Mangaroa School - 27/06/2012

Education Review Report: Arotake Paerewa Mangaroa School

The purpose of ERO’s reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. An ERO school report answers the question “How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements.

1.Context

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

Mangaroa School is located in a rural setting in Upper Hutt. It has strong, long standing links with the small, local community. Students are supported in their learning through parents and families taking an active role in classrooms and other school activities. This creates a secure, welcoming atmosphere where students are able to learn in a calm and settled environment.

Staff work collaboratively to provide a wide range of learning opportunities where students’ prior experiences are valued. The curriculum provides opportunities for teachers to focus on student’s holistic development. Stable staffing has allowed for continuity in school-wide professional learning and the ongoing development of the integrated curriculum which encourages students to explore learning in authentic contexts.

There is a strong collegial culture amongst staff; teachers know the students and their families well. Transition into Mangaroa School, and at the end of Year 6, onto to further schooling, is a smoothly managed process. Student’s individual needs and strengths are taken into account and are a focus for teaching and learning during their time at school.

2. Learning

How well are students learning – engaging, progressing and achieving?

The school reports that the majority of students achieve at or above the National Standards in writing, reading and mathematics. While some learners enter school with low levels of literacy, progress, and sometimes accelerated progress, is evident. Since mid 2011 the school has developed good processes to assess and report against the National Standards.

The majority of students are highly engaged and enjoying learning. Their work is valued and celebrated through attractive classroom displays. Curriculum values are evident and embedded in the school culture.

Students are familiar with the well established routines. Interactions among students and between students and staff are positive and affirming. They feel safe to take risks among their peers. Teachers support students using strategies that purposefully focus on learning. They are encouraged to develop critical thinking skills and take responsibility for their own learning. There are opportunities for students to accept leadership responsibilities in class, sporting and social situations.

Valid and reliable schoolwide student achievement data is gathered and collated. Teachers use a range of nationally normed assessment tools in reading, writing and mathematics. Class profiles are used by teachers to reflect on the dynamics of the class and to maintain a focus on student’s individuality. Achievement information is analysed by gender and ethnicity and across the school. Teachers use this information to identify students with particular learning needs, group them and then review the appropriateness of the grouping strategies to ensure learning activities remain relevant. Teachers should continue to develop their understanding of evidence based self review in order to continue to evaluate the effectiveness of teaching strategies.

3. Curriculum

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

The school's curriculum is clearly based on the principles, values and key competencies of The New Zealand Curriculum. The document has been developed after considerable consultation with key stake holders and reflects the long standing relationship between the school and its community. As a result, the curriculum includes a focus on holistic development and the nurturing of students to be lifelong learners.

Integrated learning is promoted with an appropriate emphasis focus given to reading, writing and mathematics. Students are encouraged to explore learning experiences across the curriculum in meaningful contexts often related to their real life experiences.

Teachers have recently engaged in professional learning and development (PLD) in information and communication technology and te reo Māori. They are working to strengthen the bicultural approach in their teaching practice.

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

Teachers engage in relevant professional learning to increase their understanding of what success for Māori means at Mangaroa School. Recently, attempts have been made to establish relationships with prominent role models within the wider community to increase awareness and responsiveness to the bicultural context of New Zealand.

Senior managers and trustees are aware of the need to continue to seek opportunities to broaden their understanding and knowledge of biculturalism.

4. Sustainable Performance

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

Trustees have greatly increased their understanding of self review since the 2009 ERO review. Sound, well considered processes are being established although systematic self review has yet to be embedded. Trustees receive clear and useful information about student achievement in relation to National Standards and make appropriate resource decisions to support staff and students. They contribute to a culture of high expectations for student progress and achievement and maintain a focus on continuous improvement.

A new robust cycle of appraisal is being developed with clear links to job descriptions and the registered teacher criteria. This process is well supported by the recently introduced teacher e-portfolios which have an effective inquiry framework. School leaders should continue to strengthen the use of e-portfolios to improve teacher’s processes of critical reflection.

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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

 

When is ERO likely to review the school again?

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

 

 

Joyce Gebbie

National Manager Review Services Central Region (Acting)

27 June 2012

About the School

Location

Upper Hutt

Ministry of Education profile number

2899

School type

Contributing (Year 1 to 6)

School roll

112

Gender composition

Male 64%, Female 36%

Ethnic composition

NZ European/Pākehā

Māori

Other European

Other ethnic groups

84%

7%

6%

3%

Review team on site

May 2011

Date of this report

27 June 2012

Most recent ERO reports

Education Review

Education Review

Education Review

May 2009

April 2006

December 2002