They have time to make discoveries and investigate their ideas in uninterrupted play. Transitions and routines are unhurried and responsive to children's individual needs. Teachers encourage children to lead their own learning. Children have easy access to well-presented outdoor play areas. Both the indoor and outdoor environments offer challenges and interesting opportunities for children's exploration, curiosity and play.
Children benefit from multiple learning experiences that foster their creative and visual art. They work alongside children, using good questioning skills to extend children's thinking. Teachers maintain a calm and peaceful environment for children up to the age of two years. They are strongly committed to the care and education of these younger children. Teachers are respectful of children, listening carefully and responding to their non-verbal cues.
Teachers give considerable care and thought to support children as they transition into and through the centre, and on to school. Older children are encouraged to follow their interests and make decisions about their play. They often play imaginatively and work cooperatively with others. Children with additional learning needs are well supported at the centre, and external agencies provide further support when required.
Good work has been done to introduce bicultural practices into the programme. This continues to be a development focus for teachers. Teachers plan and work collaboratively for centre-wide improvements.
Meaningful coaching and mentoring processes guide teachers' professional practice, and support newly qualified teachers. The centre is well-led. Strategies to extend the aspirations of some students are aimed to increase the length of time they remain at school and further improve leaver qualifications.
Regular tracking and monitoring of students' progress in gaining credits for the NCEAs and in relation to their individual goals during the year is a priority and is well developed.
Staff meet with students whose progress is of concern and a range of interventions are successfully put in place to assist them to meet expectations. Comprehensive collation and analysis of Year 9 to 13 achievement data is carried out school-wide and within faculties. Changes are made to systems and practices to continue to improve outcomes for students.
Specific next steps for improvement are identified within these reports. A well-considered school curriculum effectively promotes learning and provides students with relevant choices that support transition to further education and training.
Multiple pathways of learning enable students of all abilities to experience success. There is an expectation that every student will be successful. A focus within all faculty areas on building literacy capability of students is contributing to improved achievement. Faculty and school-wide goals are linked to literacy development. Specific interventions for targeted groups are in place, especially in the junior school.
Appropriate school-wide and faculty guidelines support effective teaching, learning and review. These are responsive to student perspectives, cultural backgrounds and future pathways. Students participate and learn in caring, collaborative and inclusive learning environments. Teachers know students well as learners. High expectations for achievement contribute significantly to a strong focus on learning in classrooms.
Teachers are deliberate in responding to individual learners and providing suitable challenge. Students are supported to be active participants in learning. Relevant and familiar contexts incorporate their interests.
Students are aware of their potential pathway and how their learning links to it. Student voice is valued and influences teaching approaches.
Students with high learning needs are effectively catered for. An inclusive culture and collaborative focus in responding to individual needs ensures high levels of support and nurture. The school provides a wide range of opportunities for students to mentor and support others.
Peers regularly work with each other to assist classroom learning. Students are supported to develop vocational awareness and to consider tertiary education and career pathways for when they leave school. Frequent use of role models is an example of how aspirations are deliberately built. Career discussions are being aligned to specific Youth Guarantee Vocational Pathways. Faculties are linking programmes to specific pathways. Senior managers should use leaver destinations to assist their review of how well the curriculum contributes to student pathways.
Students identify their pastoral and welfare needs are well supported. There is a collective responsibility for supporting wellbeing for learning. Senior managers agree student voice should be used more systematically to assist in review of provision of supports for wellbeing. Links are strengthened through use of digital technology, goal setting and milestone tracking. Community collaboration and partnerships provide opportunities for students to extend interests, learning and career pathways.
An increasing number of events are held to celebrate, share information and involve families and wh? How effectively does the school promote educational success for M? The whare wananga encourages further connection to the school and celebrates learning. Po Whakanui, linked to M? Teachers increasingly provide opportunities for culture and identity to be promoted through the curriculum. A range of effective systems and practices enable the school to be well placed to sustain and improve its performance.
Evaluation, inquiry and knowledge building is promoted. Considering effectiveness and what is necessary for improvement is an ongoing focus. External evaluation and extensive involvement with the wider education community further supports development.In , the school undertook professional learning and development in literacy. Senior leaders readily engage specialist support from outside agencies to identify behaviour, social, and learning needs of children who are not achieving at the expected level for their age. The Review Findings Children demonstrate a strong sense of wellbeing and belonging at the centre. Ero good range of subfamilies contributes to these decisions. Changes are made to periods and practices to continue to improve steps for us. Consideration should be given to write targets to small understanding and demonstrate the progress made by parents at risking of not optimizing at National Standard.
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing: emotional safety of students including prevention of bullying and sexual harassment physical safety of students. ERO's findings that support this overall judgement are summarised below. Schoolwide data is analysed by cohort, ethnicity and gender, and patterns and trends are recognised and investigated.
Leaders have also recognised and are making provision for an increasing number of children entering the school at five years of age needing additional support with their learning. Career discussions are being aligned to specific Youth Guarantee Vocational Pathways. Teachers encourage children to lead their own learning. A good range of data contributes to these decisions. A focus within all faculty areas on building literacy capability of students is contributing to improved achievement.
School conditions supporting equity and excellence What school processes are effective in enabling achievement of equity and excellence? Assessment data in Year 9 and 10 indicates accelerated progress in literacy and mathematics for a number of students. There are some school processes that require further development to ensure effective internal evaluation systems to sustain equity and excellence.
A positive, student-centred tone contributes to the strong sense of belonging and pride that reflects the Proudly Karamu vision. Children are supported well to become friendly, articulate and competent learners. How effectively does the school promote educational success for M? Further developing the use of internal evaluation should enable them to better know the impact of these programmes and initiatives on outcomes for students.
Board assurance on legal requirements Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. The school is aware of lower achievement for boys in comparison with girls in writing and is addressing this through its targeted actions. It includes goal setting linked to school priorities, teacher reflection and next steps for improvement. Staff meet with students whose progress is of concern and a range of interventions are successfully put in place to assist them to meet expectations. Teachers encourage children to lead their own learning.
They work collaboratively with teachers to provide holistic support for children and their families. The board is committed to the provision of resources to provide equitable outcomes for all children. High expectations for achievement contribute significantly to a strong focus on learning in classrooms. The introduction of digital technology and initiatives to support students learning to learn have been key recent developments. A cohesive approach supports the progress and achievement of all children.
Teacher collaboration and collegial support focuses on improving student outcomes.