Ahipara 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 204 — 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. March 2018

   227

   Counted while ERO’s review team was at the school. Education Review Office, report of 18 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 22 September 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 18 months of the Education Review Office and Ahipara 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

Ahipara School is located in Ahipara , Northland. It provides education for students in years 0 to 8. During the Covid pandemic and due to other contributing factors, school leadership and management have undergone significant change during 2021 through to 2023.

The school as an active member of the Te Manaiakalani cluster and the Kāhui Tai Kura o Te Hiku Kā hui Ako .

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

students’ learning - all students can access the New Zealand curriculum as evidenced by progress and achievement

student engagement - to increase student engagement with their learning

school organisation and structures - a n ongoing focus on improving our facilities, resources, and systems

whanau and community engagement - positive learning relationships with whānau

personnel - teachers as leaders and learners provide students with highly effective educators whose primary focus is developing them as successful learners. Teachers supported to improve pedagogy, teaching, and learning and assessment practice which will lead to increases in student progress and achievement

school finance and property - financial and property management focused on enhancing teaching and learning

health and safety- health and safety practices to ensure the wellbeing of the Ahipara School community.

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

ERO and the school are working together to evaluate how well the school is building schoolwide effective teaching and learning assessment pedagogy and practice informed by relevant and reliable assessment data.

The rationale for selecting this evaluation is to:

the school has had several new staff, as a result they are working towards schoolwide consistent approaches for teaching and learning

cater for students who need to make accelerated progress and achievement

increase learner agency to support students knowing their learning and to identify their next steps

build cultural assessment competencies through professional development in formative assessment, supported by best practice teaching and learning strategies.

The school expects to see assessment for learning practices explicitly evident in classroom environments and, teachers confidently and consistently using appropriate assessment to inform individual student’s learning, progress, and achievement requirements. This will be supported by:

teacher’s and student’s developing a shared understanding of the use of learning progressions

clear guidelines and processes to support the learning and achievement of all students

teachers working collaboratively through an inquiry focus on assessment strategies, including culturally responsive assessment practices with a focus for Māori learners, who need additional support

professional development in effective use of assessment strategies, including a focus for those students with diverse learning requirements.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate how well the school is building schoolwide effective teaching and learning assessment pedagogy and practice informed by relevant and reliable assessment data:

students participate and learn in caring, collaborative, inclusive learning environments

leadership builds effective collaboration at all school community levels

staff collaboratively promotes and enacts the school vision and values

the school uses internal and external expertise focused on continuous improvement and equitable and excellent outcomes for all learners.

Where to next?

Moving forward, the school will prioritise:

collecting student voice to identify where they are in their learning and their next steps

using appropriate assessment teaching and learning strategies that inform individual student’s learning progress and achievement requirements

develop rubrics to support teacher’s pedagogical teaching and learning in effective assessment practices.

Shelley Booysen Director of Schools

22 September 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 →