Maitai School

Education institution number:
3202
School type:
Special School
School gender:
Co-Educational
Definition:
School for pupils with intellectual impairments
Total roll:
50
Telephone:
Address:

93 Tasman Street, Nelson

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Maitai School - 22/11/2019

School Context

Maitai School is a special school for students with complex learning needs. Students range in age from five to 21 years and live throughout the Nelson-Tasman region. Of the current roll of 42, seven students are Māori.

The school provides several placement options for students. The base school is located in the centre of Nelson, with two satellite classes at local schools. Students learn in small multi-levelled classes with a high ratio of adults to students.

At the time of this review, the school was working with the Ministry of Education on plans to rebuild and restructure the school and its satellite classrooms, including the construction of new classrooms at additional schools in the Nelson region.

The school employs many of its own specialist staff, including therapists and a social educationalist, in a range of areas. The school also has an itinerant service that supports students under the Ongoing Resourcing Scheme (ORS) in regular schools.

The school vision and mission are about to be reviewed. Strategic aims for 2019 to 2021 are focused on building inquiry and communication strategies, curriculum development, cohesive school culture, and further developing community, specialist and whānau partnerships.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics
  • achievement in other learning areas
  • progression in relation to individual education plan (IEP) goals.

There have been significant changes at the school since the March 2015 ERO review, including the appointment of a new principal in 2018 and deputy principal in 2019. Several new staff have been appointed. Roll numbers have grown. The new leadership team has reviewed a range of systems and processes, in consultation with staff and whānau. The board has a number of new trustees.

The school is a member of Te Kāhui Ako o Omaio ki Tahunanui | Community of Learning.

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?

Achievement data from 2018, and midyear data from 2019, indicate that the majority of students meet or exceed school expectations in literacy, numeracy and across all other learning areas in relation to their individual learning targets.

Social learning and life skill goals are also set and most are achieved. These are well supported through a collaborative approach between specialists and staff. Progress is tracked and evaluated over time.

Māori students are achieving as well as, or better than, their peers.

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

Significant gains in learning and wellbeing are consistently evident for students. Assessment information clearly shows that most students achieve accelerated rates of progress against the goals set in their IEPs, and in relation to The New Zealand Curriculum (NZC).

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?

Student learning and wellbeing are very well supported by purposeful and highly respectful teaching interactions. Good use is made of sensory learning opportunities, assistive technology and communication tools to support students to learn and make connections. They enjoy warm relationships with staff who know them very well. Close attention is paid to verbal and non-verbal communication and cues. Visits with local schools, and community resources and excursions, extend the curriculum.

Students benefit from carefully considered transitions into and out of the school. Staff liaise closely with families, other education institutions and external agencies to tailor these processes to individual students. Staff skilfully build on student interests to promote their sense of belonging, warm relationships and an understanding of school expectations. Older students are offered meaningful leadership opportunities and benefit from thoughtful strategies to scaffold their social and life skills.

Careful thought and rigorous research has contributed to the development of differentiated assessment, planning and tracking tools. Staff are highly alert to students’ progress. They work closely alongside specialists and external agencies to plan and promote next learning steps within individualised learning programmes. Staff share a positive view of students’ strengths, abilities and learning potential. Students are very well supported to continuously extend their physical, social and communication skills, and make good progress across the breadth of the NZC.

Senior leaders are very effective in their roles. They model and maintain high expectations for teacher practice and student learning. A number of strategic and deliberate actions have been put in place to continue to build teachers’ collective capacity, relational trust and collaboration.

Leaders and the board prioritise students in their decisions. They support improvements with a consultative approach and strategic resourcing. Newer trustees are actively engaging in professional learning to support them in their governance role.

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

Recent changes in school staff, leadership and board mean it is timely to refresh the vision and values of the school. ERO and leaders agree that these should better reflect the unique nature of the school, its valued outcomes for students, and expectations for teaching practice. The school should consult with students, families, staff and local iwi. Guiding principles should then be used to inform a review of curriculum documentation to better promote shared understandings. This work would align well with the school’s current focus on building consistency of high quality practice across its sites.

Senior leaders are highly reflective, and regularly engage with data, research and feedback from a range of sources to inform decision-making. They are well placed to begin leading the school in regular, formalised internal evaluations of school conditions and practices. This would better support the school to measure and refine its positive impacts for students. Teacher inquiry processes would also benefit from an increased focus on student outcomes as the main indicator of success.

