Mauriceville School

Education institution number:
2911
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
13
Telephone:
Address:

1378 Opaki Kaiparoro Road, Mauriceville

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Mauriceville School

Te Ara Huarau | School Profile Report 

Background

This Profile Report was written within 6 months of the Education Review Office and Mauriceville School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context

Mauriceville School is a small country school situated north east of Masterton. It provides learning opportunities for learners in Years 1 to 8 in a rural context.

Mauriceville School’s strategic priorities are to:

  • deliver a curriculum that reflects local character, needs and environment, engages students and provides equitable opportunities to learn and succeed
  • provide an environment that supports wellbeing, effective teaching and learning with a focus on the environment and sustainability.

You can find a copy of the school’s strategic and annual plan on Mauriceville School’s website.

ERO and the school are working together to evaluate the impact of changes to the teaching of junior literacy and how this is supporting students to become confident and competent learners.  

The rationale for selecting this evaluation is a desire to: 

  • lift achievement in reading and writing, especially in Years 1 to 4
  • enhance the ability of all students to access and succeed across the wider curriculum.

The school expects to see improved outcomes in reading and writing in the junior class. It also expects to see students actively engaged in their learning and empowered to achieve educational success across the curriculum. 

Strengths 

The school can draw from the following strengths to support the school in its goal to evaluate the impact of changes to the teaching of junior literacy and how this is supporting students to become confident and competent learners.  

  • A learning environment where students are ready to learn and feel safe to make mistakes. 
  • Teachers willing to make changes to their practice to improve learning opportunities for students. 

Where to next?

Moving forward, the school will prioritise: 

  • further development of opportunities for students to grow their literacy skills, confidence and a positive attitude to reading and writing
  • providing support to staff to develop their understanding of effective teaching in literacy. 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

26 February 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Mauriceville School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026 

As of November 2023, the Mauriceville School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Mauriceville School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

26 February 2024 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Mauriceville School

Findings

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Mauriceville School’s performance in achieving valued outcomes for its students is: Developing.

1 Background and Context

What is the background and context for this school’s review?

Mauriceville is a rural primary school, north of Masterton, that provides education for students in Years 1 to 8. The current roll of 17 students includes 30% who are Māori.

The June 2018 ERO report identified areas for development relating to assessment, achievement, the curriculum, teaching, appraisal, policies and internal evaluation.

A commissioner was appointed in July 2018. The current principal began at the start of 2019.

In 2019, the principal and teachers participated in professional learning and development (PLD) in literacy with an external facilitator. In 2020, this was led by the principal, with emphasis on effective teacher practice. This will continue in 2021 and a focus on mathematics will begin. Other PLD in 2020 has supported teachers to increase their knowledge of autism and teaching phonics.

Mauriceville School is a member of the Whakaoriori Kāhui Ako.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The June 2018 ERO report identified the following areas for development:

  • improving assessment practices
  • raising student achievement
  • developing and documenting the local curriculum
  • improving the quality of teaching
  • strengthening and fully implementing the appraisal process
  • improving understanding and use of internal evaluation
  • ensuring operational polices are in place.
Progress

Significant progress has been made in all areas.

The June 2018 ERO report noted that student achievement continued to be low. Assessment systems and clear curriculum expectations were established in 2019. These enable the principal and teachers to use data to inform teaching and know about students’ progress. Learning progressions provide coherency of learning and consistency of judgements about achievement. Sound moderation practices have led to dependable judgements about achievement across the school.

Significant progress was made during 2019 in reading, writing and mathematics. At the end of 2019, approximately half of students were reading at or above curriculum expectations, with fewer than half achieving expectations in writing and mathematics.

During 2020, a third of students who started the year not achieving at expected levels, made accelerated progress in reading and writing.

Those students not making accelerated progress are identified and teachers work collaboratively to inquire into and seek solutions to implement relevant, deliberate teaching strategies within authentic learning contexts.

Students are well engaged in their learning tasks. They work independently on well-planned, relevant tasks and collaboratively with other students.

