Findings
A shared vision statement articulates aspirations for learners across the school. Respectful relationships are clearly evident. Trustees understand their governance role. School leaders and staff require further support to improve the learning, progress and achievement of all students. The school should continue to address the areas for improvement identified in the 2012 ERO report.
ERO intends to carry out another review over the course of one-to-two years.
1 Context
What are the important features of this school that have an impact on student learning?
Motorua School is a contributing primary school catering for learners from Years 1 to 6 in New Plymouth. Of the 72 students enrolled, a third identify as Māori.
Students in two of the five classrooms follow a programme based on the Montessori philosophy. The schoolwide focus on environmental education and the virtues programme continues.
Following the 2012 ERO review, school leaders developed a plan in response to the areas identified for improvement. Trustees and staff have been committed to making the necessary changes.
The school is going through a time of significant change. Since the previous ERO report, a number of staff and board changes have occurred. These include the appointment of a new principal at the start of Term 2, 2013 and a complete turnover of teaching staff. Property issues identified at the time of the principal's appointment are being addressed.
The principal and trustees have worked with the Ministry of Education and New Zealand Trustees Association (NZSTA) to support them in their leadership, management and governance roles.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school, with support, is beginning to use achievement information to make positive changes to student learning. It reports that many students achieve at the National Standard in reading. However, the data also shows serious underachievement for some groups of students. Leaders and teachers recognise the need to improve teaching and learning in writing and mathematics as a priority. Annual achievement targets are developed in response to this data.
Learners who require additional assistance to enjoy success are supported in classroom programmes through a range of interventions. The impact of these has yet to be evaluated.
Reports to parents provide useful information about their children’s achievement in relation to the National Standards in reading, writing and mathematics and about broader curriculum learning areas. Teachers are investigating how best to report progress and achievement for students in their first three years of schooling.
The use of assessment data at the class level and school practices for moderation of assessment judgements continue to strengthen. Teachers' thinking about their practice and its effectiveness in raising student achievement in literacy is at an early stage. Teachers reflect on and share their practice in relation to their class focus group’s achievement information. This should further consolidate teachers’ knowledge and implementation of effective teaching.
Areas for review and development
School leaders recognise, and ERO’s evaluation confirms, that ongoing development is required to build leadership, improve teaching practice and make better use of student achievement information, to raise achievement. Strengthening these practices should support more appropriate decision-making in response to student needs.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The board of trustees, leaders and teaching team are developing a coherent school curriculum. The collaboratively developed mission and vision statements express the school community’s shared aspirations for students. Literacy and mathematics are prioritised. Environmental education and the virtues programme provide contexts for learning.
In response to the school’s focus on literacy, leaders and teachers continue to participate in externally facilitated professional development to build:
- leadership capability
- pedagogical and content knowledge
- understanding and use of achievement information.
Positive, affirming and respectful relationships are evident across the school. Students work cooperatively and are well-engaged in their learning. Te reo me ngā tikanga Māori are a meaningful part of class programmes and learning. There is a strong focus on the holistic development of students.
How effectively does the school promote educational success for Māori, as Māori?
Leaders and teachers continue to build their cultural competence and understanding of Māori learners and culture as unique. As part of curriculum review and development leaders should:
- continue to plan and implement a progressive te reo Māori programme across the school
- decide how te ao Māori will be incorporated across the breadth of the curriculum.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is developing the capacity to sustain and improve its performance. The board have a shared understanding of their governance roles and responsibilities. They have a strong commitment to improving the quality of education. Trustees and the principal continue to work with NZSTA to identify, prioritise and develop systems and processes to guide school practice and operation.
The previous ERO report identified the need to develop and implement appraisal processes for teachers and the principal. An appropriate appraisal process has been developed, clearly aligned to the Registered Teacher Criteria and the professional standards. However the implementation lacks rigour and consistency.
The charter and strategic plan express the shared aspirations held for all students across the school. The principal reflects and reports on actions and next steps in relation to the strategic plan and annual goals.
Areas for review and development
ERO’s evaluation identifies that the principal requires further support in developing management and leadership practice in leading learning.
Self review requires strengthening. Trustees, the principal and teachers should continue to increase their understanding of self review and how it contributes to student learning outcomes and changes for improvement.
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.
During the review an area of non-compliance was identified. The board of trustees must:
- provide to the Secretary for Education before 1st March each year, a statement providing an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter when providing the updated charter under NAG 7.[NAG 8]
Recommendations to other agencies
ERO recommends that the Ministry of Education provide support for the board to continue to improve its capacity to address the concerns in this report.
Conclusion
A shared vision statement articulates aspirations for learners across the school. Respectful relationships are clearly evident. Trustees understand their governance role. School leaders and staff require further support to improve the learning, progress and achievement of all students. The school should continue to address the areas for improvement identified in the 2012 ERO report.
ERO intends to carry out another review over the course of one-to-two years.
Joyce Gebbie
Deputy Chief Review Officer Central
12 June 2015
About the School
| Location | New Plymouth | |
| Ministry of Education profile number | 2203 | |
| School type | Contributing (Years 1 to 6) | |
| School roll | 76 | |
| Gender composition | Male 39, Female 37 | |
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 25 47 4 |
| Special features | Two Montessori classes | |
| Review team on site | April 2015 | |
| Date of this report | 12 June 2015 | |
| Most recent ERO report(s) | Education Review Education Review Education Review | August 2012 March 2009 June 2005 |