Moerewa School

Findings

1 Background and Context

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

Moerewa School caters for mainly Māori learners from Years 1 to 10. The school has eight classes including Whānau Kopunui, which provide Māori Medium education.    

ERO’s August 2018 review reported that the board, leaders and staff were successfully building positive relationships and connections with the school community. These connections continue. The report also identified several areas for improvement, and recommended ERO maintain an ongoing relationship with the school to build capacity and evaluate progress for improvement.

Since 2018, there have been significant leadership changes. A new principal was appointed in May 2020 and a deputy principal in February 2019.

2 Review and Development

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

Priorities identified for review and development

Priorities for school review and development identified in 2018 included:

• leaders and teachers responding to accelerating the progress of students most at risk of not achieving

• developing and documenting a school curriculum to serve Māori medium and English medium learners

• the board developing a meaningful and manageable strategic plan and annual plan

• the board and leaders developing school capability to enable significant change.

• Some progress has been made in some of these areas.

Progress

Mana Wairua - positive learning environments

Positive learning relationships and interactions are evident in classrooms. Learners show a strong sense of belonging and know each other well. Learners are settled, purposefully engaged, and focused on learning tasks. They have good access to some digital technologies. There is a deliberate school focus on personalising learning to better meet students’ individual learning potential. This continues to be an ongoing priority.

 Mana Motuhake – succeeding as Māori 

Whānau Kopunui caters for junior and senior ākonga in two multi-age level classrooms. Teachers provide a strong focus on advancing te reo Māori me ōna tikanga. Ākonga are proud to succeed as Māori and learn the language and culture of Ngāpuhi. Ākonga benefit from hearing high levels of spoken te reo Māori. Many ākonga demonstrate competence and confidence as speakers of te reo Māori.

Mana Mokopuna – teaching and learning

Most learners have a positive attitude to learning. Some can talk about their learning and achievement. Teachers identify learners who need targeted teaching. They are beginning to use specific teaching strategies to effectively respond to students’ learning needs.

The board has identified Years 5 to 8 learners as target groups. Achievement data at the end of 2021 show that in English medium classes some learners in Years 5, 6 and 7 have made accelerated progress in literacy. In mathematics, achievement information shows that more than half of all learners achieve at or above curriculum expectation. Some Year 7 students have made accelerated progress.

2021 achievement information in Whānau Kopunui for Years 5 to 8 ākonga shows that about two thirds of students achieve at or above curriculum expectations in pānui. Less than half of all ākonga achieve at or above curriculum expectation in tuhituhi. Pangarau achievement information shows that three quarters of all ākonga achieve at or above curriculum expectations.

A Ministry of Education (MoE) Student Achievement Function (SAF) practitioner is working with leaders and teachers to strengthen school-wide assessment systems, processes and practices. Teachers are beginning to investigate a range of appropriate tools to gather assessment information. Increasing teachers’ use of reliable achievement information to inform teaching and learning programmes should lift achievement and impact positively on outcomes for learners.   

Professional learning circles are promoting a regular opportunity for teachers to talk about their practice, particularly in reading. Processes are in place to provide teachers with specific feedback to support them to improve their practice. Teachers are beginning to use consistent approaches for planning and assessment.

The board employs several pouwhirinaki as an integral part of classroom programmes to support teaching and learning. Leaders should undertake an evaluation of this initiative to gauge how well it is contributing to improving outcomes for learners.

Mana Tangata - whānau and community engagement

The principal has proactively consulted with parents, whānau and the wider community to develop a new direction for the school. Whānau presence at the school is visible. They appreciate how leaders and staff are approachable. Whānau value the opportunities to attend school events including ‘snapshot’ evenings where they can meet with teachers and their child to discuss learning.

Key next steps

Key next steps to support ongoing improvement include:

• strengthening assessment processes to ensure reliable achievement information is used to inform teaching and learning and is regularly reported to the board, students and their whānau

• closely tracking and monitoring learners who need to make accelerated progress

• embedding teaching as inquiry processes to help teachers be deliberate in improving outcomes for all learners

• evaluating the impact of recently introduced initiatives focused on accelerating progress and achievement

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 beginning to sustain and continue to improve and review its performance

Mana Kaitiaki – stewardship

Good processes are in place to conduct monthly board meetings. Currently, the board operates under an alternative constitution. It is well positioned to move to a parent elected board. The MoE is working closely with the board to ensure that this happens.

As part of this transition, the board should work with the New Zealand School Trustees’ Association (NZSTA)to strengthen stewardship roles and responsibilities. NZSTA could support the board to undertake a comprehensive review of the school’s health and safety obligations, policies and procedures.

