Omihi 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

Omihi School is located in North Canterbury. It provides education for learners in Years 1 to 8. The school’s vision Ako|Learn, Tipu|Grow and Puāwai|Thrive is underpinned by the values of Poho Kererū|Pride, Kotahitanga|Unity, Whakaute|Respect, Hiranga|Excellence. 

There are three 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 C: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Previous Improvement Goals

Since the previous ERO report of June 2022, the school and ERO have been working together to evaluate the positive difference that approaches in teaching literacy make to students’ learning, particularly in writing.

Expected Improvements and Findings

The school expected to see:

A greater understanding across staff about the best practices that support accelerated literacy progress, particularly for boys in Years 2 to 8.

• All learners made progress, some made significant accelerated progress.
• Teachers focus on literacy strategies, particularly boys, resulted in positive impacts on progress and engagement in learning.
• Teachers have undertaken extensive professional learning opportunities that has increased their understanding and use of effective teaching of literacy.

A consistent approach to the teaching of writing across the school with a shared understanding of best practices.

• Teachers approach to planning and assessment of learning have been strengthened through regular, effective professional development and the sharing of knowledge and skills.

The greatest shift that occurred in response to the school’s action was increased teacher understanding and consistency of literacy teaching practices schoolwide, leading to improved outcomes for learners. 

Part B: Current State

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

Learner Success and Wellbeing

• The majority of learners achieve at or above the expected curriculum level in reading, writing and maths; raising achievement in writing continues to be a priority.
• Students experience an inclusive school culture that successfully contributes to wellbeing for learning. 
• Most learners attend regularly; the school meets the Ministry of Education target. 

Conditions to support learner success

• Leaders set well-considered strategic goals that focus on achievement, particularly for learners who need additional support. 
• Strong professional relationships and shared leadership positively reinforce the school’s values and priorities, this enhances learners’ wellbeing and sense of belonging. 
• Purposeful and planned collaboration schoolwide strengthens the consistency of teaching practice and prioritises ongoing improvement.

• Clear expectations for teachers and learners result in settled and learning focused classrooms; teachers continue to find ways to promote student leadership of learning. 
• Teachers regularly review the curriculum to ensure it continues to engage learners, meet their needs and reflects the local context. 
• Teachers and the principal actively upskill their knowledge to ensure teaching programmes reflect tikanga Māori and te reo Māori.

• The board is highly supportive and has clear understanding of its governance role.
• Purposeful partnerships with local schools, external agencies and the community enhance teaching and learning.
• Learners are well known by all staff, those at risk of not making expected progress are closely monitored and specific actions are taken to address their learning needs. 
• A wide range of feedback from learners, staff and the community is used well to inform resourcing decisions for improvement.

Part C: Where to next?

The agreed next steps for the school are to:

• continue to embed reading and writing teaching practices and ensure these are sustained over time
• evaluate the effectiveness of programmes for priority learners to support accelerated progress and achievement
• strengthen learners’ ability to reflect on and contribute to their next learning steps.

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

Every six months:

• continue to report school-wide literacy progress and achievement to the board to support decision making
• continue to report to parents on the ongoing development and progress of literacy programmes to strengthen partnerships for learning.

Annually:

• Report to the board on effectiveness of programmes that support the progress of targeted groups of learners to inform ongoing improvement.

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

• improved learner progress and achievement in literacy 
• sustained, high levels of engagement and attendance
• learners contributing to and knowing about their learning.

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

19 September 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