Mangamahu Primary School - 17/07/2018

School Context

Mangamahu Primary School is located in a rural setting in the Whanganui district. The current roll is seven, with five students identifying as Māori.

The school’s strategic goals outline priorities for students to achieve their individual academic potential in relation to the relevant New Zealand Curriculum levels of achievement; and develop confidence, student voice and social skills enabling them to interact with others within and outside the local community.

The principal regularly reports to the board, schoolwide information about outcomes for students in relation to their progress and achievement for reading, writing and mathematics as outlined in the school targets.

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 focuses on promoting and achieving equitable and excellent outcomes for all students. School data for 2017 indicates that most students achieve at or above expectation in mathematics and writing with fewer in reading. The number of students achieving at or above expectation in writing and mathematics has increased over the past three years.

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

Information for 2018 shows that some students identified in the school’s achievement targets have made accelerated progress and are now on track to achieve at expected levels by the end of the year.

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?

Staff know students well and use effective teaching practices to support their wellbeing and engagement in learning in positive environments. Deliberate strategies within the curriculum support students to interact and learn with those from other schools and access to learning within the local and wider community. Students are able to talk about their learning and beginning to understand more about what they need to learn, how and why. Reciprocal, responsive and respectful interactions schoolwide promote a strong sense of family and belonging.

The use of 2017 data has informed priorities and achievement targets for 2018. The school has developed clear targets and implemented programmes to support the acceleration of learning for students who are not achieving at expected levels. These are personalised for individual students, based on their specific identified needs. The school appropriately accesses external expertise and has useful individual plans for students with more complex needs.

The principal works collaboratively with trustees and parents to develop the school’s vision, values and goals. She provides reflective leadership and has identified what students need to know and do to be successful. Through inquiry and investigation effective strategies to support student learning have been identified and used.

A systematic inquiry process and appropriate professional learning support the development of teacher and leadership capability. This is clearly aligned to the school’s strategic goals and annual targets in promoting accelerated learning for students.

Trustees are well informed about student achievement, school activities and operation. They use this information effectively to guide decision making. Relationships between trustees and the principal are based on respect and openness. The sharing of knowledge is appropriately focused on student learning and their valued outcomes.

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

The school has identified, and ERO’s evaluation confirms, that the documented local curriculum needs further review and development so that it better reflects and guides current priorities, initiatives and practice.

There is a need to further develop understanding and use of internal evaluation to better determine the effectiveness of interventions and new initiatives.

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.

Since the onsite stage of the review, the school has implemented policies and processes to strengthen some practices. These include: developing a policy and procedure for the surrender and retention of property and searches of students; strengthening the child protection policy; developing policies and procedures for the physical restraint of students; and updating the complaints policy and emergency procedures.

4 Going forward

Key strengths of the school

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

  • providing an inclusive and caring environment that effectively promotes students’ learning, wellbeing and a sense of belonging

  • responsiveness to the needs of each student through provision of a wide range of appropriate learning opportunities in school and the wider community

  • a strong culture of collaboration amongst staff and trustees that promotes high expectations for learning and wellbeing.

Next steps

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

  • documenting and implementing a local curriculum that better reflects and guides current priorities, initiatives and practice

  • increased understanding and use of internal evaluation to better determine the effectiveness of interventions and new initiatives.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

17 July 2018

About the school



Ministry of Education profile number


School type

Full Primary (Years 1 - 8)

School roll


Gender composition

Female 4, Male 3

Ethnic composition

Māori 5
Pākehā 2

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2018

Date of this report

17 July 2018

Most recent ERO report(s)

Education Review July 2015
Education Review May 2014
Education Review December 2010