Ruru Special School

Te Ara Huarau | School Profile Report 

Background

This Profile Report was written within six months of the Education Review Office and Ruru Special 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

This report is part of a nationally coordinated evaluation of 27-day specialist schools during the second half of 2023. This included the development of day specialist school evaluation indicators by ERO with significant input from principals, staff, and the Special Education Principals’ Association of New Zealand (SEPAnz). 

Context 

Ruru Special School is based in Invercargill and provides specialist education for students with diverse learning needs, aged between 5 and 21 years, that receive funding from the Ongoing Resourcing Scheme (ORS). In addition to the base school, the school operates satellite classrooms in three local host schools and a transition classroom for senior students located at Southern Institute of Technology | Te Pūkenga. 

A specialist therapy team supports students’ wellbeing and access to learning through a transdisciplinary approach. A specialist teacher outreach service works with ORS funded students enrolled in their local school across the Southland region.

The school continues to navigate and manage roll growth pressures along with the employment and property demands associated with this.

The school’s vision is to provide a supportive and inclusive environment where ākonga are empowered to reach their full potential. This is supported by the school’s values of Respect, Manaakitanga, Inclusion, Integrity, and Excellence. The 3 B’s – ‘Be Respectful, Be Prepared, Be Awesome’ are the foundation of everything the school aims for.

Ruru Special School’s strategic priorities for improving outcomes for learners are:

• culturally responsive practices (CRP)
• hauora - wellbeing.

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

ERO and the school are working together to evaluate the impact for students from culturally responsive practices throughout school pedagogy and culture, and how this effectively includes whānau, students and staff. 

The rationale for selecting this evaluation is: 

• the school has already embarked on a period of development to raise awareness of the impact of CRP on successful outcomes for students
• planning already in place to further investigate opportunities to enhance, weave and embed CRP through all aspects of school’s curriculum and operations.

The school expects to see enhanced engagement of whānau through reciprocal and respectful relationships that support individual holistic needs of each student. Te ao Māori will be demonstrated through an understanding of culturally responsive practices.

Strengths 

The school can draw from the following strengths to support its goal to know how effectively culturally responsive practices support student outcomes and strengthens whānau, students and staff understanding and input.

• Student outcomes are supported by well-targeted individual goals and collective transdisciplinary planning for individuals that reflects high staff expectations for students.
• A collaborative, collegial, and supportive school culture which focuses on:
  • seamless schoolwide teaching approaches
  • learner goals and priorities that encompass multiple voices, including whānau
  • integrated therapy team perspectives and expertise to support individual wellbeing and learning needs.
• Schoolwide practices that effectively support calm and settled environments with programmes that promote engagement, positive class culture and a strong sense of wellbeing and belonging for learners.
• Effective school systems and processes that promote shared understanding, clear expectations and clearly articulated school direction.
• Effective and knowledgeable leadership that is supportive, reflective, and responsive to identified needs through regular reviewing, monitoring and refining practices.
• Leaders with an increased understanding of their obligations in relation to Te Tiriti O Waitangi and make good use of the strengths within staff, the community - whānau haua, and external expertise to build the capacity of all staff. 

Where to next?

Moving forward, the school will prioritise:

• exploring, securing and monitoring quality, appropriate staff and board professional development which aligns with building culturally responsive practices across the school and its community
• strengthening connections with whānau and the community to further enhance reciprocal and respectful relationships to support improved student outcomes.

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

2 April 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

This school has four Satellite Classes based at Salford School, Donovan School, Verdon College, and the Southern Institute of Technology.