Loburn School Te Kura Aromauka

The same report — the board assurance report of 13 November 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 and the board have identified the following areas of non-compliance during the board assurance process:

the school needs to work towards offering students opportunities for learning second or subsequent languages in Years 7 and 8 [New Zealand Curriculum]

the school needs to provide career education and guidance for all students in Year 7 and above [Section 103, Education and Training Act 2020]

notices prohibiting smoking and vaping at all times must be displayed in the school premises [Section 7a, Smokefree Environments and Regulated Products Act 1990]

the Board must report in its annual report on its compliance with its equal opportunities programme [Section 597(1) Education and Training Act 2020]

the school needs to check a primary identity document and a secondary identity document, required for safety checking of workforce [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 173 — 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. February 2019

   162

   Counted while ERO’s review team was at the school. Education Review Office, report of 3 May 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 13 November 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 11 months of the Education Review Office and Loburn 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

Loburn School is a full primary school, located in North Canterbury, that provides education for students from years 1 to 8. Learning aims to align with the school’s values of respect | whakaute , service | manaakitanga , participation | mahi tahi , and its desired qualities of learners being team players, communicators, investigators, high-performers, and thinkers.

Loburn School’s strategic priorities for improving outcomes for learners are to:

grow positive school and community relationships to support student learning and the development of a cultural identity

develop a localised curriculum that is innovative and engaging for students and staff

grow wellbeing practices to promote resilience and inclusivity.

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

ERO and the school are working together to evaluate the impact of their localised curriculum development on student achievement and agency.

The rationale for selecting this evaluation is that the school has identified:

the need to deepen understanding across the curriculum and raise achievement, particularly in literacy and mathematics

a group of priority learners whose learning needs acceleration

that the use of feedback and feed forward could be better used to inform planning.

The school expects to see:

explicit learning outcomes expressed through a localised curriculum which increases student agency

students engaged in purposeful learning, and achieving at their highest levels

students articulating what they are learning, why, and their next steps.

Strengths

The school can draw from the following strengths to support its goal to evaluate the impact of their localised curriculum development on student achievement and agency:

the school regularly partners with its community to gather their voice to inform decision-making

data is examined to identify students’ needs, priority learners, and set achievement targets

a whole school collaborative approach to teaching, learning, and assessment ensures consistency of practice and informs curriculum development

a focus on hauora underpins learning, pastoral care, and school wide initiatives.

Where to next?

Moving forward, the school will prioritise:

targeted professional learning to strengthen teacher capability in literacy and mathematics to embed a whole-school approach

continuing to grow positive school and community relationships which support student learning, cultural identity, and contribute to learning design

creating a localised curriculum, supported by effective feedback, which increases students’ agency and high expectations of themselves.

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

13 November 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 →