Ōtari School

The same report — the board assurance report of 18 October 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.

The board has identified the following areas of non-compliance during the board assurance process:

Complied with the requirement to adopt a statement on the delivery of the Health Curriculum, at least once every two years after consultation with the school community. [Section 91 Education and Training Act 2020].

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 198 — 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 2018

   198

   Counted while ERO’s review team was at the school. Education Review Office, report of 10 May 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 18 October 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 six months of the Education Review Office and Ōtari 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

Te Kura o Ōtari - Ōtari School is in the Wellington suburb of Wilton. The school caters for students in Years 1 to 8 offering multi-level classes in three distinctive strands: Māori Immersion, English Medium and Montessori classes. Each strand focuses on ‘inspiring a love of learning’.

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

Improve outcomes for all students, particularly Māori and Pasifika, children from low socio-economic homes and children with additional learning needs.

Accelerate progress of students performing ‘below’ expectation.

Enhance the delivery of the curriculum, and the enjoyment of learning, through a variety of indoor and outdoor experiences that integrate subjects and develop academic, social, and practical skills.

Ensure staff are provided with the tools, development and practical support needed so that they can fulfil their roles with expertise, enjoyment, and satisfaction.

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

ERO and the school are working together to evaluate how well the school’s curriculum initiatives, including the use of literacy writing frameworks and the localised curriculum, promote increased engagement, progress, and achievement for all ākonga .

The rationale for selecting this evaluation is:

that ākonga will see their languages, cultures, identities, histories and strengths woven through the curriculum

to maintain a focus on the progress and achievement of each ākonga by developing and implementing consistent and rigorous assessment systems and practices

that the school’s connections to mana whenua , will provide ākonga with experiences that reflect the local area.

The school expects to see an engaging, refreshed curriculum for ākonga which continues to be learner-centred, creative, and collaborative, reflective of who ākonga are, who they can be, their whakapapa , and their connection to whenua . Strengthened assessment practices will enable the school to inclusively respond to and meet the needs of individual ākonga .

Strengths

The school can draw from the following strengths to support its goal to create an engaging and responsive curriculum, which builds on its strengths as a multi-strand kura with multiple pathways to equity and success:

experienced staff with school-wide commitment to Te Reo Māori, me ōna tikanga, mātauranga Māori and te ao Māori learning

teachers and leaders who are responsive to learning needs and committed to an inclusive learning environment

collaborative and capable leadership with shared values, combining the strengths of all three learning strands.

Where to next?

Moving forward, the school will prioritise:

an evaluation of how tools such as He Manu Tuhituhi can be used to identify progress in the Rūmaki that best reflects the strengths and identifies the needs of Māori medium students

collaborative and strand-based professional development, moderation and sharing of strategies to refine literacy approaches used across all three strands, in particular to support the development of writing

enhancing the Graduate Profile to include an understanding of mana whenua

strengthening processes to ensure whānau, kaiako , school leadership and the Board of Trustees have a clear understanding of what is working well, and for which ākonga , and how the school can support all ākonga to develop their maximum potential.

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

18 October 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 →