Frasertown School

The same report — the board assurance report of 11 December 2023 — 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:

ensure all staff employed have a current police vet [s104 Education and Training Act 2020]

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

The board has since taken steps to address 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 113 — 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

   124

   Counted while ERO’s review team was at the school. Education Review Office, report of 25 October 2019

2. August 2016

   117

   Counted while ERO’s review team was at the school. Education Review Office, report of 1 November 2016

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 11 December 2023 — “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 19 months of the Education Review Office and Frasertown 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

Frasertown School is a primary, rural school north of Wairoa . The school has learners from Years 1 to 6 with whānau, hapū and iwi connections to Ngāti Mihi , a subtribe of Ngāti Kahungunu - descendents of Ngā Tokorima a Hinemanuhiri . The school is affiliated to local marae of Pākowhai and Whetumarama . A new Principal was appointed in 2021.

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

to engage learners through a locally empowered curriculum that is authentic, connected and purposeful

to ensure students are well prepared through the use of digital technologies, skills, content and mindset to actively contribute to the world beyond Frasertown School

to enable students to stand in their own mana , to value themselves as learners and people, ensuring ākonga are strong in their identity as individuals, within their whanau , school and community

to ensure whanau are well informed and engaged in their children's learning, contributing to learning and school life as valued learning partners.

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

ERO and the school are working together to evaluate how effectively teaching practices in literacy and numeracy promote improved outcomes for all learners, particularly for Māori and boys.

The rationale for selecting this evaluation is:

to improve learner outcomes in literacy and numeracy across all year levels of the school

to ensure that professional learning is translated into tangible and actionable steps that lead to improved outcomes for learners

to further develop partnerships with whānau, hapū and iwi to promote improved engagement, attendance and achievement.

The school expects to see:

equitable and excellent outcomes in literacy and numeracy for all learners

consistent teaching expectations aligned with best practice, research and evidence to promote learner progress and achievement.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate how effectively teaching practices in literacy and numeracy promote improved outcomes for all learners:

leadership prioritises and plans for improvement in equitable and excellent outcomes for all learners

a collaborative team committed to continued growth in teacher capacity and capability through professional learning leading to improved outcomes for all learners

improved systems and practices in place for tracking, monitoring and reporting on progress and achievement

respectful relationships and an inclusive learning climate.

Where to next?

Moving forward, the school will prioritise:

continuing to build culturally responsive capabilities and effective practice within literacy and numeracy teaching

strengthening reciprocal and learning centred relationships with whānau to support improved progress and achievement

implementing a responsive, localised curriculum that responds to culture, language and identity that includes te ao Māori, te reo Māori me ona tikanga and mātauranga Māori .

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

11 December 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

Read this report on ero.govt.nz →