Hororata School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 22 months of the Education Review Office and Hororata School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz

Context 

Hororata is a contributing primary school for learners from Years 0 to 6, located in the Selwyn District of Mid-Canterbury. The school is a member of Te Hū o Kākāpōtahi Kāhui Ako.

Hororata School’s strategic priorities for improving outcomes for learners are to:

• enhance achievement

• provide quality teaching and learning

• provide effective conditions for learning.

You can find a copy of the school’s strategic and annual plan on Hororata School’s website.

ERO and the school are working together to evaluate leadership for sustainability of a coherent learning pathway of effective reading practices, from Years 0 to 6.

The rationale for selecting this evaluation is:

• this focus aligns with strategic planning that prioritises a review of the quality of reading practices within the school’s integrated and localised curriculum, and to weave culturally responsive practices through all learning

• the school has a strong focus on developing teaching and learning programmes to improve student success, and is considering ways to purposefully sustain these practices going forward

• reading recovery has been replaced as a withdrawal intervention by professional development in structured literacy, designed to strengthen in-class teaching practices to foster success for all learners.

• English-language learners and neuro-diverse learners will require teachers to build specific skills and strategies to support literacy success.

The school expects to see staff enacting quality teaching practices, so that students experience a smooth transition and learning pathway through the school. Teachers will demonstrate deliberate acts of teaching and adaptive teaching skills that respond to students’ individual strengths and prior learning. Teachers will scaffold enhanced learning, engagement, achievement and progress in reading. Culturally responsive practices will be evident in strong relationships between staff and students, promoting equity and excellence. Leaders will sustain quality practices and build capability by embedding collaborative opportunities for teachers’ evidence-based reflection and inquiry, including a professional growth cycle structure and approach.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate leadership for sustainability of a coherent learning pathway of effective reading practices, from Years 0 to 6:

• a strong focus on the school’s values, promoting student wellbeing and inclusion

• thorough analysis of data to inform evidence-based strategic planning

• strong community connections, and collaborative partnerships with other schools.

Where to next?

Moving forward, the school will prioritise:

• completing the investigation phase of the school’s ERO Evaluation for Improvement Plan to create a current picture of teaching and learning strengths and needs

• using this information to collaboratively explore consistency of practice and opportunities for growth, using a GROW framework for sensemaking, to prioritise the focus areas for change and improvement.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

15 May 2023 

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