Maraenui Bilingual School (Napier) - 31/05/2011

Education Review Report: Maraenui Bilingual 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. ERO’s reports are intended to be clear, concise, constructive and evaluative. 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.

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

1. Context

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

Maraenui School provides students from Years 1 to 8 with opportunities to learn in a choice of bilingual or immersion (rūmaki) classroom settings. Underpinning school culture is the belief in the importance of learning-focused relationships and educational partnerships between children, their whānau and teachers, for students to reach their potential.

The school grounds and buildings are highly functional, attractive and well maintained. The onsite wharenui, Te Aroha, adds to the cultural richness this unique school setting offers. A positive tone and a strong sense of whanaungatanga provide an encouraging platform for student learning and success.

2. Learning

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

Students' interest in lessons and motivation to learn is displayed across age groups and generally school wide. They develop an awareness of self as a learner and what is required to assist them to succeed. Teachers make good use of their knowledge of children and achievement information to inform teaching content and approach. Learning intentions and success criteria are explicit, supporting students to develop the necessary strategies, skills and attitudes that contribute to them becoming more self-managing learners.

Senior leaders assist teachers to inquire into student achievement information and this contributes to responsive teaching. School data shows the majority of students require additional assistance to meet national expectations in literacy and numeracy. Appropriate responses to this information include a review of the teaching of literacy in the junior bilingual syndicate, support staff in classes and home-school initiatives to accelerate children’s progress. Teachers are well supported to use assessment tools and Ngā Whanaketanga Rūmaki Māori to meet legislative requirements for reporting to students and parents on progress against national expectations.

To accelerate students' learning and raise levels of achievement, ongoing focused review needs to continue so that staff readily identify what is working and what is not.

3. Curriculum

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

The school has a clear rationale for the choices it has made in designing the Maraenui Marau a-Kura and areas of focus. The curriculum, in draft, encapsulates the principles and values of Te Marautanga o Aotearoa and takes account of the national priorities for student learning literacy and numeracy. School staff and whānau endeavour to enact the school’s vision, "Ko te tamaiti te putake o te Ao", as part of children’s daily experience.

Senior leaders recognise monitoring the implementation and impact of the Maraenui Marau a-Kura, adopted in February 2011, on students' ongoing progress as a priority for review. ERO suggests as part of development and review, staff evaluate the success of any initiatives implemented to accelerate students' learning and raise achievement.

4. Sustainable Performance

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

Self review for improvement is well understood by the school’s educational leaders. Teachers are developing as reflective practitioners. Strategic planning responds to community aspirations. The board has an ongoing cycle of review that promotes effective practice and identifies areas for improvement. Action plans provide a framework to monitor progress towards set goals.

Educational leaders recognise as priorities for development: further building individual teacher capability in using data to address student underachievement; and, strengthening performance management systems. ERO’s external evaluation confirms these findings and suggests improving performance management to include more explicit development for individual teachers and closely linking these identified next steps to relevant professional learning and development.

Provision for international students

There are no international students at Maraenui Bilingual School.

Provision for students in the school hostel

Maraenui Bilingual School does not have a school hostel.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. 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 students' 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 within three years.


Kathleen Atkins

National Manager Review Services Central Region

31 May 2011

About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Male 54%, Female 46%

Ethnic composition



Special Features

5 Māori/English Bilingual Classes Years 1 to 8 5 Rūmaki Classes Years 1 to 8

Review team on site

March 2011

Date of this report

31 May 2011

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

February 2008

March 2005

June 2001