Maraeroa School - 10/02/2020

School Context

Maraeroa School caters for students in Years 1 to 6. At the time of this ERO review there were 153 students on the roll, 54% of Pacific heritage and 45% who identify as Māori.

The school’s vision is that students will be ‘active learners, confident in what they can do and what they can be. They will be resilient, strong in their culture and respectful of others.’

Curiosity, reciprocity, energy, excellence and kotahitanga (CREEK) are the school values.

Key goals in 2019 are:

  • that learners are empowered to make positive choices and take action for themselves and their communities

  • to sustain a future-focused, local and culturally relevant curriculum

  • that a strengths-based, reciprocal relationship exists between the school, whānau and the wider community.

Leaders and teachers report to the board schoolwide information about outcomes for students in reading and writing.

Professional learning and development in 2019 has focussed on mathematics, leadership, digital technology and positive behaviour for learning (PB4L). Trustees are involved in governance training.

The principal is a co-leader of the Porirua East Kāhui Ako|Community of Learning.

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?

School achievement information shows that approximately half of the students at Maraeroa School achieve at or above curriculum expectations in reading, writing and mathematics.

This is an increase since 2016, with significant increases for boys and Pacific students in reading, for girls and Pacific students in writing, and for all groups of students in mathematics.

Girls are achieving better than boys in reading and writing, and more boys than girls are achieving well in mathematics. Overall Māori students achieve at slightly lower levels than their peers in reading writing and mathematics.

The school does not have schoolwide overall judgements in relation to curriculum expectations in mathematics for the end of 2018 and mid-year 2019. Leaders and teachers are working with the Porirua East Kāhui Ako to make decisions about assessment tools for mathematics.

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

While overall student achievement has increased since the 2016 ERO report, accelerating progress and achievement continues to be a priority. Leaders have collated and analysed school-wide information about the progress of students who achieved below writing curriculum expectations at the start of 2019. By mid-year 2019, half had made accelerated progress.

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?

Maraeroa School is a caring, collaborative learning community. Interactions between adults and students are respectful and positive. Teachers know the children well and strive to promote a calm, inclusive, nurturing environment.

ERO observed students actively participating in their learning. Classroom routines are well understood. Children talk confidently about their work and current learning. Student agency and choice is an ongoing school focus.

Leaders and staff value and promote children’s language, culture and identity. Teachers are transferring the success of culturally responsive mathematics practices to other learning areas. The responsive curriculum incorporates authentic connections to students’ lives, prior understanding and out-of-school experiences.

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

Developing coherent processes for tracking, analysing and reporting achievement for students overall, and for groups of students, is an urgent requirement.

Further development of the Maraeroa curriculum is required to ensure that students have sufficient opportunities to learn across all learning areas. While significant work has been undertaken relating to curriculum values and expectations, learning area statements are at an early stage of development. Further work is required to develop and document:

  • clear expectations for effective teaching
  • moderation processes for overall teacher judgements
  • shared strategies for accelerating student achievement
  • relevant contexts for the local curriculum, with further input from whānau and aiga.

Leaders and teachers are aware of the need for increased consistency of practices and processes relating to behaviour management and use of the school’s data management system. This should support better outcomes for student wellbeing, engagement and achievement.

Leaders have identified that the new 2019 appraisal and inquiry processes require further strengthening. Documentation of the appraisal process is variable, and appraisal has been inconsistently implemented in the last three years. Further development of teachers’ knowledge and understanding of inquiry should enable them to better measure the impact of their practice on improving student outcomes.

Internal evaluation processes are at very early stages of development. Trustees, leaders and teachers need increased understanding to focus on what is of significance and to assist with future decision making. Analysing the gathered evidence and making informed judgements are needed, before determining next steps. Use of an internal evaluation framework has the potential to support a shared understanding of internal evaluation.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Maraeroa School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • knowing the students well, which can assist with planning and delivering targeted teaching
  • valuing and promoting children’s language, culture and identity to support student wellbeing.

Next steps

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

  • developing coherent systems and processes for tracking, analysing and reporting progress and achievement to continue to accelerate and increase student achievement
  • documenting and further developing the Maraeroa curriculum to ensure a shared understanding of effective teaching and learning
  • using appraisal, inquiry and internal evaluation to better determine what is effective and inform decisions about the school’s strategic direction.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

10 February 2020

About the school

Location

Porirua

Ministry of Education profile number

2903

School type

Contributing (Years 1 to 6)

School roll

153

Gender composition

Boys 54%, Girls 46%

Ethnic composition

Māori 45%

Cook Islands 24%

Samoan 17%

Tokelau 7%

Other Pacific 7%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

October 2019

Date of this report

10 February 2020

Most recent ERO reports

Education Review October 2016

Education Review October 2013

Education Review September 2011