Ōmata School

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 205 — 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. November 2018

   166

   Counted while ERO’s review team was at the school. Education Review Office, report of 30 January 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 28 January 2025 — “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

Ōmata School , located south-west of New Plymouth on Surf Highway 45, provides education for students in Years 1 to 8. The school’s vision ‘ Nurturing Environment – Connected Learners, Tiakina te Taiao – Kia hono ngā akonga ’ is underpinned by the values of Aroha (Compassion), Takohanga (Responsibility), Āuahatanga (Innovation), Rangatiratanga (Integrity) and Māhirahira (Curiosity).

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

Most learners are engaged, make good progress and achieve very well.

Achievement information over the past three years shows that most learners achieve at or above curriculum expectations in reading, writing and mathematics; by Year 8 almost all learners achieve at or above these expectations.

Students with additional learning needs are identified, have targeted support and progress well, within an inclusive learning environment.

Learners know and express the school’s values, have a strong sense of belonging and purpose, and are confident in their identity.

Regular attendance is above the Ministry of Education target for 2024.

Conditions to support learner success

Leadership is highly effective and leads ongoing improvement.

Strategic planning and annual goals, developed in partnership with the community, board and staff are focused on achieving equitable and excellent learner outcomes.

Leaders and teachers use a range of high-quality data and other evidence to evaluate and report the effectiveness of strategies used to improve learning and wellbeing.

A strong school culture prioritises staff professional growth and capacity building, focused on enhancing teaching practice and improving learner outcomes.

Evidence based and culturally responsive teaching practices provide learners with purposeful and engaging learning opportunities.

Teachers and staff consistently implement current research-based programmes that assist students to make ongoing progress with their learning.

Students learn in positive and affirming environments in which they are supported to be independent and take risks to make the most of all learning opportunities.

Teachers meaningfully demonstrate commitment to Te Tiriti o Waitangi by integrating te reo Māori and mātauranga Māori through the curriculum, supporting knowledge building and learner outcomes.

The school has well aligned systems, practices and programmes that promote learners’ well-being and engagement for success.

Effective partnerships between the board, leaders and teachers support collaboration and resourcing that contributes to a successful teaching and learning environment.

Learners experience a well-considered curriculum that is responsive to community aspirations; effectively utilising the local environment and reciprocal partnerships with hapū and iwi .

Parents and whānau are respected partners in learning; they are well informed and provided with a range of opportunities to support and actively participate in their child’s learning.

Part B: Where to next?

The agreed next steps for the school are to:

maintain strategies to sustain high levels of regular attendance

prepare to implement the new English and mathematics curriculum

continue to evaluate the impact of improvement strategies on learner progress and achievement outcomes; this includes equity and excellence for all students and the effectiveness of professional development programmes on teacher practice

continue with initiatives to strengthen teacher and student use of te reo Māori and mātauranga Māori learning, focused on increasing collective capability.

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

Within six months:

review literacy and mathematics programmes to ensure they have a structured teaching approach aligned to national curriculum expectations.

Every six months:

evaluate progress and achievement data with a particular focus on the impact of professional development on student achievement outcomes.

Annually:

report on the effectiveness of professional learning on equity and excellence for all learners to inform future professional development planning decisions

monitor progress made with strengthening teachers and learners’ te reo Māori and mātauranga Māori capabilities and evaluate the impact on learner outcomes.

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

sustained levels of attendance, progress and achievement

successful implementation of the new English and mathematics curriculum

consistently effective and responsive teaching and learning practices that support equitable outcomes for all learners

strengthened capability of teachers and learners in te reo Māori and mātauranga Māori learning.

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

28 January 2025

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 →