Matangi School

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1 Context

Matangi School, located on the outskirts of Hamilton, caters for children in Years 1 to 6. There are currently 138 children enrolled, including 19 who are Māori.

The school is the focal point of the Matangi community and is well supported by parents and the wider community. School leadership and community work collaboratively to create a positive environment that is inclusive, values diversity, and promotes and sustains children's wellbeing. Roll growth has resulted in the appointment of additional staff, including the deputy principal. An enrolment scheme has now been established to manage the size of the school roll.

2 Equity and excellence

The school's vision and valued outcomes provide opportunity for all children to achieve their personal best in all aspects of learning. Core values of the school are respect, responsibility, resilience, reflection and relationships. The school mascot, 'Tui Riffic', reflects the community aspirations for children to be connected to others in the world, to be confident and creative, risk takers and future-focused learners. These aspirations contribute to a positive culture for learning.

The school’s achievement information shows that, in 2015, approximately 9 children were achieving below National Standards in reading, writing and mathematics. A very small number of Māori children are included in this data. There were higher proportions of boys underachieving in reading and writing than girls. This proportion of children has decreased over the past three years.

Since the previous ERO evaluation the school has:

  • further developed the school curriculum to include the unique context of Matangi School
  • focused on strengthening teaching capability and practice to raise achievement
  • strengthened children's abilities as independent learners
  • further developed teachers' understanding of promoting successful outcomes for Māori.

Senior leaders and staff are building relational trust and effective participation and collaboration in school operations with all areas of the school's community.

3 Accelerating achievement

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

Matangi School has responded effectively to the needs of children whose learning and achievement need acceleration. Teachers use an effective range of assessment tools to make valid and reliable judgements about the progress and achievement of children in relation to National Standards in reading, writing and mathematics. This data is collated school wide and analysed to identify children at risk of not achieving equitable outcomes and for those children requiring extension. Leaders and teachers closely monitor the progress and achievement of these children.

School conditions that contribute to accelerating all children's achievement and progress include:

  • appropriate board of trustees funding for teacher professional development, teacher aide assistance and resources
  • positive learning strategies such as 'growth mindset' and the 'Tui Riffic' learning incentive programme
  • differentiated and cooperative teaching and learning to cater for individual strengths, needs and interests of children
  • regular conferencing with children and guided teaching
  • setting and understanding personal goals and next learning steps by children
  • positive and respectful relationships between teachers and parents, including sharing of useful strategies to support learning at home
  • the use of outside agencies and specialist support as appropriate.

The school reports that almost all of the children who were targeted to accelerate their progress in literacy during 2015 were achieving at or above National Standards by the end of the year. All target children, including Māori, made progress. The majority made expected progress and a few children made accelerated progress. All children have effective, sufficient and equitable opportunities to learn.

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?

The school curriculum and other organisational processes and practices effectively develop and enact the school's vision, values, goals and priorities for equity and excellence. The board of trustees provides a strong sense of direction for the school. The school's curriculum is inclusive and responsive to children's needs, context and environment. Trustees are well informed about student achievement and scrutinise this information to guide their decision making about school resourcing.

Leaders are knowledgeable about best practice in education and use their strengths to promote effective learning and teaching for children who are achieving below National Standards. The principal, who is well supported by the deputy principal, has worked effectively with the staff and community to bring about significant change in school systems and performance. A positive learning culture and improved learning opportunities for all children has developed.

High quality teaching practices are evident across the school. Teachers use effective strategies to engage children achieving below National Standards in learning, and maintain valuable partnerships with their parents. Leaders and teachers are reflective practitioners, and use achievement information, self review and professional discussions to continually improve teaching and learning in order to accelerate children's progress.

The school has identified, and has responded well to building teachers' confidence and capability in te reo and tikanga Māori. Bicultural responsiveness is being strengthened across the school. As a result, teacher capability and confidence continues to develop.

