Elsthorpe School

The same report — the board assurance report of 8 April 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.

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

meaningfully incorporate te reo Māori and tikanga Māori [The Statement of National Education and Learning Priorities 2020]

consultation with school’s Māori community [Section 127 (1)(d) of the Act: Objectives of boards in governing schools] [Section 139 of the Act: Preparing Strategic Plan] [The Statement of National Education and Learning Priorities 2020]

safety checking of workforce: evidence of risk assessment. [Children’s Act 2014]

The board has since taken steps to address the safety checking of the workforce and is addressing the other 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 36 — 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. September 2019

   54

   Counted while ERO’s review team was at the school. Education Review Office, report of 18 December 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 8 April 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

Background

This Profile Report was written within 17 months of the Education Review Office and Elsthorpe 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

Elsthorpe School is a rural, full primary school in Central Hawke’s Bay, for students from Years 1 to 8. A new principal was appointed in Term 3 2022.

Elsthorpe School’s strategic priorities for improving outcomes for learners are:

ākonga are connected, compassionate, caring and empowered to lead their own learning

an integrated localised curriculum with strengthened language, culture and identity for all ākonga

strong partnerships that support ākonga learning.

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

ERO and the school are working together to evaluate the extent to which learners experience a localised curriculum that responds to their culture, language and identity and supports equitable learning outcomes. Included in the evaluation focus is gauging the impact of further developments in the teaching of mathematics on learner progress and achievement.

The rationale for selecting this evaluation is:

to promote and sustain equitable and excellent learning outcomes for all learners

to develop a localised curriculum that reflects local contexts and integrates te ao Māori , te reo me ngā tikanga Māori and mātauranga Māori

to further support reciprocal partnerships across the community and incorporate whānau , hapū and iwi aspirations in the curriculum.

The school expects to see:

further development in the teaching of mathematics for improved learner progress and achievement

equity and excellence for all ākonga sustained over time with high levels of attendance and engagement

a curriculum that reflects local contexts with relevant, authentic learning experiences that builds confidence for all ākonga in their identity, language and culture

increasing integration of te ao Māori , tikanga Māori and mātauranga Māori learning opportunities throughout the curriculum.

Strengths

The school can draw from the following strengths to support its goal of a localised curriculum that responds to the learning needs and culture, language and identity of all learners:

respectful relationships and a positive learning environment promote learners’ sense of belonging and connection to the school

learner wellbeing is well supported; leadership is strengthening policies, programmes and practices to promote learners’ wellbeing through confidence in their identity, language and culture and engagement in learning

capacity to effect curriculum improvement actions is evident through the commitment by teachers to continued growth in te Reo Māori , tikanga Māori and mātauranga Māori .

Where to next?

Moving forward, the school will prioritise:

professional learning in: mathematics to further support equity of learner outcomes; how to integrate te reo Māori , te ao Māori and mātauranga Māori within the development of a localised curriculum

strengthening connections with the community, whānau , hapū and iwi to build reciprocal relationships to support their aspirations for ākonga and inform curriculum design

building evaluative capability through defining valued and measurable learner outcomes within the strategic planning cycle.

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

8 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

Read this report on ero.govt.nz →