The board is reviewing the school charter, based on consultation with the local and wider community. A place-based mana whenua framework underpins this review and will likely inform a curriculum refresh for the school.

Mana ā-kura - leadership

Leadership is developing strong relational trust with whānau, staff and the community. The principal has a clear vision for the school and is providing a sense of direction and stability. She has high expectations and a belief in the potential of tamariki, the teaching team and community.

School leaders have been developing effective internal and external communication systems. Regular school events and whānau hui enable information sharing and consultation opportunities. Leadership opportunities for students are well promoted. Ākonga lead karakia and waiata with confidence. A key next step is working alongside whānau to include them in learning-focused partnerships to support their child’s progress.

Key next steps

The board receive regular achievement reports that describe students’ levels of achievement in relation to curriculum levels. Leaders should provide an evaluation of this information so that the board can better understand overall trends and patterns in student achievement. 

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.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that school leaders continue to work with:

• The Ministry of Education to further develop and document a school curriculum that reflects mana whenua place-based principles, suitable for English and Māori medium learners.

• New Zealand School Trustees Association to increase their understanding of the stewardship role including updating the school’s policies and procedures consistent with the requirements of the Education and Training Act 2020.

Te Ara Huarau

The school has made sufficient progress and will transition into ERO’s approach to working with schools, Te Ara Huarau.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki

3 November 2022

About the school

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

School Context

Moerewa School caters for 148 learners in Years 1 to 10, 98% of whom are Māori. The school has two te reo Māori immersion classes in Whānau Kōpūnui, and six mainstream classes.

The school’s vision and whakataukī describe a supportive and responsive community where students, staff and parents work together. The vision is to develop lifelong learners who will strive for excellence and to encourage students’ individuality and creativity. It is underpinned by school values, which include respect, responsibility, integrity and curiosity. The school’s key aims include honouring the status of Māori as tangata whenua and acknowledging Ngāti Hinetanga. Te reo me onā tikanga Māori are protected in school policies.

The principal regularly reports schoolwide achievement information about outcomes for students in reading, writing and mathematics, to the board. A 2018 target is to accelerate achievement in writing for all students.

Since ERO’s 2015 evaluation leaders and teachers have participated in professional learning and development in leadership and assessment. There have been changes in teachers and whānau leaders. The board has not been successful in appointing a deputy principal. The school manages a high level of student transience.

The school is part of the Pewhairangi Community of Learning|Kāhui Ako (CoL).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school has significant work to do to achieve equitable and excellent outcomes for all its students.

Achievement information over a few years, shows that slightly less than half of the students achieve at expected curriculum levels in reading and mathematics. Achievement results in writing are lower than in reading and mathematics. These results have been generally consistent over time.

School achievement information between 2015 and 2016 shows good increases in writing and mathematics with a significant shift in reading. However, in 2017 these achievement gains were not maintained or improved on. 2017 information shows that a few students achieve at expected curriculum levels in reading, writing and mathematics.

Whānau Kōpūnui use Māori assessment tools, which show that a large majority of learners achieve at expected levels in pānui and about half of students in tuhituhi and pangarau. Achievement information over time in this area is similar to that of the rest of the school.

At the time of this evaluation there was an absence of well-developed processes for tracking and monitoring of student achievement. The board should give closer scrutiny to the achievement and outcomes for learners in Years 9 and 10.

The school’s and board’s commitment to supporting a large number of students with additional learning needs is an ongoing focus. Some students from this group receive additional funding and individual education plans are developed with whānau to support them as learners.

Students achieve well in relation to other school valued outcomes. Most students:

• demonstrate concepts of aroha, manaakitanga and whanaungatanga with each other

• have a strong sense of their cultural identity and enjoy learning te reo Māori

• value the leadership opportunities that help them to succeed as Māori

• have a strong sense of belonging at school.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is beginning to build its capability and capacity to accelerate learning for Māori and other students who need this.

Whānau Kōpūnui provides very good opportunities for students to learn through te ao Māori, as Māori. Students benefit from hearing high levels of spoken te reo Māori. Many students within this learning environment demonstrate competence and confidence as speakers of te reo.

The principal and staff work collaboratively with whānau and a range of external agencies to provide appropriate support for the various learning needs of these children. School documentation such as the Unrealised Potential Students (UPS) register provides a plan to monitor learner progress and wellbeing.

Specific initiatives that focus on the acceleration of learning include:

• the board generously resourcing classrooms with pouwhirinaki (teacher aides) who work alongside students with additional needs
• a targeted learning support programme in reading
• re-establishing the previously successful experiential classroom to support children’s social and developmental skills.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school is in the early stages of developing effective processes and practices.

