Ashley Rakahuri 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 

Ashley Rakahuri School is a semi-rural school located in North Canterbury and provides education for students in Years 1 to 8. The school’s REACH values are Respect, Excellence, Aroha, Courage, Honesty and the school’s vision is Mahi Tahi – Better Together.

There are two 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 A: Current State

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

Learner Success and Wellbeing 

Outcomes for most students are equitable and excellent.

• Most students achieve at or above curriculum expectations in reading, writing and mathematics.
• Students express that they have a strong sense of belonging that is supported by inclusive practices and the enactment of the school values.
• A large majority of students attend school regularly; leaders have strategies in place and are actively working towards improving regular attendance for all students to meet the Ministry of Education’s national target.

Conditions to support learner success

Leaders effectively foster a culture of high-quality teaching and continuous improvement.

• Leaders and teachers regularly collaborate with whānau and the community to sustain high levels of relational trust that supports learning. 
• Leaders regularly involve students, staff and whānau in strategic decision making to further improve progress, achievement and wellbeing for students.
• Leaders and the board provide effective targeted professional learning that strengthens teachers’ capabilities to improve and sustain outcomes for students.

Effective evidence-based teaching strategies and practices provide purposeful learning opportunities.

• Curriculum planning increasingly reflects local contexts; teachers plan effectively to respond to students’ learning needs and interests.
• Teachers gather, analyse and use valid assessment information to inform planning and teaching that improves outcomes for all students.
• Students needing additional support and extension are identified and provided with effective needs-based programmes that improve outcomes and wellbeing.

Effective systems and processes are well aligned to ensure improved outcomes for all students.

• The board and leaders review and evaluate assessment information effectively and use it to strategically prioritise goals and professional learning to sustain improved outcomes for students.
• The board, leaders and teachers value partnerships with whānau, the community, kāhui ako and educational providers to access a range of meaningful learning opportunities that engage students.
• Leaders and teachers work collaboratively and prioritise professional growth, including capability in te ao Māori, to strengthen teaching practices and support students’ learning across the curriculum.
• Leaders and teachers consistently provide an inclusive environment which reflects the school’s values and supports high expectations for all students.

Part B: Where to next? 

The agreed next steps for the school are to: 

• maintain teaching, learning and leadership practices which further improve then sustain excellent and equitable learning outcomes for all students
• further enhance connections and engagement with the local environment and community that enrich opportunities for learning
• continue to strengthen student wellbeing (hauora) by implementing school-wide inclusive practices 
• continue to increase regular attendance through a range of strategies.

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

Within six months:

• continue to engage in professional learning to implement the changes within the New Zealand Curriculum 
• continue to strengthen connections with local iwi and share local stories and history with the community through learning programmes and planning
• review attendance data and refine strategies to increase regular attendance

Every six months:

• continue to review and analyse reading, writing and mathematics progress and achievement information to inform teacher planning and practice
• review learning opportunities provided for students to connect and engage with the local environment and community for the impact on engagement

Annually:

• evaluate and report to the board the impact of professional learning on teaching practices and progress, achievement and wellbeing outcomes for learners
• review school-wide assessment and reporting practices to reflect the changes within the New Zealand Curriculum
• consult with students, staff, whānau and the community to develop future strategic direction and goals
• monitor, review and report to the Board attendance data and the impact of strategies in place.

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

• sustained progress and achievement in reading, writing and mathematics for all students resulting in excellent and equitable learning outcomes
• students demonstrating a strong connection with the local environment through their involvement in the community and the school’s local curriculum
• enhanced student wellbeing and students continuing to demonstrate the school values 
• increased student engagement and regular attendance.

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