Firth School caters for students from Years 1 to 6 and is situated in the east Waikato town of Matamata. Of the 197 students on the roll, 51% are of Māori descent, 42% are from New Zealand European families, 2% have Pacific heritages and 5% are from a range of other cultures. Māori students come mainly from two local iwi, Ngati Haua and Ngati Raukawa. The board employs a specialist teacher of te Ao and te reo Māori to work alongside teachers in all classes, provide language extension and support Māori students and their families/whānau. A member of the board of trustees also has responsibility for liaising with Māori families.
The school has a positive reporting history with ERO. The 2009 ERO review identified many areas of good performance including:
The 2009 report also identified the need for improved use of assessment information to guide planning, provide feedback about achievement and clarify expectations for engaging students in assessment of their own learning and next steps. Senior leaders and teachers are beginning to address these issues.
Since the 2009 ERO review, the principal and many teachers have remained at the school. They have developed assessment processes to address National Standards requirements and further developed school-wide curriculum guidelines. All staff have engaged in professional development about science, mathematics, positive behaviour guidance and computer technology as a tool for learning. In 2014 the principal will be taking study leave and the deputy principal will be the acting principal.
This review finds that many of the positive features identified in the 2009 ERO review remain evident. In particular, the ‘Firth Family Values’ widely promoted in the ‘Firth Family Learning Tree’ continue to be reflected in respectful relationships among staff, students and families, and the school’s continuing emphasis on the all-round development of each student. Parents are valued as partners in their children’s learning experiences. The new-entrant teacher is strengthening opportunities for four-year old children and their families to become familiar with the school environment. A welcoming, settled and purposeful tone effectively supports students’ engagement in learning.
The school is continuing to develop its use of achievement information to make positive changes to learners’ engagement, progress and achievement. The board and senior leaders use school-wide National Standards results to determine annual targets and priorities for professional development. Trustees receive a range of assessment information throughout the year, which guides funding for programmes to raise student achievement. Senior leaders regularly monitor the individual progress of all students and provide a range of programmes to meet the needs of students who are at risk of underachieving.
Teachers use achievement information to group students for instruction. They use agreed benchmarks and moderation processes to determine overall judgements about achievement. Progress is monitored formally and informally throughout the year. Newly developed indicators for reading, writing and mathematics at each year level are likely to further strengthen the consistency of teacher judgements and provide a basis for students to engage in meaningful self assessment about their learning. Reports to parents are very clear about achievement in relation to National Standards. They are supported by formal and informal discussion with teachers and examples of students’ work.
ERO identifies that the school’s next steps are to:
The Firth Primary School curriculum effectively promotes and supports student learning and engagement. School leaders and teachers maintain an appropriate emphasis on developing literacy and mathematic skills within authentic learning contexts that interest students. There are focuses on inquiry learning, science, environmental studies, physical activity, the arts, computers as tools for learning and education outside the classroom. Regular inclusion of suitable health programmes and the school’s positive values assists in promoting student wellbeing and success. The principal has continued to lead extensive review and development of the school’s curriculum expectations in consultation with staff and parents.
Very effective teaching practices include systematic planning, sharing learning intentions, providing opportunities to learn cooperatively, maintaining stimulating learning environments, and celebrating students’ work. High expectations for learning and behaviour are evident throughout the school.
While there has been significant development of the school’s response to The New Zealand Curriculum, there remains a need for several further areas to be agreed and documented.
The school is effectively promoting educational success for Māori, as Māori. Many Māori students achieve well and accept responsibility for leadership roles. Whakawhanaungatanga is continually evident in a school-wide culture that provides Māori students with a strong sense of belonging. Bicultural perspectives are evident in wall displays, class programmes and in teachers’ integrated use of te reo Māori in teaching conversations.
The kaiako (teacher of Māori) is engaged in ongoing personal professional development and liaison with local families and iwi. She shares her knowledge with staff and supports families to become partners in their students’ learning. Parents/whānau are informed and consulted about school programmes and achievement levels. Students have opportunities to participate in kapa haka, waiata, te reo Māori extension classes and marae visits.
The school is well placed to sustain and improve its performance because of the following positive factors:
The board’s next steps are to further develop:
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:
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services
Northern Region
27 May 2014
Location |
Matamata |
|
Ministry of Education profile number |
1719 |
|
School type |
Contributing (Years 1 to 6) |
|
School roll |
197 |
|
Gender composition |
Girls 55% Boys 45% |
|
Ethnic composition |
Māori NZ European/Pākehā Other Pacific |
51% 42% 5% 2% |
Special Features |
Host school for: Resource Teacher: Literacy Social Worker in Schools |
|
Review team on site |
February 2014 |
|
Date of this report |
27 May 2014 |
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
November 2009 March 2007 December 2003 |