Dorie 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 

Dorie School is located in rural Mid-Canterbury and provides education for learners in Years 1 to 8. The school’s DORIE values are Determination, Open-mindedness, Respect, Integrity and Empathy; the school’s vison - Pathways to Excellence.

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 

• A large majority of students achieve at or above curriculum level in reading and mathematics; outcomes are increasingly equitable for most students.
• A majority of students achieve at or above in writing; this area is an identified priority, particularly for those whose first language is not English.
• A majority of students attend school regularly; the school is not yet meeting the Ministry of Education’s national target and has strategies in place to improve attendance.

Conditions to support learner success

• Leaders share their expectations with teachers and parents for high-quality teaching to further improve outcomes for all students.
• Targeted professional learning is linked clearly to strategic goals and targets to strengthen teaching practice.
• Leaders and teachers work collaboratively with Kāhui Ako, educational and learning support providers to strengthen teaching practice and improve students’ progress and achievement in reading, writing and mathematics.

• Use of relevant assessment information by teachers, to inform planning and instructional programmes and further improve outcomes for students occurs more consistently.
• Teachers structure learning well and use their knowledge of the students and their prior knowledge, to inform next learning steps for students.
• Students with additional learning needs are well supported with targeted programmes to increase their engagement and progress. 

• The board and all staff provide more opportunities and support for whānau and the wider community to engage in the life of the school and support access to learning for all students.
• The board and leaders effectively plan for, monitor and target resourcing, that links to the school’s strategic goals and professional learning for teachers that strengthens teaching practice and improves outcomes for students. 
• Leaders and teachers create inclusive environments that reflect the DORIE values, increasing a sense of belonging and wellbeing for students.

Part B: Where to next? 

The agreed next steps for the school are to: 

• further improve student outcomes in reading, writing and mathematics for all students, including for those whose first language is not English
• build teacher practice in Te ao Māori and continue to engage in regular connections with whānau to further support students’ learning and wellbeing
• continue to nurture and strengthen students’ understanding and knowledge of their own and others’ identities and cultures 
• closely monitor strategies in place to increase regular attendance to meet the Ministry of Education’s national target.

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

Within six months:

• engage in professional learning to record and effectively analyse assessment information for future strategic planning and reporting to improve outcomes for students in reading, writing and mathematics
• develop a school-wide action plan for increasing teacher capability, confidence and commitment to Te ao Māori 
• engage in professional learning to strengthen teacher practice to meet the needs of students whose first language is not English
• embed and track attendance strategies and analyse the impact on attendance trends

Every six months:

• monitor, analyse and evaluate progress and achievement in reading, writing and mathematics and respond to emerging trends
• review assessment practices to strengthen consistency of use across the school to improve outcomes for students
• leaders and teachers review and refine structured literacy practices in the junior school to identify what is working
• engage in professional learning to strengthen teacher practice to meet the needs of students whose first language is not English

Annually:

• evaluate the impact of school-wide assessment practices on student outcomes in reading, writing and mathematics 
• evaluate and report the impact of reading, writing and mathematics initiatives on student progress and achievement, including for students whose first language is not English, to inform future planning
• review and refine the action plan for increasing teacher capability in Te ao Māori 
• review the impact of strategies in place to increase regular attendance.

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

• improved progress, achievement and equitable outcomes in reading, writing and mathematics
• increased integration of Te ao Māori into teaching practice to support and enhance students’ learning
• teachers demonstrating greater confidence when planning for, and working effectively with, students whose first language is not English 
• increased levels of 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

5 November 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