Mataura School - 30/06/2017

Summary

The school has a roll of 95. Forty three children identify as Māori and a small number as Pacific.

Since the last ERO review in 2014:

  • there has been a change in the leadership team
  • the school is using better systems to track and know about the progress of individual children.

School information shows that levels of achievement in reading, writing and mathematics have improved over the past four years. However, the board, school leaders and ERO agree that levels of achievement are not yet satisfactory.

How well is the school achieving equitable outcomes for all children?

The school responds well to Māori and other children whose progress needs to be accelerated and sustained. There are a number of school processes that are effective in enabling equity and excellence. The next step is for teachers to consistently identify purposeful strategies across all learning programmes to lift achievement.

The school’s strengths are:

  • an unrelenting focus on children becoming socially and emotionally competent, resilient and optimistic learners
  • the inclusion of Māori dimensions to support Māori children’s sense of identity
  • strong connections with the parent and wider community to support children’s wellbeing and learning.

At the time of this review the school had capacity and capability to accelerate learning for all children. However, disparity in achievement for some children remains.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • need to use, record and evaluate strategies for targeted learning.

The school agrees to:

  • monitor targeted planning, improved teaching, and children’s progress
  • discuss the school’s progress with ERO.

ERO is likely to carry out the next review in three years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school responds well to Māori and other children whose progress needs to be accelerated and sustained. The school has more work to do to lift the achievement and reduce disparity to ensure equitable outcomes for all learners.

School-wide achievement information for the past four years shows that levels of achievement in reading and writing have improved. Levels of achievement in mathematics have remained similar. The levels of achievement in writing and mathematics are not yet satisfactory.

School progress information for 2016 shows that some children made accelerated progress in relation to the National Standards for reading, writing and mathematics.

The teachers are using effective practices to make reliable judgements about children’s progress and achievement in relation to National Standards.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has a number of processes that are effective in enabling equity and excellence.

There is a strong focus on the holistic wellbeing of children. The Mahi Tahi values of togetherness, achievement, having originality and inquisitiveness are highly evident in the everyday life of the school. Leaders and teachers have created learning environments where children feel well supported to learn. Children are well engaged in their learning and are taking an increased responsibility for their part in the learning process.

The curriculum design allows children to experience a wide variety of activities in contexts that are relevant to them. Curriculum guidelines are useful and detailed. They provide clear expectations and good support for teachers. Good systems are in place to track student achievement and progress.

The school has developed a strong pastoral care system. Leaders work well with external agencies to provide a safe and caring learning environment.

Sustainable development for equity and excellence

The school has some useful processes to identify areas that need further development.

What further developments are needed in school processes to achieve equity and excellence?

The school’s achievement targets need to reflect the intention to accelerate the progress of all students who are at risk of not achieving. Leaders and teachers need to plan more purposeful strategies to support the targets for accelerating children’s progress.

The school needs to strengthen and fully implement its internal evaluation practices. Reports to the board need to be more evaluative and explicitly identify those strategies that are having the greatest impact on accelerating progress and achievement.

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. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • asset management.

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
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for some children remains.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • need to use, record and evaluate strategies for targeted learning.

The school agrees to:

  • monitor targeted planning, improved teaching, and children’s progress
  • discuss the school’s progress with ERO.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children. 

ERO is likely to carry out the next review in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

30 June 2017

About the school 

Location

Mataura

Ministry of Education profile number

3986

School type

Contributing (Years 1 to 6)

School roll

95

Gender composition

Girls: 48 Boys: 47

Ethnic composition

Pākehā 46
Māori 43
Pacific 4
Asian 1
Latin American 1

Provision of Māori medium education

No

Review team on site

May 2017

Date of this report

30 June 2017

Most recent ERO reports

Education Review March 2014
Education Review February 2011
Education Review October 2007