To the Parents and Community of Oratia District School.
These are the findings of the Education Review Office’s latest report on Oratia District School.
Oratia District School is a large, urban, contributing primary school situated in Waitakere City. Students enjoy the attractive and well maintained environment, which includes a sculpture and mosaic commemorating the school’s recent 125th year anniversary celebrations. The school has a very supportive Parent Teacher Association and is the focal point of the community.
Students are confident, articulate and are generally engaged in their learning. They are respectful and relate well to adults. They are aware of the purposes for learning and are given many opportunities to succeed. Ready opportunities are available to them for leadership and participation in organised cultural and sporting pursuits. Participation in the school’s kapa haka group enables students to develop their sense of New Zealand’s bicultural heritage. Students report that they enjoy learning and appreciate their opportunities to play in the large outdoor spaces of the school environment.
The 2005 ERO report acknowledged the work of senior managers in improving systems for the collation and analysis of student achievement information. The school continues to focus on gathering and analysing student results to raise achievement.
The board has set clear targets across the school for student achievement in writing and numeracy and teachers are working consistently towards achieving these goals. School achievement information indicates that student achievement in reading and numeracy compares well with national norms. Comprehensive systems are in place to identify students who are not achieving at expected levels and appropriate support programmes are provided. Achievement data are carefully analysed and reported to the board. The board uses this information to guide its decision making. Parents are well informed through formal reporting on their child’s progress and achievement and through the more informal conversations that they have with teachers about their children’s learning.
Teachers work collegially in an environment that supports their ongoing development as skilled professionals and have a shared understanding of effective practices for teaching literacy. Many teachers make very good use of analysed assessment information to prepare learning programmes that address the needs of individuals and groups of students. A strong culture of learning in the school means that teachers enjoy engaging in focused professional development and discussion. A comprehensive programme of support and guidance is in place for teachers who are beginning their careers in the school.
The new principal has a successful working relationship with trustees, senior managers and staff and is capably supported by the long-established senior management team. The principal strongly supports emerging leaders and has a cohesive leadership team to develop literacy in the school.
Trustees are representative of the school community and understand their governance role. Most trustees are new to the role and have participated in board training. Their decision making is guided by their long-term vision for the school. The board ensures the continuation of long-held, valued school traditions.
The board continues to support Lone Kauri School as a small split-site school, attached to the Oratia School staffing schedule, but operating independently. Lone Kauri School caters for a small number of Year 1–6 students under the direction of a senior teacher, who is building a partnership between home and school to support students’ learning. Students are achieving results that are similar to those of students at Oratia District School.
For this review, the board of trustees and ERO agreed to focus on the impact of professional development in writing on student achievement. ERO also evaluated the school’s progress in raising Māori and Pacific student achievement, readiness to implement the revised New Zealand Curriculum in 2010 and provision for international students. Aspects of health, safety and board compliance were also reviewed. ERO and the board agree that teachers should continue to maintain their focus on raising student achievement and should support the development of students’ self-management skills so that students are able to track and monitor their own progress and achievement.
Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz. Shane FoleyArea Manager (Acting)for Chief Review Officer
