Our last Education Review office report was completed in July 2021.
Children experience positive and responsive relationships with teachers who know them and their whānau well. Some opportunities are provided for whānau to engage in learner focused, reciprocal partnerships. Connections with the local community are valued as integral to learning. Children benefit from relationships that support their developing social and emotional competence and connectedness.
Individualised planning values the perspectives and aspirations of whānau. Intentional use of the learning outcomes from Te Whāriki shows children’s progression over time. Deliberate teaching strategies are yet to be consistently implemented to enhance and extend learning. Children benefit from learning in an environment that responds to their interests and dispositions.
Children’s culture, language and identity are beginning to be reflected through the program. Some cultural celebrations are observed. Teachers are developing their knowledge and understanding of mātauranga Māori. Connections with Southwell School promote older children’s literacy development, transitions and links with te ao Māori. Children do not yet experience a culturally rich curriculum. Strengthening cultural competencies of leaders and teachers continues to be a priority.
The new leadership team is establishing the conditions that enable collaboration for evaluation and ongoing improvement. Professional development is building teacher capability. Internal evaluation is improvement focused. Teachers’ professional growth cycle is not yet evidencing improvements against the required teaching standards. Responsibilities are being refined to support this approach. Children’s learning is fostered through a strategic approach to building teacher capability.
You can read the report in more detail here.