2 Makuri Street, Mangatainoka
View on mapThe school has made significant progress in addressing the identified areas for improvement in the 2016 ERO evaluation. The principal supports teachers to work collaboratively to improve learning, progress and achievement for all students. Trustees understand their governance role and show commitment to ongoing improvement.
ERO is likely to carry out the next review in three years.
Mangatainoka School is a full primary school, located a short distance from Pahiatua and Woodville. It has students in Years 1 to 8. Of the 70 students who are enrolled, 36 identify as Māori.
The principal was appointed mid-2017. Teaching staff includes the principal, experienced classroom teachers and a newly appointed principal-release teacher.
The October 2016 ERO report identified significant areas for improvement. Over the past two years the school has participated in an ongoing ERO evaluation process to support improvement. During this time trustees and staff accessed appropriate external professional learning and development (PLD) to support them in their roles and practice.
Following the previous ERO report, a plan was developed for review and development to guide actions to address priority areas. This ERO report evaluates the progress made since 2016 and how well placed the school now is to sustain continuous improvement.
The school is part of the Tararua Kāhui Ako.
An action plan outlined key priorities for development to school practice and operation to promote positive learning outcomes and accelerate progress of all students. The actions taken and outcomes achieved as a result of planning have been monitored throughout the ERO evaluation.
Areas for improvement included:
The school has made significant progress in the areas identified in the previous ERO report. This is evident in documentation, school policies, and in teaching practice to accelerate students’ progress.
Assessment data for end-of-year 2017, indicated that most students achieved at or above expectation in reading, and the majority in writing and mathematics. Achievement targets focus on raising achievement levels in writing and mathematics. Progress of students identified in these targets has been tracked over time and provides a school wide picture of trends and patterns. Data presented midyear 2018 to trustees, indicates that many students have accelerated their learning and are on track to meet expected levels by the end of 2018.
Teachers have been well-supported to improve and build their capability. The appraisal system has been strengthened and promotes teacher development. The process is well considered, aligned with school priorities and supported by relevant professional learning and development.
Teachers increasingly use achievement information to identify student needs and plan for teaching to promote learning. They use a range of strategies to engage students in their learning, and are beginning to share these and reflect on the effectiveness of their practice. Classroom routines are well established and positive teacher-student relationships are evident.
The principal has been well supported to build his leadership capability. He has been strategic in the development and implementation of processes and procedures to guide school operation and teacher practice.
The principal, teachers and trustees continue to review and develop the school’s curriculum. Expectations have been developed and being implemented to guide teaching practice in literacy and mathematics. Teachers are exploring approaches to increase engagement in learning and to promote positive outcomes. Consultation with the school’s community resulted in the development of a plan that outlines priorities for the school’s curriculum.
The principal and trustees have identified a key next step is to further develop the curriculum to:
Trustees have been well supported to have a better understanding of their responsibilities in their stewardship role. The board is well informed about student progress and achievement and curriculum developments. Trustees increasingly scrutinise information they receive to inform decision-making, improvement and strategic direction.
The principal is reflective and supporting teachers to be more insightful about the effectiveness of their practice. He reports progress to trustees in relation to strategic goals. The principal and trustees are taking a measured approach to curriculum review and development to ensure that it promotes learning and wellbeing for all students.
The school has increased its capacity to sustain, improve and review its performance. The principal and the board have worked in a focused way to address areas for improvement identified in the previous ERO report. They are committed to continuing to improve student achievement.
Processes and documentation now in place, guide positive school performance and improvement.
The school’s continuing involvement in professional learning and development effectively supports leaders and teachers to promote positive learning outcomes for students. An appropriate performance appraisal process, focused on reflection and improvement, is in place for the principal and staff.
As the curriculum is developed and new initiatives are embedded it is appropriate to strengthen evaluation to show what works, what does not work and what needs to change to promote learning.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
The school has made significant progress in addressing the identified areas for improvement in the 2016 ERO evaluation. The principal supports teachers to work collaboratively to improve learning, progress and achievement for all students. Trustees understand their governance role and show commitment to ongoing improvement.
ERO is likely to carry out the next review in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
24 December 2018
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Location |
Mangatainoka |
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Ministry of Education profile number |
2900 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
70 |
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Gender composition |
Female 37, Male 33 |
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Ethnic composition |
Māori |
36 |
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Review team on site |
November 2018 |
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Date of this report |
24 December 2018 |
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Most recent ERO report(s) |
Education Review |
October 2016 |
Mangatainoka School is a full primary school located a short distance from Pahiatua and Woodville. It caters for students in Years 1 to 8. Of the 57 students who are enrolled, 29 identify as Māori.
