Kotemaori School

The same report — the board assurance report of 1 July 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:

a strategic and annual implementation plan for 2024 [Education and Training Act, Section 639]

report to each student at the school and their parents on the student’s progress and achievement at least twice a year [Education and Training Act 2022 Amendment 2022, Regulation 21]

undertaken Health Curriculum bi-annual consultation [Section 91 Education and Training Act 2020]

develop and implement a curriculum, as expressed in The New Zealand Curriculum for students in Year 1-13. [Education and Training Act 2022, Section 60A]

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 16 — 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 2018

   13

   Counted while ERO’s review team was at the school. Education Review Office, report of 13 June 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 1 July 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 six months of the Education Review Office and Kotemaori 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

Kotemaori School is Years 0 to 8 school, north of Napier. The school was affected by Cyclone Gabrielle and is temporarily located at Putorino School. The school expects to be back on site, in new premises, by the end of 2024. A new principal was appointed at the beginning of the 2024 school year. Prior to this the school was led by a long-term relieving principal.

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

teachers empowering students to take ownership of their learning

enabling students to learn and create in a technological world

empowering students to take care of the world around them.

You can find a copy of the school’s strategic and annual plan at the current location of Kotemaori School.

ERO and the school are working together to evaluate the extent to which curriculum development and assessment practices improve student engagement, progress and achievement.

The rationale for selecting this evaluation is:

the significant disruption to ongoing learning through management changes and weather events

the need to establish accurate, usable baseline data to clearly identify the learning needs of individual students and respond accordingly

systems for sustainable practice, such as looking at school effectiveness, need establishing.

The school expects to see:

student progress and achievement known and reported to the board and community

a localised curriculum in place that is embedded and well documented, so that changes in management do not adversely affect teaching and learning

the gathering and use of relevant, standardised assessment information to inform teaching that responds to learner needs and strengths

regular attendance levels improved to meet the Ministry of Education’s targets for each child attending 90% of the time

developing parent partnerships for learning and community consultation about the school’s direction.

Strengths

The school can draw from the following strengths to support its goal to have a relevant curriculum and assessment practices that support student engagement, progress and achievement:

student-focused leadership that gives priority to establishing key school conditions for improvement

networking by principal to address improvement actions in a timely way; this includes with the board, neighbouring schools and advisers

relationships between staff and with children are positive and continuing to grow.

Where to next?

Moving forward, the school will prioritise:

building on the initial work of the incoming principal to get to know students’ learning needs and to have sustainable assessment systems and practices

providing clear guidance for teaching and learning through a well-documented curriculum to have continuity of learning for students and identify teacher needs for growth and direction

using data to inform the school’s strategic direction, goals and annual priorities

working with whānau and the school’s community, so that they are part of decision making and addressing school improvement priorities for optimum conditions for learners.

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

1 July 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 →