Auroa School

The same report — the board assurance report of 3 December 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO has identified the following areas of non-compliance during the board assurance process:

renew police vets for non-teaching staff every three years. [section 104 Education and Training Act 2020]

The board has since addressed the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 162 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. August 2019

   199

   Counted while ERO’s review team was at the school. Education Review Office, report of 15 October 2019

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 3 December 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Auroa School is in South Taranaki and provides education for learners in Years 1 to 8. The school’s vision is ‘ Te Mana Akoranga , Educate to Empower, and is supported through the values of ‘pride, innovation, respect and initiative – stand tall, be the example’.

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

Most learners achieve well and make sustained progress over time.

Achievement information shows that most learners are meeting or exceeding expected curriculum levels in reading, writing and mathematics; the school is taking steps to reduce disparity for boys in reading and writing.

Learners with additional needs are well catered for in programmes that accelerate their progress and achievement.

Student wellbeing and sense of belonging are well supported by an inclusive school environment and culture.

The majority of learners attend school regularly; the school is not yet meeting the Ministry of Education attendance target and leaders and teachers are using a range of strategies to monitor, report and improve attendance .

Conditions to support learner success

Leaders work well to collaboratively and strategically improve outcomes for learners.

Leadership is embedding a cohesive curriculum and clear expectations for schoolwide teaching practices that support learner engagement and success.

Leaders provide coaching approaches and opportunities for teachers to lead initiatives, building increased collective responsibility for achieving improvement goals.

Leaders and teachers are strengthening their evaluative capabilities to further understand the effectiveness of strategies designed to improve learner outcomes.

Curriculum and teaching practices are increasingly responsive to learners’ interests and community aspirations.

Classroom conditions support positive student engagement and shared responsibility for learning, characterised by a culture of respect and inclusion.

The localised curriculum continues to provide learners with authentic opportunities to create, apply and demonstrate new learning.

Leaders and teachers are implementing new procedures to strengthen the collation and analysis of achievement data to better inform teaching practice and know learner outcome trends over time.

School systems, structures and practices are well aligned to support school improvement and learner success.

Useful information provided to the board ensures resourcing decisions are based on evidence and drive school improvement initiatives.

Parents and whānau receive relevant information about their child’s progress and achievement; they have a range of opportunities where they engage and provide feedback to support improved learner outcomes, wellbeing and attendance.

Leaders and teachers are taking steps to give effect to Te Tiriti o Waitangi by integrating te reo me ōna tikanga Māori across the curriculum and using internal expertise and professional development to strengthen capabilities.

Part B: Where to next?

The agreed next steps for the school are to:

continue to improve achievement outcomes for all learners and reduce disparity for boys in reading and writing

monitor the impact of strategies to improve and sustain attendance rates for all learners

further refine the design of the localised curriculum to ensure there is alignment from Year 1 to Year 8

establish clear expectations for leader and teacher use of te reo me ōna tikanga Māori in classroom programmes and use internal expertise to lead and embed cultural practices.

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

Within six months:

evaluate the components of the curriculum delivery model to ensure there are clear progressions that support increased learner independence and self-management

Every six months:

review the success of school led initiatives to increase and sustain rates of attendance

report on the achievement of all learners with a particular focus on the progress made with achieving equity for target groups of learners and those at risk of not achieving

Annually:

report on the achievement of all learners and initiatives that have been most successful in accelerating progress for groups of learners, to inform strategic planning decisions

measure the growth in capability and provision of te reo me ōna tikanga Māori and plan and resource for continuing improvement.

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

improved levels of progress, achievement and attendance for all learners

a schoolwide curriculum delivery model that aligns with the school’s vision

increased use of te reo Māori, tikanga Māori and mātauranga Māori in daily school life and classroom programmes.

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

3 December 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

Read this report on ero.govt.nz →