Mangamahu Primary School - 16/07/2015

Findings

Significant developments since the 2014 ERO report have led to improvement. Students are well engaged in their learning. Parents and whānau are actively involved in the school. The principal and trustees are focused on establishing systems and processes that should sustain high quality education. They show commitment to improving identified priority areas.

ERO is likely to carry out the next review in three years.

1 Background and Context

What is the background and context for this school’s review?

Mangamahu Primary School is a Years 1 to 8 primary school. The current roll is five, three of whom identify as Māori. A sense of belonging, family and connection to the rural surroundings continue to be strong features of the culture. Student wellbeing is fostered through the values of respect, excellence, responsibility and resourcefulness.

The May 2014 ERO report identified that leadership changes had impacted on the school’s ability to improve or sustain its performance. The school's curriculum, assessment and self review were identified as areas for development. In Term 3 of 2014 the acting principal was appointed permanently.

ERO, in consultation with the principal, developed a plan for review and development. This has provided a framework to guide improvements in priority areas. This report evaluates the progress made since 2014 and how well placed the school now is to sustain continuous improvement.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

ERO identified and the board of trustees and staff agreed that the school needed support to develop:

  • a Mangamahu Primary School curriculum
  • understanding of best practice in assessment for learning
  • self-review processes including identifying development priorities, implementing action plans and evaluating effectiveness. 

Areas of non-compliance were also identified. The board needed to:

  • consult with community to adopt a statement on the delivery of the health curriculum
  • implement personnel policies which promote high levels of staff performance
  • develop and implement teaching and learning programmes.

Progress

There has been a deliberate, strategic and well-supported approach to improvement. The identified priorities are being addressed effectively.

The principal continues to refine and develop an appropriate curriculum. There is a clear rationale evident for choices made and expectations for teaching and learning in literacy and mathematics. Documentation includes a collaboratively developed vision, mission, values and strategic aims. This reflects the school’s locality and uses appropriate local contexts as a basis for learning. ERO and the principal have identified that the next step is to collate curriculum information into a cohesive document.

Teachers effectively use a wide range of strategies to promote achievement. Students are engaged in their learning. Classroom routines are well established and positive teacher to student relationships are evident.

Trustees and teachers are building their understanding, processes and systems for improved use of achievement information. A range of suitable achievement tools is used to identify students' individual needs and monitor progress. Students’ progress is closely tracked and they are given appropriate assistance and support.

The principal and trustees have developed annual achievement targets focused on improving the progress of students identified as achieving below and well below National Standards expectations. The principal regularly reports to the board, sharing analysed data and next steps for teaching and learning.

Appraisal has been strengthened to promote teacher development and school priorities. The process is well considered, aligned to school priorities and the Registered Teacher Criteria. The principal and staff reflect on and discuss progress towards their appraisal goals.

A clear framework for review supports and guides school operation and practice. Review is appropriately aligned to strategic planning and direction. A three year review cycle has been implemented. Trustees and the principal, with support from New Zealand School Trustees Association, continue to review policies and related procedures. ERO identified and the principal and board chairperson acknowledge the need to prioritise the review of health policies and procedures.

3 Sustainable performance and self review

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

The school has improved its capacity to sustain, improve and review its performance. The principal and the board have addressed areas for improvement identified in the 2014 ERO report. They are focused on continuing to improve student achievement.

The school’s ongoing involvement in a literacy contract impacts on teaching to promote positive learning outcomes for students. The principal is involved in a number of initiatives that effectively support her teaching and leadership roles.

Developments are beginning to increase rates of progress in students’ learning. Processes and documentation now in place are likely to enhance school performance and improvement. As new initiatives are implemented it will be appropriate to strengthen systems to evaluate the impact of specific strategies and the curriculum on students’ learning.

All areas of non compliance identified in the 2014 ERO report have been addressed.

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

Significant developments since the 2014 ERO report have led to improvement. Students are well engaged in their learning. Parents and whānau are actively involved in the school. The principal and trustees are focused on establishing systems and processes that should sustain high quality education. They show commitment to improving identified priority areas.

ERO is likely to carry out the next review in three years. 

Joyce Gebbie
Deputy Chief Review Officer Central

16 July 2015

About the School 

Location

Whanganui

Ministry of Education profile number

2391

School type

Full Primary (Years 1 to 8)

School roll

5

Gender composition

Female 3, Male 2

Ethnic composition

Māori
Pākehā

3
2

Review team on site

August 2014 - June 2015

Date of this report

16 July 2015

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

May 2014
December 2010
May 2009