Findings
On the basis of the findings of this review, ERO’s overall evaluation judgement is that Maketu School has made sufficient progress to address the areas that were identified and will now transition to ERO’s School Evaluation for Improvement model.
1 Background and Context
What is the background and context for this school’s review?
Maketu School is located in the coastal town of Maketu and caters for students in Years 1 to 6. Nearly all of the 33 students identify as Māori. The values of rangatiratanga, manaakitanga and kaitiakitanga encourage tamariki to be confident, engaged life-long learners.
Since 2020 the Te Arawa ki Tai Trust programme has supported matauranga Māori in the school.
The school currently has a relieving principal, as the principal is on study leave.
The 2018 ERO evaluation identified that there had been a high turnover of staff and the roll had declined significantly since the 2014 ERO evaluation.
The 2018 ERO evaluation also identified several areas for improvement and development requiring Ministry of Education (MoE) support. Priorities for improvement included raising student achievement, effective use and understanding of achievement information, and building teacher capability and capacity. Since 2018, ERO evaluations of progress have involved meetings with the principal and acting principal, the board of trustees, representatives from the Ministry of Education and professional development providers.
The school is a member of the Te Puke Community of Learning|Kāhui Ako.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development:
- trustee training for effective governance
- local curriculum development and implementation
- effective assessment, analysis and use of achievement data
- internal evaluation to support improvements in teaching practice and school operation
- targeted planning to accelerate learning.
Progress
A new board of trustees work cohesively and is committed to school improvement. The board has accessed significant training to build governance capability. Trustees have a clear understanding of their roles and responsibilities. Positive and effective relationships have been established between leadership and the board. The board receives regular reports about school-wide student achievement and the progress of priority learners.
School operation has been strengthened through improved internal evaluation processes and practices. A board workplan has been developed and includes a cycle of policy review. Community consultation hui about establishing a new school charter and a learning and behaviour programme, have been successfully held. Systems and processes have been developed for targeted planning to promote accelerated progress of individual students, and for analysing, reporting and monitoring student achievement data.
Focused professional learning and development has strengthened teacher capability and practice. Classroom assessment and planning is specific and focused on acceleration for priority learners.
Leadership works collaboratively to promote student wellbeing and their confidence in language, identity, culture and engagement in learning. Place-based learning focuses on local history, and areas of interest are included in learning programmes. An effective behaviour management plan is being implemented, linked to the school values of rangatiratanga, kaitiakitanga and manaakitanga. Students demonstrate improved engagement and confidence in their learning environments.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school is well placed to sustain and continue to improve and review its performance.
For sustained improvement and future learner success, the school can draw on existing strengths in:
- trustees’ knowledge and understanding of roles and responsibilities for effective school governance
- leadership that works collaboratively to promote student wellbeing, confidence in their language, identity, culture and engagement in learning
- internal evaluation process and practices that support improvements in teaching practice and school operation.
Key next steps
The key next steps are to embed and sustain the school-wide systems and processes that have been developed for:
- targeted planning to promote accelerated progress of individual students
- analysing, reporting and monitoring student achievement data
- internal evaluation to support teaching practice and school operation.
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
- school policies in relation to meeting the requirements of the Children’s Act 2014.
Conclusion
On the basis of the findings of this review, ERO’s overall evaluation judgement is that Maketu School has made sufficient progress to address the areas that were identified and will now transition to ERO’s School Evaluation for Improvement model.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
6 August 2021
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.