Mangaroa School - 26/05/2015

Findings

Mangaroa School fosters a welcoming, community-focused environment. Most students achieve well in relation to National Standards. Leaders and teachers effectively use their knowledge of students to make positive changes to their engagement, progress and achievement. Continuing to develop bicultural practice, evaluation and appraisal processes should strengthen positive outcomes for students.

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

1 Context

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

Mangaroa School is a community-focused, rural school catering for students in Years 1 to 6. At the time of this ERO review there were 112 on the roll, four identifying as Māori.

The environment is welcoming, inclusive and supportive of students’ diverse interests and needs. The school makes good use of the spacious grounds and offers a range of activities for students to participate in and explore.

Educational experiences outside the classroom are focused on building resilience and challenge for students. The school community actively supports the opportunities provided.

Senior classes use digital technologies as the main platform for recording their learning. Students confidently investigate, engage and interact in this mode of delivery.

Mangaroa School responded well to some aspects of the 2012 ERO report. Since that report, a new principal has been appointed and began at the school in March 2015.

2 Learning

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

The school is effective in its use of achievement information to make positive changes to learners’ engagement, progress and achievement.

The school reports that the majority of students achieve at or above the National Standards for mathematics, reading and writing. Achievement results for all students have continually improved since the 2012 ERO report. There are robust procedures in place to make consistent overall teacher judgements. Moderation discussions occur across the school and with other schools in the local learning cluster.

Teachers use a good range of assessment tools to identify strengths and areas of need for students’ learning to be challenged or accelerated. Results from individual testing are discussed with students and parents to establish learning goals for the year. Data is used to track and monitor students’ progress and to inform further support and intervention programmes. Student data is used to set specific targets for those at risk of poor educational outcomes.

Parents receive reports about their children’s progress in relation to National Standards. Teachers need to ensure the comments on curriculum progress and the students’ next steps are written in plain language.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning.

Mangaroa School offers a broad curriculum with an emphasis on literacy and numeracy. Integrated classroom programmes are collaboratively planned and delivered across classes to meet student needs. Students experience a wide range of opportunities to learn in the local, urban and digital environments. It is timely to review the approach to digital technologies in teaching and learning to evaluate the impact on student outcomes and engagement of parents in ongoing learning conversations.

The board, staff and families have pride in the rural context of the school. This builds a strong sense of belonging and develops supportive learning relationships, especially through school activities. Transitions into and beyond the school are well managed and based on students’ and their families’ needs and aspirations.

The junior school has developed a strong focus on supporting students to develop independence and resilience as learners. The senior school should consider ways to incorporate this approach to ensure students leave as leaders of their own learning. ERO identified, and the principal agrees, that student voice should be included in plans and processes. This should further promote the partnerships between home and school, and engage students as active learners.

A board-initiated community survey sought parents’ and whānau feedback on the curriculum and school operation. Leaders have identified, and ERO agrees, it is timely to review the curriculum to enhance outcomes for all students. This should help to form a cohesive document that demonstrates a shared understanding of teaching and learning at Mangaroa School and reflects the bicultural nature of Aotearoa.

A simple te reo Māori programme focused on greetings and common phrases is delivered throughout the school. There is some evidence of teachers integrating te reo me ngā tikanga Māori in classroom programmes and this has been extended over the past three years.

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

Trustees and leaders acknowledge that they need to improve the effectiveness of how the school promotes educational success for Māori as Māori. To build capability, leaders and teachers should explore and incorporate Tātaiāko: Cultural Competencies for Teachers of Māori Learners.

Whānau engage in conversations with teachers about their children’s learning and achievement. This should be extended to involve Māori students and their whānau in school planning and decision-making.

4 Sustainable Performance

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

The school is well placed to sustain and continue to improve its performance to ensure positive outcomes for students.

The board receives regular analysed data through the principal’s reports. Changes to the board meeting format have enabled a more targeted focus on discussions of student achievement and progress. The board carefully considers this information and targets resourcing to improve outcomes for students.

Regular and systematic review is occurring at the board level for school policies and procedures. Aspects are also evident in practices across the school, for example, teachers' reflections, responding to data, and changing class programmes in response. It is timely to build a shared understanding of evaluative self review across the school and establish a guiding framework for this. This should help to establish the effectiveness of how approaches and programmes across the school are adding value to student outcomes.

Strategic priorities are identified and the actions to achieve them are documented in the charter. To illustrate the strategic intent of the priorities and to build a shared understanding of future direction, this document needs to be strengthened. Ensuring clear alignment between strategic and annual plans should encourage a targeted approach to further developments in the school. Including outcomes and student achievement targets in the annual plan should ensure that self review is more evidence-based and focused on continuous improvement and change.

The appraisal process was under development at the time of the previous ERO review. It continues to be an area for further development. Building a growth-focused process that includes inquiry into effective teaching practice is required. The implemented process should ensure:

  • teachers’ goals are directly linked to school targets and goals
  • professional learning and development is needs based and linked to goals
  • compilation of an evidential file based on the registered teacher criteria
  • a strong focus on building teacher practice and inquiry into strategies most likely to improve outcomes for students.

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

Mangaroa School fosters a welcoming, community-focused environment. Most students achieve well in relation to National Standards. Leaders and teachers effectively use their knowledge of students to make positive changes to their engagement, progress and achievement. Continuing to develop bicultural practice, evaluation and appraisal processes should strengthen positive outcomes for students.

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

Joyce Gebbie

Deputy Chief Review Officer Central

26 May 2015

About the School

Location

Upper Hutt

Ministry of Education profile number

2899

School type

Contributing (Years 1 to 6)

School roll

112

Gender composition

Male 57%,

Female 43%

Ethnic composition

Māori

Pākehā

Asian

Other European

4%

86%

5%

5%

Review team on site

May 2015

Date of this report

26 May 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2012

May 2009

April 2006