The principal and staff are focusing on strengthening programmes that support students to succeed as Māori. Students have good leadership roles as participants in school taumata practices. Students are proud of these roles and comment that they enjoy learning te reo Māori. Some students are able to successfully retell the stories of Ngāti Hine.

The board promotes a safe and inclusive learning environment. Positive behaviour and learning methods have strengthened over time. Cultural concepts such as whanaungatanga are reinforced at whole school assemblies and the daily classroom practice of taumata. These approaches contribute to settled classrooms and a positive school culture.

The board, school leaders and staff are successfully building strong relationships and connections with their community, including the local marae, parents and whānau. Seeking community input is a priority for the board. School events, such as whānau hui, proactively draw whānau into the school. The school and wider community are proud of the community gardens at the front of the school. This was a highly positive initiative.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The board actively represents and serves the school community. Trustees bring a range of professional and life experience to their roles. They have adopted a ten year strategic plan that they should now review and re-work into a more manageable plan. Seeking specific professional support to design a meaningful plan is critical to enacting the board’s goals and targets, and the aspirations of the school and wider community.

School information shows limited success in meeting the board’s achievement targets for reading, writing and mathematics. More clearly measurable targets are needed, as well as the planned actions required for those groups of students at risk of not achieving. Evaluating the outcome of these actions would help the board with further resourcing decisions.

Developing the roles and responsibilities of school leaders is a priority for moving the school forward. Leaders have individual plans to guide them in this process. They should establish and make known to teachers, clear and consistent expectations to support and improve teaching and learning.

The school does not have a coherent documented curriculum that aligns to The New Zealand Curriculum and Te Marautanga o Aotearoa. Such a curriculum should set clear expectations of teachers to develop learning programmes and effective assessment processes. In this way, these guidelines would help teachers to better respond to students’ individual interests, needs and strengths.

The board, leaders and teachers have yet to formalise internal evaluation and professional inquiry processes. It would be useful to explore current educational research and implement practices that will improve inquiry and evaluation, and strengthen the appraisal process. These practices should enhance understandings about what works and makes the most difference for learners.

3 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

• finance

• 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.

Appraisal audit

Current appraisal processes do not meet the expectations of the Education Council. School leaders should seek professional support to review and improve performance appraisal procedures and practices.

Actions for compliance

ERO identified non-compliance in relation to:

• student access to a curriculum that provides breadth and depth of learning related to the needs, abilities and interests of students in Years 1 to 10 and the scope of The National Curriculum
  The New Zealand CurriculumandTe Marautanga o Aotearoa
  National AdministrationGuideline 1: 2, 9, 10, 11
• adopting a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community
  Education Act 1989, s60B
• ensuring good quality assessment information that identifies and monitors students and groups of students who are not achieving or at risk of not achieving and those learners who have specific educational needs
  National Administration Guideline 1: 3, 4, 5
• school appraisal processes meeting the Education Council legal requirements in accordance with current school policies and procedures
  State Sector Act 1988, s77C.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• the board’s, leaders’ and teachers’ promotion of a safe and inclusive learning environment

• a strong school identity that promotes various opportunities for students to enjoy success as Māori

• successfully building strong relationships and connections with parents, whānau and the wider community.

Next steps

For sustained improvement and future learner success, priorities for further development are in developing and implementing:

• plans that will provide clear guidance for the board, leaders and teachers to move the school forward

• evaluation and inquiry processes that will help the board, leaders and teachers to scrutinise the impact of what makes the most difference for learners.

Recommendations to other agencies

ERO recommends that the school seek support from the Ministry of Education in order to bring about improvements in:

• developing and implementing a change and improvement plan to bring about accelerated learning for students at risk of not achieving

• documenting a school curriculum for English medium and Māori medium classrooms

• building school capability to enable significant change, through internal evaluation processes and practices that will be sustainable over time.

ERO recommends that the New Zealand School Trustees Association considers providing support for the board of trustees in order to bring about improvements in:

• strategic and annual planning
• reviewing the school’s policies and procedures.

ERO’s next external evaluation process and timing

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

30 August 2018

About the school

Location	Moerewa, Northland
Ministry of Education profile number	2103
School type	Composite (Years 1 to 10)
School roll	148
Gender composition	Boys 55% Girls 45%
Ethnic composition	Māori Pākehā	98% 2%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	Yes
Number of Māori medium classes	2
Total number of students in Māori medium (MME)	27
Total number of students in Māori language in English medium (MLE)	0
Number of students in Level 1 MME	13
Number of students in Level 2 MME	14
Review team on site	June 2018
Date of this report	30 August 2018
Most recent ERO report(s)	Education Review Education Review Education Review	June 2015 February 2013 December 2009