Staffing has remained relatively stable over a number of years. The teaching staff includes the principal, experienced classroom teachers and a newly appointed principal release teacher.
Since the October 2013 ERO evaluation, the school has made some progress in the areas identified for review and improvement. However, the pace of development has been slower than required. This was also noted in the previous report.
The vision and valued outcomes defined by the school for all children, are to provide a climate where students will develop the knowledge and competencies that enable them to live full and satisfying lives while achieving 'personal excellence'. To achieve this, students will be encouraged to value their environment, while demonstrating integrity, fairness and respect. The school staff have begun to explore how each of these values is enacted and have implemented an incentive programme to promote them.
The 2015 school achievement data, shows many students at Mangatainoka School, including Māori, are achieving at or above in relation to the National Standards in reading, writing and mathematics. In mathematics and writing, Māori achievement exceeds that of their peers. Māori student achievement has improved since 2013, particularly in reading and writing. There is some disparity between the achievement of boys and girls. The school has identified there should be a continued focus on addressing equity for specific groups by accelerating the progress of students who are at risk of not achieving.
Teachers have undertaken some professional development in assessment to support overall judgments and the school participates in internal and external moderation in writing.
Since the previous ERO evaluation the school has:
Student achievement information shows that the school promotes the progress of some Māori students who are underachieving. However, processes for monitoring and analysing student data are not sufficient to clearly identify accelerated progress.
An appropriate range of achievement data is collated to identify which students are underachieving, identify gaps in learning and set expectations for accelerated progress. These students are supported by additional learning programmes and planned assistance.
Professional development in literacy and mathematics has a specific focus on improving teacher capability to accelerate achievement of students who are at risk of underachieving in these key areas.
The school responds to all students, including Māori, whose learning and achievement need acceleration, with an individualised approach that focuses on addressing their specific learning needs.
The school needs to develop a deliberate and more sharply focused approach to recognising and effectively responding to the needs of these children. This approach should be supported by an internal review process that shows what is working well, what is not working and the changes that need to be made for improvement.
Students are confident and welcoming, and a family atmosphere prevails in the school. There is a strong emphasis on knowing the learner. Relationships are mutually respectful and productive.
Learning-centred partnerships enhance student achievement and wellbeing. A range of strategies is used to share information about children's learning with parents and whānau.
Staff are collaborative and collegial. Suitable professional development has facilitated some positive changes to teacher practice. Strengthening teacher inquiry will enable the principal and teachers to better monitor and evaluate intended outcomes. This should also support the development of improved and consistent teaching practice.
Implementing the revised appraisal system and consolidating the advice and guidance programme for newly graduated teachers is a next step.
The curriculum review process began in 2013. The revised literacy statement was introduced in 2014 and provides some guidance for teaching, learning and assessment in reading. The other learning areas are yet to be reviewed.
Developing concise and cohesive curriculum guidance and expectations for effective teaching in line with current professional learning should support the ongoing development of teacher capability. The curriculum should reflect the aspirations and priorities of the school’s community, gathered through regular consultation, and include:
Since the previous ERO review there has been a high turnover of board members. The newly elected board of trustees are committed further developing their knowledge and understanding of stewardship.
The principal is largely managing all aspects of school operation including supporting the trustees in their governance role. Leadership support is needed to:
Leaders and teachers:
External support is needed to build leadership and the capacity to use internal evaluation to underpin decision-making for improvement.
ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.
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.
The board of trustees must:
1. report to parents in writing, on students' progress and achievement in relation to National Standards, at least twice a year.
[National Administration Guidelines 2A (a)]
ERO recommends that the Ministry of Education consider providing support for the board in order to bring about improvements in the following areas:
Joyce Gebbie
Deputy Chief Review Officer Central
5 October 2016
|
Location |
Mangatainoka |
|
|
Ministry of Education profile number |
2900 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
57 |
|
|
Gender composition |
Male 35, Female 22 |
|
|
Ethnic composition |
Māori Pākehā |
29 28 |
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Review team on site |
August 2016 |
|
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Date of this report |
5 October 2016 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
October 2013 August 2010 June 2007 |