Ongaonga School 2009 ERO Report

To the Parents, Caregivers and Community of Ongaonga Primary School

It is with pleasure that we present the Ongaonga Primary School 2009 Education Review Office (ERO) report for your consideration and review.

The Board of Trustees is extremely proud of the report and its findings. The report is overwhelmingly positive towards the school, its children, and the teachers.

ERO, the Education Review Office, reviews the performance of every school from time to time. The resulting report, called an Education Review Report, is a public document and is often used as a yardstick for the Ongaonga Primary school's recent performance.

It is important to make an informed decision when choosing the right School for your child, and we confidently show what the ERO says about how our teachers and management are improving our school from being a good school to a GREAT school!

Click here to view the latest full ERO report. (This link will open a new window - close this window when you've finished)

Summary of the July 2009 ERO report for our School

Ongaonga School is a rural full primary for students in Years 1 to 8, located North West of Waipukurau in Central Hawke's Bay. At the time of this review in June 2009 it had a roll of 138 students, 14% of whom were Māori and a Decile rating of 6  [1]

Teachers, trustees and parents believe that developing good citizens for the future and providing students with a well-rounded education is a priority. These values are evident in the way students relate to each other and with teachers, and in the confidence they show while learning.

Most students achieve at or above age appropriate expectations in literacy and mathematics. Small groups in Years 4 and 8 are identified as 2009 target groups for improvement in numeracy. Teachers are aware that Year 7 and 8 students need to be well prepared and achieving as successfully as possible before they enrol at secondary school. As a result, specific strategies are in place for a group of Year 7 students, to improve their achievement from average to above average.

Systems for assessing, monitoring and using student achievement information are under review. The newly written mathematics document is a useful model for future curriculum development.

Most teachers use a good range of strategies to promote student enthusiasm for learning. However, teaching practice across the school is variable. Sharing the good models evident in many classrooms is necessary to ensure all students receive consistently high quality learning opportunities. Such an emphasis on improvement should also contribute to sustained curriculum development, the imbedding of agreed strategies and improvements to student achievement. A greater emphasis monitoring the quality of teaching and learning by the principal and senior managers should also contribute to improved outcomes for students.

Most students understand and can explain their current level of achievement and next steps for improvement. Parents are well-informed through informal discussion and at more formal parent/teacher interviews. The current written report format is being reviewed, following consultation, to ensure that the content is accurate and clear.

Students enjoy considerable opportunities to participate in sporting and cultural activities. Their involvement in Māori cultural festivals is actively promoted and valued by students and their whānau.

Community relationships are strong and the School Support Group contributes considerable funding to enhance the wide range of resources available to students. Extending the use of information and communication technologies (ICT) is an on-going commitment by the board to 'future-proof' students' knowledge and skills.

Trustees have a robust system for reviewing policies and procedures. The proposed review of assessment should contribute to lifting board self-review to a higher level. Senior leaders, teachers and trustees support each other to meet the wishes of parents and the community, and to provide a challenging environment for students.

Future Action

ERO is confident that the board of trustees can govern the school in the interests of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.

Dr Graham Stoop, Chief Review Officer  - 17 July 2009

GENERAL INFORMATION ABOUT REVIEWS

About ERO - ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews - ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

• improve educational achievement in schools; and
• provide information to parents, communities and the Government.

Reviews are intended to focus on student achievement and build on each school’s self-review.

Review Focus - ERO’s framework for reviewing and reporting is based on three review strands.

School Specific Priorities – the quality of education and the impact of school policies and practices on student achievement.

Areas of National Interest – information about how Government policies are working in schools.

Compliance with Legal Requirements – assurance that this school has taken all reasonable steps to meet legal requirements.

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.

Review Recommendations - Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.

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[1] Decile 1 schools draw their students from areas of greatest socio-economic disadvantage, Decile 10 from areas of least socio-economic disadvantage.