ERO and the school agree that a priority is to build culturally responsive knowledge and practices, and to better reflect Te Tiriti o Waitangi in the school. Work in this area has begun, including: improving community and iwi partnerships; raising the profile of local pakiwaitara in the student programme; and professional learning around relational pedagogy. Leaders should ensure improvements continue and are sustained.

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 Children’s Act 2014.

To improve practice, the school should develop a written policy relating to the surrender and retention of property.

Education Act 1989, sections 139AAA to 139AAF, Education (Surrender, Retention and Search) Rules 2013.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Maitai School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • highly effective senior leadership that has a clear, shared vision for improvements
  • respectful and knowledgeable staff that prioritise student learning and wellbeing
  • strong assessment and planning processes that promote continuous student progress
  • high student achievement across all learning areas.

Next steps

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

  • the review of the school’s vision, values and curriculum document, to support increased cohesion and shared understandings
  • building culturally responsive practices, to better reflect Te Tiriti o Waitangi
  • implementing formalised internal evaluation at all levels, to monitor the effectiveness of school practices and inform decision making.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

22 November 2019

About the school

Location

Nelson

Ministry of Education profile number

3202

School type

Special School

School roll

42

Gender composition

Male 30, Female 12

Ethnic composition

Māori 7
NZ European/Pākehā 31
Other ethnic groups 4

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

September 2019

Date of this report

22 November 2019

Most recent ERO reports

Education Review March 2015
Education Review October 2010

Maitai School - 23/03/2015

Findings

The school is very effective in providing education and care for students with complex special learning needs. This is particularly evident in the way students are making significant progress towards their individual goals. The school is well placed to sustain and improve its performance because of strong governance, leadership and management practices and a positive, improvement-focused school culture.

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?

Maitai School is a special school for students with complex learning needs. Students range in age from five to 21 years and live throughout the Nelson region.

The school provides several placement options for students. Most students attend the base school but some go to one of two satellite classes at local schools. The school also has an itinerant service that supports students with significant special needs in regular schools.

Students learn in small multi-levelled classes with a high ratio of adults to students. The base school is located in the centre of Nelson. Very good use is made of the community to extend learning opportunities for students.

There have been some significant changes at the school since the October 2010 ERO review. The school now employs many of its own specialist staff, including therapists and a psychologist. One of the school’s satellite classes has relocated to a new purpose-built classroom. In 2014, a new principal was appointed and an experienced trustee was elected as the board’s chairperson.

Since the 2010 ERO review, the board, school leaders and staff have successfully maintained and built on the many strengths evident at that time. Significant progress has been made towards addressing the recommendations in the 2010 report, particularly in regard to improving self-review practices and promoting te reo and tikanga Māori.

2 Learning

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

The school makes very good use of achievement information to promote learners’ engagement, progress and achievement.

Leaders, teachers and specialist staff use an extensive range of suitable assessments to accurately determine student progress and achievement. Good plans, guidelines and monitoring help to ensure that assessments are completed well and teacher judgements are sound. Extensive individual student records are readily accessible to staff, students and their parents.

Leaders and teachers make effective use of this achievement information to:

  • develop focused individual education plans for each student (IEP’s)
  • affirm students’ progress and achievement and keep parents very well informed about their child’s learning and development
  • analyse and report patterns of student progress and achievement in regard to the achievement of learning goals
  • set clear annual achievement targets that are based on each student’s IEP.

This effectiveness of the school’s curriculum in promoting student progress and engagement is most evident in the increasing numbers of students either achieving or making significant progress towards achieving their personal goals. For example, in 2014, a high proportion of students achieved their three individual priority learning goals.

Other analysed achievement shows that students are making good progress towards achieving their personal goals. Students also experience success in a wide variety of other activities they take part in, including the arts.

School leaders and the board are well informed about student achievement and progress. They use this information to make well-considered decisions about how best to raise student achievement and accelerate their progress.

3 Curriculum

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

The school’s curriculum effectively supports and promotes students’ learning and wellbeing. It is clearly aligned to the New Zealand Curriculum and effectively adapted to reflect the uniqueness of its students. An updating of curriculum guidelines has made these more extensive and useful. They clarify expectations and successfully link a diverse range of learning experiences into a coherent curriculum.

The school’s curriculum provides students with a well-balanced, integrated and rich variety of learning experiences. These experiences continue to expand in response to students’ strengths, interests and needs. Students have many opportunities to have fun and experience success.

