Reefton Area School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Reefton Area 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 

Reefton Area School provides education for students in Years 1 to 14 in the town of Reefton.

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

• promote excellence and equity in achievement for all students and accelerate the learning of students performing below expectations

• leverage effective culturally responsive teacher practice, teaching strategies and learning opportunities to engage learners and enrich learning

• enhance pastoral and student support systems to maximise the opportunities students have to be successful in their chosen pathway and develop into self-managing, self-regulated learners.

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

ERO and the school are working together to evaluate to what extent the delivery of the localised curriculum supports equity and excellence in student engagement and achievement in reading, writing and mathematics in Years 1 to 10 and NCEA.

The rationale for selecting this evaluation is to:

• improve student achievement outcomes in reading, writing and mathematics in Years 1 to 10 and NCEA

• implement a localised curriculum which is responsive to the aspirations of students, parents and whānau

• strengthen school-wide practices for tracking, monitoring and responding to progress and achievement data.

The school expects to use the outcome of the evaluation to inform a coordinated approach to teaching and learning. Ongoing monitoring and evaluation of achievement, valued outcomes and other indicator data will show improved student outcomes in terms of achievement and engagement in reading, writing and mathematics in Years 1 to 10 and NCEA.

Strengths

The school can draw from the following strengths to support its goal to improve student outcomes in terms of achievement and engagement.

• Teachers work in a supportive professional environment that encourages ongoing improvement in teaching and learning.

• Teachers are engaged in professional learning focused on addressing student learning needs.

• The school, board of trustees and community enjoy reciprocal relationships that support students’ learning and wellbeing.

Where to next?

Moving forward, the school will prioritise:

• ensuring that the localised curriculum is responsive to the aspirations of students, parents and whānau

• using internal evaluation to support the quality, consistency and coherence of the school’s assessment and teacher practice across the school

• strengthening the roles of form teachers in supporting attendance, behaviour and student achievement

• mentoring and supporting staff to promote student wellbeing and engagement.

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

31 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