Hunterville Consolidated School

The same report — the board assurance report of 29 November 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 and the board have identified the following areas of non-compliance during the board assurance process:

on the basis of good quality assessment information, the board has not received or reported to the school’s community on the progress and achievement of students as a whole or students who are not progressing or at risk of not progressing, including the progress and achievement of Māori students [Regulation 21 of Education (School Boards) Amendment Regulations 2022]

has documents showing that suitable human resource management practices are implemented. [Section 599 of the Act: Performance of Teachers, Section 600 of the Act: Equal employment opportunities]

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 107 — 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. May 2019

   167

   Counted while ERO’s review team was at the school. Education Review Office, report of 18 June 2019

2. November 2014

   168

   Counted while ERO’s review team was at the school. Education Review Office, report of 4 February 2015

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 29 November 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

Hunterville Consolidated School is a full primary school located in the Rangitikei district and provides education for students in Years 1 to 8. A new principal was appointed in 2023. A new leadership team is also in place. The school’s vision to provide an education that grows with each child is supported through the values of honesty, empathy, respect and responsibility.

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 for learners are increasingly excellent and equitable.

Achievement information shows most learners, including Māori , achieve at or above the expected curriculum levels in reading and writing; and a large majority achieve at or above in mathematics.

Improving equity for groups of learners, particularly for male students in writing and mathematics, remains a school priority.

Attendance information shows a majority of students attend school regularly in relation to the Ministry of Education targets; leaders and teachers effectively monitor and support whānau to improve the attendance rates of learners.

Conditions to support learner success

Leaders work collaboratively and strategically to improve outcomes for learners.

Leaders collectively analyse the effectiveness of systems, processes and practices to inform evidence-based changes that respond to learner needs.

Leadership facilitates ongoing improvement and development to strengthen consistent, responsive teaching practices, through targeted professional learning.

Leaders and staff promote a positive, inclusive school culture with a clear focus on improving learner attendance, wellbeing and engagement in learning.

Teachers are establishing responsive teaching and learning practices that are consistent and cohesive across the school.

Learners needing additional support are identified and provided with increasingly effective assistance to progress their learning.

Teachers are strengthening capability in using data to inform responsive practices that support improved learner outcomes and address barriers to learning.

Learners are supported to engage, inquire and apply new learning within an inclusive, positive learning environment.

Key conditions to build and sustain improved outcomes for learners are strengthening.

Leaders and teachers are strengthening the use of information from a range of sources to plan for ongoing improvement.

The board and leaders are building and aligning schoolwide planning, assessment and reporting practices focused on learner wellbeing, engagement and achievement.

The board, leaders and staff continue to strengthen partnerships with whānau and the wider community, including iwi and hapū ; their views are actively sought to guide ongoing improvement and development of local curriculum.

Leaders continue to support teachers to build confidence and capability in te reo Māori and te ao Māori to improve learning opportunities for all students.

Part B: Where to next?

The agreed next steps for the school are to:

strengthen use of achievement information to inform responsive teaching practices and improve achievement outcomes for all learners, particularly for males in writing and mathematics

further develop partnerships with whānau and the wider community, including local iwi and hapū , using the skills and knowledge they bring to build on current practice and learning programmes

integrate quality te reo Māori and te ao Māori learning opportunities throughout the curriculum.

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

Within six months:

use assessment information to critically review teaching programmes that support greater consistency and purposefully address barriers to learner progress and achievement, particularly in writing and mathematics

use a framework, such as Poutama Reo, to evaluate current teacher practice and collect baseline data for improving te reo Māori and te ao Māori use within the classroom

Every six months:

moderate and monitor the progress and achievement of all learners, and use this information to inquire and adapt teaching practices to improve learner outcomes

continue to work alongside whānau, iwi and hapū to engage and share aspirations for all learners and to sustain active participation in the planning and decision-making of the school

leaders to monitor how well teachers are increasingly integrating quality te reo Māori and te ao Māori throughout the implementation of the curriculum

Annually:

analyse and report schoolwide attendance, progress and achievement data to the school board to strategically plan actions that will improve outcomes for all learners

gather and review whānau, iwi and hapū voice on the success of partnerships with the school, to assist with strengthening responsive practices to further engage learners with the local curriculum

leaders to evaluate the impact of identified initiatives that have been most successful in accelerating learner progress and achievement, with a focus on informing next steps, including the effective integration of te reo Māori and te ao Māori.

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

consistent, effective and responsive teaching, learning and assessment practices schoolwide, resulting in improved equity of outcomes for all learners

improved and sustained levels of engagement between the school and its community, including iwi and hapū , that contribute to the depth and breadth of teaching and learning programmes

successful and effective integration of te ao Māori through all aspects of teaching and learning, with students and staff regularly using te reo Māori with increased capability.

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

29 November 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 →