Teaching programmes give strong and appropriate emphasis to successfully supporting students to:

  • develop the skills needed for successful learning (key competencies)
  • extend their learning and skills in literacy, maths, health and physical education
  • take part in activities and develop everyday living skills
  • transition into and from the school.

Students learn in a positive and inclusive school culture where diversity is recognised and celebrated and the school’s values are actively promoted. Respectful, supportive and caring relationships exist between staff and students. Such relationships, along with school practices, promote students’ wellbeing and sense of belonging.

Staff know their students and families very well and this enables them to be responsive to both students’ needs and parents’ situations. They use an effective range of practices to recognise and respond to students’ immediate needs and behaviour. These responses are guided by well- developed individual management and response plans.

Teachers make consistent use of a variety of effective teaching practices to help promote students' learning and development.

Other key features of the curriculum and teaching practices include the way teachers focus on making learning meaningful for students. The strong teamwork amongst the teachers, support and specialist staff is also a critical factor in fostering student learning and wellbeing. The effective role specialists play was affirmed in a recent external review of their work.

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

The school effectively promotes success for Māori students as Māori. The strong leadership of the school’s kaiawhakahaere (leader of Māori), along with support of the board, kaumatua and principal, has fostered ongoing school improvement in this area. Māori staff provide students with good role models and support.

Māori students have a wide range of opportunities to experience success as Māori. Their engagement in learning is successfully fostered through the way elements of te reo and tikanga Māori are increasingly integrated into the curriculum. Kapa haka within the school is strong and school protocols incorporate aspects of te ao Māori.

Staff members are well supported to include elements of biculturalism within their programmes through regular professional development and ongoing support. Future plans provide a useful basis for building on the many positive practices that already exist to promote success for Maori as Maori.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The principal and other school leaders provide highly effective leadership and management. The school’s recently appointed principal is bringing new insights, making well-considered decisions and clarifying future priorities in ways that retain and build on the best of existing practices.

The school leadership team is united and collaborative. Leaders have high expectations of students and themselves and are committed to fostering high-quality teaching and services. Middle managers successfully sustained the school’s good performance during a period of significant change.

Leadership and management responsibilities are clear and delegations continue to be extended to develop and make better use of staff strengths. Professional development and support, along with increasing opportunities for professional discussions foster a positive, supportive and improvement focused school culture.

The school has a well-established, ongoing programme of curriculum self review. Reviews are systematic, regular and varied. Review findings are both useful and used to promote improvements to the quality of education for students.

The school is very well governed. Trustees and school leaders work together effectively. Well- established governance practices and guidelines exist. Trustees bring a good range of skills and experiences to their roles.

Strategic and annual plans help to focus action. Reports to the board and board self review provide trustees with the information they need to make informed decisions. The board is responsive to requests that focus on fostering student progress and wellbeing.

A strong sense of partnership exists between the school and students’, parents/whānau. Regular communication and a variety of support for parents contribute to positive relationships. Parents actively participate in the planning and evaluation of their children’s programmes. Family events and workshops help parents to link up with other parents and foster a strong sense of community.

The school’s relationship with the wider education community continues to expand. There is increasing demand for the school’s well-delivered itinerant services. Associated staff are increasingly involved in providing professional development to staff in local schools.

Areas for review and development

ERO agrees with the priorities the board and school leaders have established for ongoing review and development. These include:

  • aligning student’s IEP’s more closely to the school’s revised curriculum
  • developing a better overall framework for self review and extending teachers’ evaluation of their own practices (“teaching as inquiry”)
  • exploring ways of raising the profile of the school in the area and extending the support the school provides for students with special needs, and their staff, in other schools.

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

The school is very effective in providing education and care for students with complex special learning needs. This is particularly evident in the way students are making significant progress towards their individual goals. The school is well placed to sustain and improve its performance because of strong governance, leadership and management practices and a positive, improvement-focused school culture.

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

Graham Randell

Deputy Chief Review Officer

Southern Region

23 March 2015

About the School

Location

Nelson

Ministry of Education profile number

3202

School type

Special School (Years 1 to 15)

School roll

32

Gender composition

Boys 22

Girls 10

Ethnic composition

Pākehā

Māori

Asian

Other Ethnicities

26

2

2

2

Special Features

Two Satellite Classes

Specialist Teacher Outreach Service

Review team on site

December 2014

Date of this report

23 March 2015

Most recent ERO reports

Education Review

Supplementary Review

Education Review

October 2010

July 2007

June 2006