Egmont Village School

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 198 — 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. June 2018

   156

   Counted while ERO’s review team was at the school. Education Review Office, report of 12 September 2018

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

Egmont Village School is a rural, full primary school located in Egmont Village, North Taranaki and provides education for students in Years 1 to 8. A new principal was appointed at the beginning of 2023. The school’s vision of confident, connected, life-long learners actively involved in the wider world is underpinned by the school values of aumangea (resilience), ngākau pono (integrity), whakaute (respect) and mahi tahi (teamwork) .

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

Outcomes are increasingly equitable and excellent for all learners.

Most learners achieve at or above the expected curriculum levels in reading, writing and mathematics; there is identified disparity for boys in writing and Māori learners in mathematics.

Outcomes for Māori learners show improvement over time and are increasingly equitable.

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

Attendance information shows a majority of learners attend school regularly; the school is not yet meeting the Ministry of Education 2024 target, and leaders and teachers work closely with whānau to improve attendance rates for learners.

Conditions to support learner success

Leadership sets and monitors appropriate school improvement goals that impact positive outcomes for all learners.

Leadership actively set and pursue improvement goals and targets for learners at most risk of not achieving and closely monitors outcomes for key groups to track their progress.

Staff regularly engage in professional learning aligned to the school’s strategic goals, improving teaching, learning and outcomes for all learners.

Leaders support teachers to develop their capability and confidence in mātauranga Māori and te reo Māori to strengthen learning opportunities for all learners.

Learners experience a meaningful curriculum, supported by explicit teaching that is responsive to learner needs.

Learners experience inclusive learning environments where mutual respect and trust between learners and teachers supports high engagement in learning activities.

Teachers use assessment processes well to plan for and report on the progress and achievement of learners; adaptive, responsive teaching practices contribute to positive learner outcomes.

Learners have a range of opportunities to engage in a rich curriculum that prioritises the development of foundational skills and increasingly reflects local contexts and the culture and heritage of the area.

Learner achievement, engagement and wellbeing are supported by well-established school conditions.

Leaders and teachers have high aspirations for all learners to progress and achieve and consistently provide targeted support that improves learner outcomes.

Relationships between teachers, learners and parents are founded on mutual trust that supports the learning and wellbeing of all learners.

The board aligns resourcing decisions to identified priorities, based on regular tracking and reporting of learner outcomes.

Part B: Where to next?

The agreed next steps for the school are to:

further strengthen teacher knowledge of the learning and teaching in mathematics to support improved learner outcomes

continue to improve the achievement of boys in writing and Māori learners in mathematics

continue with strategies that improve learners’ attendance rates

continue to collaborate with mana whenua to develop a local curriculum, that provides relevant contexts for learning and broadens the school community’s knowledge and understanding of the local area and Aotearoa New Zealand.

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

Within six months:

continue with staff professional development in the learning and teaching of mathematics across the school

continue strengthening schoolwide processes to track and monitor the progress and achievement of all learners

work with mana whenua to further develop and implement the localised curriculum

Every six months:

analyse assessment information in mathematics to determine learner engagement, progress and achievement

review school initiatives and actions with a focus on how these are raising the achievement of Māori learners

continue to closely monitor and report on the attendance of learners

monitor teaching and learning to ensure class programmes reflect the aspirations of mana whenua

Annually:

leaders review and evaluate the impact of mathematics learning and teaching approaches on improved outcomes for all learners

review school initiatives and actions with a focus on how these are raising the achievement of boys in writing and Māori students in mathematics

continue to prioritise and review initiatives that improve learners’ attendance; report attendance to board and the community.

consult with mana whenua and the school community about the local curriculum content and implementation to inform ongoing learning programmes.

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

clear and explicit mathematics teaching throughout the school that improves equitable and excellent outcomes for all learners

increased progress and achievement for all learners and reduced disparity, particularly for boys in writing and Māori learners in mathematics

improved and sustained attendance

a local curriculum that supports students’ strong sense of belonging, knowledge and connection to Aotearoa New Zealand and the local area.

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 →