Relationships between teachers and the students are positive and respectful. Teachers have clear classroom expectations and promote calm, quiet, settled classrooms. Tuakana teina relationships are evident.

Teachers use deliberate teaching strategies and differentiate learning tasks to accelerate students’ progress. Strategies include giving specific feedback, modelling and asking open-ended questions. Teachers scaffold and promote student choice.

Students with additional learning needs are well supported by teachers and teacher aides using specific teaching, programmes and resources with the assistance of external professionals.

The principal has been leading development of the school’s curriculum framework. It is clearly linked with The New Zealand Curriculum. Assessment guidelines are now well documented. Consultation is informing development of the local curriculum. Aspects identified by the principal for further development include:

  • documenting the history of the local area and identifying local knowledge and resources
  • strengthening links with whānau and iwi
  • developing overviews for how students in Years 7 and 8 will participate in career education and guidance, and second language learning.

A robust appraisal process supports teachers to reflect on and further develop their practice. The current process aligns well with the new Professional Growth Cycle being introduced in 2021.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

Mauriceville School has made good progress with developing processes and practices to sustain and continue to improve its performance.

The commissioner and principal have ensured that consultation and legal requirements identified in ERO’s June 2018 report have been actioned and met. The school has appropriate policies to guide school operation. An elected board of trustees is now governing the school with the support of a limited statutory manager.

The principal’s leadership ensures a supportive environment conducive to students’ learning and wellbeing. It has also supported staff to work collaboratively. She promotes and participates in teacher learning and development and is building relational trust within the school and community.

The principal is using an internal evaluation framework effectively to guide school improvement and evaluate the effectiveness of initiatives on outcomes for students.

Key next steps are to:

  • continue to raise student achievement
  • further develop the curriculum
  • induct and support new trustees in their governance role.

Board assurance on legal requirements

Before the review, the board of trustees 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:

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

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

Mauriceville School has made good progress in relation to the areas for improvement identified in the June 2018 ERO report. The principal and recently appointed board of trustees are developing processes and practices to sustain and continue to improve the school’s performance and raise student achievement.

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Mauriceville School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

23 February 2021

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Mauriceville School - 11/06/2018

Findings

Assessment, achievement and curriculum require development to ensure improved educational outcomes for children. Ongoing leadership support is required to develop and implement school systems that promote success for all.

ERO intends to carry out another review over the course of one-to-two years.

1 Background and Context

What is the background and context for this school’s review?

Mauriceville School is a rural primary school, north of Masterton, that caters for students in Years 1 to 8. At the time of this review, there were 32 Students on the roll, 15 of whom identify as Māori. Some students are transported to the school from Masterton in board-funded buses.

A Ministry of Education senior adviser, a Student Achievement Function (SAF) practitioner and the New Zealand School Trustees Association (NZSTA) have provided support and guidance over the past two years. The principal and board have worked with them to begin to address the areas for improvement identified in the past two ERO reviews. Since the May 2016 report, ERO has carried out an ongoing process of evaluation to ascertain evidence of development in meeting the identified issues.

Priorities identified for review and development

The May 2016 ERO review identified key areas for ongoing development. These were to improve:

  • assessment practices to better inform teaching and planning to effectively raise student achievement outcomes
  • the quality of teaching practice
  • evaluation and revision of the school curriculum
  • parent partnerships and community relationships
  • trustees’ knowledge of their stewardship role, including appraisal and policy review.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

The school has made limited progress in addressing the priorities for review and development.

Progress

Overall student achievement continues to be low. Teachers are focusing on the achievement of all children in writing and of girls in mathematics. Leadership plans to target the achievement of Māori boys, but has yet to take action.

The school needs to raise achievement and accelerate the learning of those Māori and other learners achieving below curriculum expectations.

In 2018, teachers are beginning to use new planning systems that include an individual plan for each child. It is too soon to determine the effectiveness of these on student outcomes.

Teaching practices observed by ERO included frequent reference to the school’s values. Students are able to articulate what respect means in their school context. They are aware of teacher expectations and demonstrate familiarity with routines. Teachers seek to make learning contexts engaging, relevant to children’s interests, and to the local environment.

