Mapua School - 15/06/2012

1. Context

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

Mapua School is a full primary school located in the semi rural environment of Tasman Bay. Community engagement is high. Local adults share their skills and knowledge with the students and parents help in many ways. The active Parent Teacher Association provides valuable additional funding for school resources.

The rich natural environment facilitates authentic learning. The school is well resourced and there are many opportunities for students to extend their education beyond the classroom. Students have made a considerable contribution to the development of the local wetlands.

Students perform successfully in external events. They achieved well above the average science score in the 2011 Trends in International Mathematics and Science Study (TIMSS).

Modifications to buildings and the welcoming attitude of staff and students exemplify the inclusive nature of the school. Over recent years the roll has grown considerably resulting in the addition of new classrooms.

2. Learning

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

Students are engaged, enthusiastic learners who are focused, confident and respectful. Student achievement is celebrated and the school motto “To be all I can” is evident in all aspects of school life. There are many opportunities for students to develop leadership skills and to initiate activities.

School wide targets for National Standards in 2011 were met. Standards set for 2012 relate again to across the school achievement and, while at a slightly higher level, are similar to those of 2011. Greater focus on students not achieving the National Standards expectations would help the board and teachers to identify and monitor the progress of these learners.

Several nationally normed tests are used to support overall teacher judgements. In literacy and mathematics teachers moderate their assessments across syndicates. The next step is to moderate assessment consistency across the school.

Reports to parents provide information on students' achievement in relation to the National Standards. Parents are informed about their child's progress through meetings with the teacher and their child and the reporting portfolios. Parents may also use the website to see what their child's class has been learning.

How well does the school promote Māori student success and success as Māori?

Five percent of students identify as Māori and are achieving well. Māori student achievement is high. All Māori students are at or above in relation to National Standards in reading and most are at or above the National Standards in mathematics and writing.

The school recently held a successful hui attended by most whānau. One result of the hui has been the establishment of a whānau class. Te reo Māori is visible in teachers’ planning and student assessments. Teachers are enthusiastic to learn and teach more about te reo me ngā tikanga Māori. The next step is to develop a planned programme so the students can build on their previous year’s learning.

Kapa haka is a strength in the school. The group performs with pride and passion at school events.

3. Curriculum

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

Teachers have developed the Mapua School Curriculum, based on The New Zealand Curriculum. It has been planned for coverage, through a four year cycle, of all achievement objectives as the students move through the school. It is timely to review the implementation of the four year cycle and folders to confirm the intended coverage is met. A next step for the school is to complete documentation for arts and technology.

Teachers have a good understanding of the achievement level of each learner. Through cross-class and in-class grouping, students learn at the appropriate level. The specific needs of students requiring a programme beyond the differentiated class curriculum are met through individual education plans.

Interactions are positive. There is a warm, focused classroom atmosphere and teachers regularly affirm student achievements. Teachers need to provide more feedback and suggestions to enable students to better understand the purpose of what they are learning and what they need to do next to accelerate their progress.

4. Sustainable Performance

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

Trustees are experienced and have taken advantage of a range of training opportunities. They are focused and have a clear understanding of governance. The board is well-informed by the principal who regularly provides wide ranging reports, which include student achievement information.

Trustees and senior managers have gathered information through surveys, documentation reviews and consultation. They have recently undertaken a major review of policies and procedures. The policies have been refined to be governance focused. The next step for board and senior managers is to update procedures to be consistent with the policies.

The performance management system meets legal requirements. Early in 2012 the school established a more robust appraisal process.

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)

15 June 2012


About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Male 53%, Female 47%

Ethnic composition

NZ European/Pākehā

Other European


Other ethnic groups





Review team on site

April 2012

Date of this report

15 June 2012

Most recent ERO report(s)

Education Review

Education Review

Discretionary Review

February 2009

July 2005

February 2001