Makauri School

Findings

Overall, students achieve highly in literacy and mathematics and enjoy success across a rich curriculum. Māori learners achieve well. Their language, culture and identity are recognised and fostered. Strong community partnerships support high expectations for student engagement, learning and wellbeing. Inquiry and self review are well embedded to inform continuous improvement.

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

1 Context

What are the important features of this school that have an impact on student learning?

Makauri School is situated in a rural community east of Gisborne, where it has a long history and association with several generations of families in the area. A steadily growing roll has led to an additional junior class being established in 2012. An enrolment scheme has been put in place.

The attractive grounds and buildings continue to be developed to reflect bicultural perspectives, the community’s heritage and the school’s approach to environmental education and sustainability.

High levels of community participation and contribution to the life of the school reflect the charter vision ‘To build pathways for learning success in partnership with our community’. Friends of Makauri, parent and whānau groups actively support and promote school events.

School leaders and teachers are in the second year of involvement in Ministry of Education funded professional learning and development (PLD) for improving teaching and raising achievement in mathematics and literacy.

This review finds that the positive features identified in previous ERO reports continue to be strong and enhanced throughout the school.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Leaders, teachers and trustees use achievement information very effectively to bring about improvement. Comprehensive school data is carefully analysed at whole school, syndicate and class levels. It provides evidence-based self review for decisions about teaching programmes and planning by the principal, curriculum leaders and teachers. Overall student achievement in relation to National Standards is well above national rates for reading and above for writing and mathematics.

School assessment information shows that almost 50% of students have progressed to be performing well above their national peers in reading and mathematics. Māori learners overall achieve above their school peers in writing and on a par with them in reading and mathematics.

School leaders use information about the small groups of students achieving below expectations to design interventions and PLD programmes to improve teaching practices. These initiatives have supported the accelerated progress of targeted priority learners, particularly in writing and mathematics, since 2013.

Classroom teachers make good use of assessment information to determine specific individual learning steps. Students with special needs are identified, monitored and where appropriate referred to external agencies. Teachers and leaders regularly share and reflect on information about students’ social, emotional and physical needs. They place high priority on promoting student wellbeing so that all can be successful learners.

Students are regularly involved in reviewing and improving their own learning and achievement. Goal-setting, reflection and self-assessment are increasingly used. Students share a wide range of progress and achievement information from each curriculum area with their parents through their learning journals and at student-led conferences twice a year. Leaders promote the continuing development of assessment practices across the school.

Trustees are well informed through detailed reporting about the progress and achievement of all groups of students during the year. They use this information to set annual goals and targets and prioritise resourcing decisions, such as extra staffing for mathematics leadership and teaching.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

A well designed and enacted curriculum is highly effective at engaging and supporting all learners to aspire to the motto of “Being the best we can be”. Teaching programmes are closely aligned to school goals, values, attitudes and expectations for teaching and learning. Explicit, progressive learning goals support all students to work towards the Makauri learners’ graduate profile for success.

High quality teaching practices, evident in the November 2010 ERO report, have been extended. Teachers know their students very well. They use their knowledge of interests, needs and achievement to ensure individual learning needs are addressed through programmes that engage, motivate and challenge them.

Individual class programmes provide opportunities for students to engage in high interest topics, challenges and current issues. They integrate literacy and mathematics meaningfully across the curriculum. Students apply their learning to wider community issues, enhancing the school environment in cultural and environmental projects and the use of e-learning tools. A strong ethos of community service and involvement is woven into the curriculum and life of the school.

Students show high levels of engagement, enjoyment and success in learning. Positive and respectful relationships between students and with staff and are highly evident and promote student leadership and opportunities to demonstrate the key values of responsibility, respect, perseverance and caring. Self-directed learning is regularly encouraged through feedback and focused conversations.

Teachers provide a wide variety of practical experiences, local contexts and resources to extend students at all levels of ability. Transitions from the on-site kindergarten and on to intermediate level are well managed.

How effectively does the school promote educational success for Māori, as Māori?

The school is progressing well towards its vision of Ka Hikitia: Accelerating Success 2013 – 2017. Māori students have rich opportunities to have their identity, language and culture valued in ways that support them to engage and achieve success as Māori. Many learning contexts are inclusive of Māori perspectives and te ao Māori. These include powhiri, kapa haka, language use, marae visits, local heritage studies and cultural visits. Māori students demonstrate high levels of enjoyment and engagement and show pride in their place in the school.

The principal and teachers are committed to ongoing use of Tātaiako; Cultural Competencies for Teachers of Māori Learners as a tool to increase awareness, capability and responsiveness. ERO's evaluation supports the ongoing implementation of this competencies framework.

Whānau are increasingly involved in consultation and collaborative partnerships to support their children’s engagement, learning and wellbeing.

4 Sustainable Performance

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

The school continues to be very well placed to sustain high levels of performance and ongoing improvement. Trustees are closely involved and supportive of the school and its community. Their commitment to the charter vision is highly evident. They bring complementary skills and experience to their roles and place high importance on students' learning, safety and wellbeing. Senior leaders have positive and productive working relationships with the board.

There is a deliberate and well-planned approach to sustaining teacher and school development. Self review, reflection and inquiry are embedded practices at all levels. PLD is responsive, flexible and closely aligned with teachers’ inquiries and professional needs.

Leadership is modelled, delegated and supported effectively across the school. The principal and senior leadership team provide clear direction, continuity and responsiveness to meeting students', staff and community needs and aspirations. They articulate and promote high expectations for learning and achievement in alignment with the school charter, curriculum goals and values. Leaders work deliberately with students, staff and families to meet these expectations.

Professional partnerships for learning are strong in the culture of the school. Teachers share their professional learning, using a performance improvement framework to enhance practice. Leaders provide highly effective curriculum leadership through modelling, observation, feedback, support and guidance. ERO affirms leaders’ plans to extend teachers’ use of evidence to evaluate their performance against goals and better evaluate the impact of practices on student outcomes.

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.

Conclusion

Overall, students achieve highly in literacy and mathematics and enjoy success across a rich curriculum. Māori learners achieve well. Their language, culture and identity are recognised and fostered. Strong community partnerships support high expectations for student engagement, learning and wellbeing. Inquiry and self review are well embedded to inform continuous improvement.

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

Joyce Gebbie

Deputy Chief Review Officer

Central

9 February 2015

About the School