The plan developed with the support of the SAF practitioner appropriately focuses on school priorities for development. It is imperative that the school responds to the support and guidance offered by the SAF and the Ministry advisor.

Key next steps

Assessment practices are not yet at a standard to ensure all children have equitable opportunities to achieve positive outcomes. Teachers reviewed the assessment tools early in 2018. Professional development is required to support teachers to make effective use of assessment to track and monitor student achievement, and to inform their planning. Guidelines and clear timeframes for implementation are needed. The existing student management system has not been well used and is due to be replaced to support more manageable and effective recording, analysis, use and reporting of student achievement. Further development of assessment processes and use of data is needed to determine:

  • specific targeted teaching to address individuals’ learning needs
  • the effectiveness of strategies in accelerating learning of students who need it
  • the impact of these actions in sustaining progress and achievement of students at risk over time.

There is no overarching curriculum document to guide teaching and learning in the school. There is a clear focus on supporting the emotional wellbeing of children. However, there needs to be much greater emphasis on providing effective classroom teaching and learning practice that engages all children in meaningful learning and enables them to access the breadth of the curriculum and meet with success. Although review of the curriculum has begun, insufficient progress has been made to document the local curriculum in line with the expectations of The New Zealand Curriculum.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

The school is still developing its capability to be well placed to embed new initiatives and to improve its performance.

At the beginning of 2018 a new board chair was elected. Trustees have attested that the board is now properly constituted. They are aware of the need for succession planning to ensure ongoing sustainability.

Board members have appropriately undertaken training to understand their governance and stewardship roles. This is continuing, with more training planned through NZSTA. Trustees are working collaboratively to understand their responsibilities and to further develop their knowledge of what is going well or not going well, and why. More work is needed to ensure that policies are in place and fit for purpose. ERO’s evaluative findings affirm that ongoing training and seeking relevant advice is of key importance.

Teachers require support to build their capability. They are at the early stages of inquiring into the effectiveness of their teaching practices. Appraisal processes need to be fully implemented to adequately support teachers’ ongoing professional growth. Although principal appraisal was implemented in 2016 it was not undertaken in 2017. The process is underway for 2018 using an external consultant.

Key next steps

Leaders and teachers need to:

  • improve understanding and use of inquiry and internal evaluation to ascertain the effectiveness of teaching programmes, initiatives, and strategies
  • strengthen the appraisal process to better support teacher development
  • continue to review and strengthen policies and procedures.

Board assurance on legal requirements

Before the review, the board of trustees 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:

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

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Actions for compliance

ERO identified non-compliances in relation to curriculum development, policy development and implementation, and appraisal.

In order to address these, the board of trustees must:
  1. develop an appropriate localised school curriculum in line with The New Zealand Curriculum
    [The New Zealand Curriculum, NAG 1]
  2. ensure that all teachers are fully appraised annually
    [77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement]
  3. consult with and report at least annually to the school’s community on the achievement of Māori students
    [National Administration Guideline (NAG) 2(c)]
  4. comply with the requirement to consult with the school community about the delivery of the health curriculum, at least once every two years
    [Section 60B Education Act 1989]
  5. adopt a policy for implementing the Vulnerable Children’s Act
    [VCA 2014]
  6. develop policy and procedures in relation to surrender and retention of property
    [Education (Surrender, Retention, and Search) Rules 2013]
  7. develop policy and procedures around restraint
    [Sections 139AB to 139AE Education Act ‘89]
  8. develop a policy on dealing with alcohol and drugs
    [NAG 5].

4 Recommendations

Recommendations to other agencies

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 to support the board of trustees to address the key next steps identified in this report and in the May 2016 ERO report.

Conclusion

Assessment, achievement and curriculum require development to ensure improved educational outcomes for children. Ongoing leadership support is required to develop and implement school systems that promote success for all.

