information is used to plan programmes and evaluate the impact of teaching on achievement of learners.

Leaders are continuing to strengthen the systems, structures and practices that underpin learner success.

• Partnerships with parents and whānau are developing and increasingly support the many different identities, languages and cultures of learners.
• Teachers regularly collaborate and engage in professional dialogue about aspects of teaching practice that support learner progress and achievement to adapt programmes to meet learner needs. 
• Systems and processes, including regular observation and feedback, are in place to ensure learners experience greater consistency of teaching.
• Professional learning in structured literacy and mathematics is well aligned with the strategic goals and achievement targets for learners.

Part B: Where to next?

The agreed next steps for the school are to:

• increase consistency in the teaching of writing through a planned approach, as is already in place for structured literacy and structured mathematics
• engage in further professional development about the teaching of writing, leading to an agreed understanding of a consistent teaching approach.

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

Within six months:

• develop learning progressions and a teaching framework for writing, including student exemplars that support teacher professional learning and moderation practices.

Every six months:

• analyse school-wide achievement and progress data and report to the board; strategically plan actions based on this information that improves the achievement and learning outcomes for all students in writing, with focus on those at risk of underachievement
• leaders observe classroom practice of the teaching of writing and provide feedback so that teachers can reflect and continue to improve their practice
• leaders gather staff and learner feedback and ideas, assessing whether learners and teachers can clearly articulate next learning steps to improve outcomes in writing.

Annually:

• analyse and report school-wide achievement and progress data in writing to inform next steps 
• teachers engage in targeted professional development about writing; agreed expectations are set for consistency in the teaching of writing and knowing the impact of practice on learner outcomes
• teachers engage in collaborative planning and moderating assessment judgements of learner writing so that learners receive quality feedback on next learning steps.

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

• sustained, accelerated progress and improved outcomes in writing for all learners
• a consistent approach to teaching and assessment in writing, ensuring explicit teaching is embedded in teaching programmes, contributing to further improved learner 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

4 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