Makara Model School

Education institution number:
2894
School type:
Full Primary
School gender:
Co-Educational
Definition:
Model School
Total roll:
78
Telephone:
Address:

399 Makara Road, Karori, Wellington

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Makara Model School - 02/05/2019

School Context

Makara Model School is a small rural school near the southwestern Wellington coast, catering for students in Years 1 to 8. Of the 68 students enrolled, 14% are Māori. Significant roll growth has occurred since the August 2015 ERO review, resulting in the addition of a fourth teacher.

The school’s vision is to be a high quality, progressive, inclusive learning environment for children. Valued outcomes are kindness, mindfulness and respect. The philosophy underpinning teaching and learning emphasises the importance of manaakitanga, caring for the wellbeing of others.

Goals and targets for student achievement in 2019 are to accelerate the progress of those at risk of not achieving in reading, writing and mathematics. There is an ongoing focus on strengthening inclusive education.

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

  • achievement in reading, writing and mathematics
  • progress and achievement in relation to school targets.

The school has a large garden and heated swimming pool. These support a focus on water safety and the environment, valued by this coastal community. The school is an Enviroschool.

A long-standing principal leads the school. There have been significant changes in staff and trustees since the previous ERO review. A deputy principal was appointed from existing staff in 2018. Two teachers commenced at the school at the start of 2019.

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?

The school continues to achieve equitable and excellent outcomes for learners.

In 2018, school information showed that almost all students achieved at and above the school expectations in writing, with most achieving at and above expectations in reading and mathematics.

Māori learners’ achievement in 2018 was slightly above that of their non-Māori peers in the core curriculum areas. Boys and girls had similar rates of achievement.

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

School data for 2018 shows that, through the implementation of targeted class programmes and interventions, the majority of students identified as at risk of not achieving in reading, writing and mathematics, had made accelerated progress by the end of the year.

Appropriate achievement targets are set by trustees and leaders and a range of systems, processes and strategies is used to identify, track and address the individual needs of students at risk of not achieving at expected curriculum levels. 

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?

School trustees, leaders and teachers have a strong focus on fostering students’ wellbeing. Manaakitanga is effectively promoted through the emphasis on the outcomes of mindfulness, kindness and respect. Children benefit from being part of a close-knit, friendly and inclusive learning community. Relationships across all levels, including tuakana teina, are respectful and productive, contributing to the positive culture. Community interest and involvement are high. Parents and whānau take part in school activities and are encouraged to actively contribute to their children’s learning goals.

Children benefit from participating in a range of authentic and meaningful learning experiences. Opportunities are made available for older students to lead aspects of school life. All children participate in learning contexts that reflect Māori culture and language. The use of the natural environment enriches the curriculum.

Leaders and teachers work collaboratively with whānau and external agencies to identify and implement strategies that enable children with additional needs to be successful. Responsive planning and resourcing contribute to effective provision for those with complex needs. Active participation in the life of the school and ongoing positive interaction with peers supports these children’s academic and social progress.

A range of communication strategies usefully share information about students’ achievement, school developments and events. Reports to parents provide information about children’s strengths and next learning steps in reading, writing and mathematics, and progress in relation to key competencies and other curriculum areas.

Targeted professional development promotes improved teacher capability aligned to school priorities and individual needs. Teachers collaborate, research, reflect and inquire into their practice in ongoing ways to improve outcomes for students.

Trustees actively represent and serve the community through their stewardship of the school. Relevant training and support from the New Zealand School Trustees Association has been accessed to assist them in their roles and responsibilities. They receive regular updates about student achievement and generously fund initiatives and interventions to improve teaching and learning.

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

Leaders and trustees are positive about ongoing development and agree their key next steps for development include:

  • adopting a framework to support a more structured approach to internal evaluation and developing a shared understanding of the process across all levels of the school. This should better inform decision making about strategic direction, and the effectiveness of teaching strategies, programmes, learning interventions and operation in improving student outcomes.

  • leaders and teachers undertaking more in-depth analysis of achievement data for those individual and groups of students at risk, to clearly show their rates of progress and acceleration. This should enable trustees, leaders and teachers to better measure the impact of practices on these learners’ outcomes.

  • reviewing and updating curriculum guidelines to ensure they reflect current practice and the expectations and values of the community. Developments should include identification of:

    • valued outcomes for Māori learners, determined in collaboration with whānau Māori
    • expectations for effective culturally responsive practices across all learning areas
    • a localised curriculum
    • guidelines for moderation practices in reading, writing and mathematics.
  • school leaders further embedding the use of the revised appraisal process, particularly in relation to the curation of evidence of practice, and evaluation of teacher impact on learner outcomes.

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 Vulnerable Children Act 2014.

4 ERO’s Overall Judgement

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

ERO’s Framework: Overall School Performance 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:

  • achieving outcomes for students that are equitable for all groups and show consistently good levels of achievement

  • implementing pastoral care and inclusive practices that systematically respond to students’ needs, promote their wellbeing and support their learning success

  • maintaining close community connections that promote parent and whānau participation in the school and their children’s learning.