ERO intends to carry out another review over the course of one-to-two years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

11 June 2018

About the School

Location

Masterton

Ministry of Education profile number

2911

School type

Full Primary (Years 1 to 8)

School roll

32

Gender composition

Male 21, Female 11

Ethnic composition

Māori
Pākehā

17
15

Review team on site

May 2018

Date of this report

11 June 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

May 2016
May 2013
November 2009

Mauriceville School - 10/05/2016

1 Context

Mauriceville School is a small rural school north of Masterton and it caters for students in Years 1 to 8. At the time of this review there were 17 students on the roll and 12 were Māori.

Since the May 2013 ERO report the school roll has declined. Presently half of the students are drawn from the local area and half travel from the town of Masterton.

In 2014 the school worked with a Ministry of Education Student Achievement Function practitioner (SAF) to focus on raising student achievement in literacy and mathematics.

At the time this ERO review the sole charge principal and the board of trustees were seeking to appoint a principal's release teacher. In-class support for students is provided by several parent volunteers.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are for them to be lifelong learners and reach their potential. Community involvement is valued and the principal promotes a sense of community.

The school’s achievement information for 2015 indicates around two thirds of all students were at or above in relation to the National Standards in reading. Half of the students were at or above the standard in mathematics and less than half in writing. Publicly available achievement information shows that results are similar to 2014. Generally girls are achieving at higher levels when compared to boys in the school and in 2015, there was disparity for Māori students in writing. The principal identifies the need to accelerate the progress of children who are at risk of not achieving.

Since the previous ERO evaluation the school has made limited progress in the areas identified for improvement.

The charter targets for 2016 continue to focus on students who need to improve their rate of achievement and progress in order to achieve against the National Standard. Similar targets for 2015 were not achieved.

Equity and excellence in achievement should be a key priority for the board and teachers.

3 Accelerating achievement

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

An appropriate range of assessment tools are being used to gather a range of student achievement information. Teachers use collated data to identify gaps in students' learning.

The principal reports that some students may be making good progress. However school processes for monitoring and analysing student data are not sufficient to accurately measure rates of achievement and identify where accelerated progress is occurring.

The principal is aware of the need to improve the quality and reliability of achievement information and overall teacher judgements in relation to National Standards. Introducing moderation processes involving other schools should support this.

How well achievement information is used to accelerate the progress of students at risk of not achieving equitable outcomes needs considerable strengthening. In order to use data more effectively to improve engagement, progress and achievement teachers need to:

  • review the use of assessment tools to provide more reliable and accurate data across all levels
  • improve the tracking, monitoring and analysis of data to better determine achievement and rates of progress
  • improve how well they respond through strategies to accelerate student progress
  • use achievement information to inquire into the effectiveness of their teaching.

The quality of programme planning and teaching needs improvement. Decisions about how best to respond to the specific needs of individuals and groups of students should be based on better data analysis. Building an understanding of how to inquire into the effectiveness of practices should provide clearer information about strategies and interventions that make the biggest difference to learning.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

Respectful relationships are successfully promoted. The learning environment effectively supports student wellbeing. Children enjoy learning-focused interactions with their teacher. There is a positive classroom tone. Student’s culture and identity are valued.

Students have easy access to and use appropriate resources to support learning. Lesson goals are developed and shared with students. Teachers use basic te reo Māori in the classroom. Aspects of te reo me ngā tikanga Māori are evident in the curriculum.

Students' engagement in their learning is variable. Instructional group teaching promotes good participation, however tasks requiring student independence are less productive and engagement is reduced. Building students' understanding of their own progress and supporting them to take increased responsibility for decisions about their learning, continues to be an area of ongoing development. Making better use of formative assessment practices, including the development of success criteria, should support increased student agency.

The school develops strategies that respond to students with high and complex needs and supports them to be successful. External agencies are engaged when appropriate.

Recently developed curriculum documents provide good guidance for curriculum delivery and teaching in literacy, numeracy and other learning areas. However, these are not being fully enacted in the classroom.

