11 February 2009

To the Parents and Community of Orewa North School

These are the findings of the Education Review Office’s latest report on Orewa North School.

Orewa North School is a small, established school that benefits from high levels of support by parents and the local business community.  The school is ably led by an experienced and strategically focused principal.  This report finds that the school continues to be well managed by the board and senior leadership team, and is providing good quality learning opportunities for students. 

Achievement information in reading and mathematics indicates that the majority of students achieve at or above national expectations.  Data gathered over the last three years further shows that decreasing numbers of children are achieving below national expectations in literacy and numeracy.  Achievement information is used to inform teacher planning and to identify trends and patterns in student achievement. 

Information gathered is also used to identify students with special needs and abilities and to target groups of students who are at risk of not achieving.  Students have opportunities to participate and achieve in a variety of co- curricular activities, including local festivals, music, debating, speech contests, and a range of sporting pursuits.  Student achievement is recognised and celebrated at assemblies and through newsletters.

Mutually respectful and supportive relationships and a positive learning environment characterise the school.  Students are settled, friendly and welcoming.  They are becoming increasingly confident and articulate in sharing their learning with others.  Students appreciate working alongside teachers on inquiry approaches to learning.  They take great pride in their school and are enthusiastic about becoming more actively involved in decision-making processes.

Teachers are responsive to ongoing professional development.  They are open to new learning to further improve their teaching programmes and practices.  The principal sets high expectations for staff and, combined with close and supportive monitoring provisions, this is creating a collaborative, professional environment that values teachers as learners.  These features have facilitated the schools’ shift from a teaching to a learning culture.  Most classrooms function as purposeful learning environments in which students demonstrate high levels of engagement in, and enthusiasm for, learning.

Sound governance and strong professional leadership supports the ongoing development of the school.  Teachers are assisted to meet students identified needs, aspirations and interests in a safe and nurturing environment.  School facilities continued to be upgraded and improved.  The board of trustees, together with the principal and staff, is well placed to address the areas of improvement identified in this report relating to the consolidation of the school’s inquiry learning approach.

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.

Elizabeth Ellis
Area Manager Review Services
for Chief Review Officer