Next steps

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

  • internal evaluation that effectively measures the impact of practices and programmes on outcomes for students and supports decisions about priorities

  • curriculum review to support improved cultural responsiveness, and guidelines for some aspects of teaching and learning

  • embedding the appraisal process with a particular focus on the curation of evidence of practice and measurement of teacher impact on student outcomes.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

2 May 2019

About the school

Location

Wellington

Ministry of Education profile number

2894

School type

Full Primary (Years 1-8)

School roll

68

Gender composition

Boys 37, Girls 31

Ethnic composition

Māori 10
NZ European/Pākehā 58

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

February 2019

Date of this report

2 May 2019

Most recent ERO report(s)

Education Review October 2015
Education Review October 2012

Makara Model School - 19/10/2015

Findings

Makara School has a small roll. Students from Years 1 to 8 learn in two classrooms. The atmosphere is welcoming and the community is actively engaged in curriculum matters. Students are supported to make progress and achieve well in literacy and numeracy. Further development of analysis and evaluation would provide deeper insights into students' or curriculum needs.  

ERO intends to carry out another review within three years.

1 Context

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

Makara Model School is in Makara, a small township situated on the southwest Wellington coast beyond Karori. It provides education for students in Years 1 to 8. At the time of this ERO review it had a roll of 32 students who learned in two multi-level classes. Staff consists of a teaching-principal, two teachers, teacher aide and office manager. As a model school, staff provide teaching practice opportunities for trainee teachers.

The rural coastal setting and spacious grounds are well used for curriculum provision. Water safety and environmental learning are community-valued learning areas. Students tend gardens and the board has provided heating for the pool so that daily swimming lessons can occur in summer months.

The atmosphere of the small community school is welcoming and inclusive. Teachers, students and families know and value each other. Students benefit from the positive support of trustees and parents.

2 Learning

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

The school uses student achievement data to be informed about overall performance in relation to the National Standards, identify areas requiring development and know how well students are learning and progressing. Teachers use classroom information to plan for students' individual learning needs and to monitor their progress. Further analysis and interpretation of data would:

  • provide opportunities for inquiring into reasons for patterns across individuals, groups and years
  • assist the school to evaluate the effectiveness of programmes or actions taken for improvement to accelerate progress.

Most students achieve well in literacy and numeracy. The school's National Standards data gathered over the past five years indicates improved overall performance in reading, writing and mathematics. A focus maintained on the teaching of writing has made a positive difference, with a steady upward trend evident from year to year. While there have been fluctuations in numbers at and above the Standards in reading and mathematics, the 2014 results indicated positive movement.

Parents receive regular information about their child’s achievement and next steps through written reports and the child's individual portfolio of learning. Planned discussions between the student, family and teacher provide opportunities to share more information about learning and aspirations and set goals.

3 Curriculum

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

The curriculum offers a wide range of opportunities for students to develop academically, personally and socially. It is responsive to community input and students' needs and interests. Teachers use the local environment for planning authentic learning opportunities, many of which are hands‑on outside the classroom. Next steps are to ensure that programme planning is:

  • managed for appropriate coverage and progression in all essential learning areas over the eight primary years
  • evaluated for its effectiveness in catering for differentiated learning in a multi-level setting.

Topic studies integrate cross-curriculum content and allow for individual inquiry using a blend of natural, live, print and technology resources. Teachers plan opportunities for students to work cooperatively, develop independence and self‑monitoring skills. Some students need more support to understand what they need to do next to assist progress. Specific feedback in relation to the given success criteria is likely to strengthen students' ability to understand their own progress and next steps.

A schoolwide behaviour management plan has been developed and promoted so that learning and wellbeing are positively fostered. Students are encouraged to keep trying, remember manners, how to be a good friend and show respect.

For students with identified learning needs, programmes are in place and teachers work with outside agencies that support and evaluate these programmes. A teacher aide provides assistance for the learning of individuals and small groups of students.

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

The school should consider, in consultation with parents/whānau, the extent to which commitment to the Treaty of Waitangi is enacted in the curriculum and in the daily life of the school.

4 Sustainable Performance

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

Makara Model School is suitably placed to sustain and improve its performance. A shared focus on students' learning and wellbeing is evident. Board, staff and community members are engaged in the life of the school. Students are expected to grow as responsible, confident and happy learners.

There is an extensive set of regularly reviewed policies to guide school operations. This includes guidelines for trustees on their role and responsibilities and guidance for board operation. Strategic planning is undertaken and planned actions guide school development. Linking of planned actions to formally documented outcomes should strengthen this process.

Increasing the depth of analysis and evaluation of expected outcomes would assist the board and staff in determining future steps and direction. For teachers, this would include inquiring into practice to be clear about which strategies and initiatives are most effective for promoting progress and learning to make decisions about development or change. This needs to be part of evidence used to assess teachers' performance in relation to the Practising Teacher Criteria and the appraisal process.

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.

At the time of the review the board of trustees was not legally constituted. Trustees sought advice from NZSTA to ensure they met all legal requirements for representation and election of members. Further work with NZSTA would assist trustees in developing their governance roles.

Conclusion

Makara School has a small roll. Students from Years 1 to 8 learn in two classrooms. The atmosphere is welcoming and the community is actively engaged in curriculum matters. Students are supported to make progress and achieve well in literacy and numeracy. Further development of analysis and evaluation would provide deeper insights into students' or curriculum needs.

ERO intends to carry out another review within three years.

Joyce Gebbie
Deputy Chief Review Officer Central

19 October 2015

School Statistics 

Location

Karori

Ministry of Education profile number

2894

School type

Full Primary (Years 1 to 8)

School roll

32

Gender composition

Female 17, Male 15

Ethnic composition

Māori
Pākehā
Other ethnic groups

  2
29
  1

Review team on site

August 2015

Date of this report

19 October 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

October 2012
September 2009
October 2006