To the Parents and Community of Oakura School
These are the findings of the Education Review Office’s latest report on Oakura School.

Students at Oakura School learn in a positive, supportive environment. Teachers strongly focus on the social and learning needs of students, assisting them to become confident, competent learners. Relationships between students and with teachers are mutually respectful, building a climate that enables students and teachers to strive to achieve the best results.

This review provides an evaluation of the quality of teaching and learning in numeracy, progress made in promoting Māori student achievement and the effectiveness of professional development and learning opportunities for teachers. Strategies to promote student physical and emotional safety are also investigated.

Valid and reliable student achievement data in numeracy and literacy is collected, collated, analysed and reported to the board. Data shows that the majority of students, including Māori students, perform at or above nationally expected levels in numeracy, reading and writing. Information collected at the beginning and end of the year shows that students made significant progress in writing in 2007. Schoolwide goals for improving the achievement of specific groups of students are set and shared with the community. Underachieving students are well identified and form target groups within classrooms. In 2007, most targeted students made progress.

Students are effectively involved in numeracy learning processes. They are aware of the focus of lessons and articulate their learning goals. Teacher questioning promotes discussions where students demonstrate their developing understandings and strategies. Students willingly share their knowledge with others. They have regular opportunities to practice skills and maintain their knowledge through a broad range of activities well matched to their learning objectives and level of achievement. Appropriate, high-quality resources assist students’ engagement and motivation.

Effective and empowering professional leadership is focused on learning. The well‑respected and supportive principal models reflective practices with staff. She actively provides and participates in professional development activities, with high levels of support from curriculum lead teachers. Teachers demonstrate a strong commitment to improving their teaching practice. They participate in targeted schoolwide professional development designed to assist them to further motivate and engage students in learning. Such professional development has positively impacted on the achievement of students, particularly in writing.

Strong self-review processes assist trustees and teachers to evaluate the effectiveness of learning programmes and school operations. They use student achievement information, surveys, community consultation and observation to gather evidence to support their decision-making. The principal strongly encourages such improvement‑focused planning that promotes positive outcomes for students. Trustees knowledgeably and confidently collaborate with school managers to effectively govern and manage the school.