5 Going forward

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

The school is well placed to achieve and sustain equitable and excellent outcomes for all children. Leaders and teachers:

  • know the children who need their learning and achievement to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for all children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

Matangi School effectively provides a broad and relevant curriculum that strongly motivates and empowers children to learn and achieve well. Leaders, trustees and teachers are committed to providing a learning community that promotes the school values, maintains high expectations for learning and accelerates the achievement of targeted children.

The board should review the strategic plan to better reflect ongoing school changes and long-term goals that define the school's priorities in achieving and sustaining equitable and excellent outcomes for all children.

ERO is likely to carry out the next review in four-to-five 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. 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.

  • Processes for appointing staff.

  • Stand down, suspensions, expulsions and exclusions.

  • Attendance.

  • Compliance with the provisions of the Vulnerable Children Act 2014.  

Lynda Pura-Watson

Deputy Chief Review Officer

17 May 2016 

About the school

Location

Hamilton

Ministry of Education profile number

1814

School type

Contributing (Years 1 to 6)

School roll

138

Gender composition

Boys 54% Girls 46%

Ethnic composition

Pākehā

Māori

Other

77%

14%

9%

Review team on site

March 2016

Date of this report

17 May 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2013

November 2011

April 2010

1 Background and Context

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

This review evaluates the performance of Matangi School in accordance with the terms of reference identified in the 2011 ERO report. These include:

  • aspects of governance and management
  • professional leadership related to teacher professional development, staff appraisal, curriculum development and implementation of National Standards
  • self review
  • strengthening Māori perspectives to build success for Māori.

Since the 2011 ERO review, the Limited Statutory Manager (LSM) oversaw the implementation of training for the board of trustees and the appointment of a new principal. In addition the LSM facilitated the development of frameworks and processes to support effective self review and school sustainability. In June 2012 the Minister of Education acknowledged the progress the school had made and revoked the intervention of the LSM.

The school roll has grown and a fourth teacher has been appointed. The newly appointed principal has recently gathered appropriate student achievement information to identify the achievement and progress of individuals and groups of students. This should place the school in a better position to make effective decisions related to improving student achievement.

2 Review and Development

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

Priorities identified for review and development

The school has identified and ERO agrees that areas to continue to review and improve are:

  • the school’s curriculum to further reflect the unique context of Matangi School
  • teaching practice with a focus on raising achievement
  • strengthening students as independent learners
  • further developing teachers’ understanding of promoting success for Māori, as Māori.
Progress

The board of trustees, principal and teachers have effectively addressed the areas identified for review and development in the previous ERO report. This is evident through:

  • the appointment of a knowledgeable principal
  • the development and documenting of a school curriculum based on The New Zealand Curriculum
  • trustees, principal and teachers participation in appropriate and ongoing professional development
  • the implementation of reporting in relation to National Standards
  • the development and implementation of self-review frameworks and processes that enable the school to refine, improve and sustain school operations
  • effective community consultation and communication
  • the establishment of a detailed action plan to promote the success of Māori students, as Māori
  • recent links made with local hapū and the nearby marae.

The principal is providing effective leadership for learning, school development and improvement. Teachers are a positive and collegial teaching team. They willingly participate in ongoing and relevant professional development with a focus on enhancing teaching practice. The principal and teachers have established agreed expectations for curriculum delivery to further promote the engagement, progress and achievement of students.

3 Sustainable performance and self review

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

Priorities identified for review and development

The school is now well placed to sustain and improve its performance. Factors influencing this include:

  • an enthusiastic board committed to school improvement
  • a highly effective principal supported by teachers, trustees and the community
  • teachers dedicated to working in the best interests of students
  • the establishment of a professional learning culture in the school
  • effective self-review processes and systems including the appraisal of teachers
  • positive and reciprocal relationships amongst students, staff, parents and whānau.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

18 February 2013

About the School

Location

Matangi, near Hamilton

Ministry of Education profile number

1814

School type

Contributing (Years 1 to 6)

School roll

79

Gender composition

Boys 50 Girls 29

Ethnic composition

NZ European/Pākehā

NZ Māori

Other Asian

Other European

65

11

2

1

Review team on site

November 2012

Date of this report

18 February 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2011

April 2010

April 2007