As yet, there has been little evaluation as to how well the curriculum is implemented or how effective it is in promoting accelerated progress and achievement. Leaders should review and further improve the school's curriculum to ensure it responds effectively to individual strengths, needs and culture and enables students to reach their potential.

Decisions about how to organise teaching need improvement, to maximize students learning time and create positive conditions for students to experience equity and excellence.

The school recognises the importance of engaging regularly with parents to support student learning. Parents and whānau receive clear written reports and participate in opportunities during the year to know about their child's progress and achievement. Several parents now play a valuable role in supporting students in classroom learning through working with the teacher.

Improving communication with the community has been a focus for development. The principal has successfully improved relationships with parent and whānau. Involvement and engagement in school activities and events has increased. School community views and feedback are regularly sought through surveys and questionnaires of parents, whānau and the community. Continuing to build learning focused partnerships with parents and whānau that contribute to accelerating achievement and progress, is a next step.

5 Going Forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
  • have not yet adequately established necessary conditions to effectively accelerate learning and achievement
  • are not well placed to achieve and sustain equitable and excellent outcomes for all children.

Internal evaluation is not yet well understood or effectively implemented. External support is required to build capability and capacity to use internal evaluation to improve systems and conditions for learning that will assist in accelerating students’ progress and achievement.

The principal is clearly committed to improving outcomes for students. At present she is singlehandedly managing all aspects of school operation and teaching. This includes supporting the trustees in their governance role. Personnel and employment concerns need to be resolved as a matter of urgency in order to improve the conditions for teaching and learning, and support the principal to fulfil her role.

There is limited knowledge of governance and stewardship amongst new trustees. The current and incoming board members need to fully engage in training to develop an in-depth understanding of their roles, responsibilities and effective stewardship.

The board recognises it is not properly constituted as most trustees are co-opted. Leaders are aware of the need to ensure a properly constituted board at the upcoming election in 2016.

The principal’s appraisal process is in place. Although the framework has potential its implementation lacked the necessary rigour to effectively support and promote professional development.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.

6 Board assurance on legal requirements

Before the review the board of trustees and principal of the school completed the ERO board assurance statement and Self Audit Checklists. The board has yet to attest that they have 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.

  • Processes for appointing staff.

  • Stand down, suspensions, expulsions and exclusions.

  • Attendance.

Compliance with the provisions of the Vulnerable Children Act 2014.

To improve current practice, the board of trustees should:

  • ensure it is fully prepared to meet the requirements of the Vulnerable Children's Act (2014) including:
    • a strengthened police vetting process
    • suitable appointments procedures that include appropriate identity and referee checks.
  • develop and implement a Treaty of Waitangi policy that reflects the school's treaty and bicultural commitments.[National Administrative Guideline 1]

During the course of the review ERO identified the following areas of non-compliance. The board's policy and procedural framework requires substantial review. The board has yet to attest that all non-teaching staff who have regular unsupervised contact with students have been police vetted.

In order to meet requirements the board must:

  • develop policies to reflect current practice and guide future practice in all aspects of students' health and safety in line with National Administrative Guidelines [National Administrative Guideline 5]
  • ensure that all non-teaching and unregistered staff have been police vetted. [Education Act 1989 section 78C

7 Recommendations

The board, leaders and teachers should:

  • improve assessment practices by strengthening moderation and overall teacher judgements in relation to the National Standards
  • develop schoolwide systems to better support, monitor and report accelerated progress of Māori and other learners at risk of poor educational outcomes
  • improve the curriculum and the effectiveness of teaching
  • strengthen governance practices
  • improve knowledge-building through developing internal evaluation processes.

ERO recommends that the Ministry of Education consider providing support for the board in order to bring about the improvements outlined within the recommendations.

Joyce Gebbie

Deputy Chief Review Officer Central

10 May 2016 

About the school

Location

Masterton

Ministry of Education profile number

2911

School type

Full Primary (Years 1 to 8)

School roll

17

Gender composition

Male 12, Female 5

Ethnic composition

Māori

Pākehā

12

5

Review team on site

February 2016

Date of this report

10 May 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2013

November 2009

December 2006