Maramarua School

School Context

Maramarua is a rural school in the Waikato region catering for students in Years 1 to 8. The current roll of 66 includes 28 students who identify as Māori. Currently there are three classrooms and a technology unit operating for Year 7 and 8 students from eight local schools.

The school’s whakatauki is, ‘No he kakano iti, e puawai ana he kahikatea - From a small seed a tall tree will blossom.’ The vision is to aim high - ‘Kia kaha, kia u, kia angitu - Be strong, be resilient, be successful.’

Maramarua promotes five values linked to the acronym P.R.I.D.E. - Personal best, Respect, Integrity, Determination, Empathy.

The charter states that the key focus areas for 2019 – 2020 are:

• student achievement
• school environment/culture
• future focus.

There are academic targets to raise student achievement by the end of 2019, showing numbers in each area of reading, writing and mathematics for students who were ‘below’ expectation in the end of 2018 data. Writing is a 2019 area of focus with teacher expectations aligned to student agency, using Enviroschools as the overarching context.

Since the last ERO review in 2016 a new principal has been appointed and the roll has grown. The school has had several changes in staff as well as some new trustees, including a recently-appointed board chair. Relationships are being built with the local Mangatangi marae.

The school is a member of the Hauraki Kāhui Ako.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• reading, writing and mathematics.

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?

The school is not yet achieving equitable and excellent outcomes for all students. Achievement information for mid-2019 shows that less than half of the students are achieving at or above expected curriculum levels in reading, writing and mathematics. Māori and Pākehā achievement is comparable in mathematics. In reading and writing Māori students proportionally achieve less well than their Pākehā peers. Boys achieve at lower levels than girls, significantly in writing. Students with additional needs are well-supported, with individual plans in place. The implementation of revised systems, processes, roles and liaison with external agencies supports their learning.

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

Leaders collated information during the ERO review about accelerated learning for at-risk students. This data shows effective acceleration in reading since the beginning of 2019 for students who need this. More than half of those students who made accelerated progress in reading were Māori.

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?

The new leadership team is clearly focused on improving outcomes for students. There is a priority on leading and developing a reflective culture of learning and respect, with the building of shared expectations for teaching and learning. Professional development is planned and targeted according to student needs and charter targets. The principal has been deliberate in strengthening constructive relationships with the local Māori community, including a school noho marae. Following changes of staff and trustees, leaders have reviewed and improved key school processes to guide on-going school development.

Students learn in a caring and inclusive environment. Leaders, teachers and teacher aides work collaboratively to support students with additional needs. Robust systems are in place to track and monitor student progress. Parents spoken to by ERO are positive about the inclusive culture of the school, with teachers being approachable and responsive to students’ needs.

Students enjoy opportunities to build tuakana teina relationships. These respectful practices are contributing to high levels of engagement in learning where risk-taking is encouraged. Teachers know their students well and provide regular communication with parents and whānau. To support these practices teachers are participating in professional development about cultural responsiveness. This is aligned to the goals of the Kāhui Ako.

A focus on environmental awareness and practices supports learning and engagement. The school’s silver level Enviroschools programme is an overarching theme for concepts of study that show integration across the curriculum. Leaders have refocused the school’s Papatuanuku (respect and care for the environment) through this programme. Students’ interests are followed, and they are enthusiastic about their involvement in projects linked to their local environment, such as developing a medicinal garden. Year 7 and 8 technology lessons link to these schoolwide goals where relevant to build further engagement and alignment.

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

A key next step is for leaders to strengthen expectations round the use of schoolwide, purposeful assessment information to show rates of progress, particularly for priority learners. This will build a more aligned approach to accelerating progress for these students and will support leaders to measure and evaluate the impact of strategies and interventions on students’ learning.

Expectations for teaching and learning need to be clarified. Leadership now needs to review and strengthen the localised curriculum and the staff induction programme to ensure consistent implementation of programmes and practices for continuity.

Teachers need to implement strategies that promote students’ understanding of their achievement and next learning steps. This should include the consistent use of learning progressions and students receiving regular feedback and feed forward about their learning.

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 Maramarua School’sperformance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance 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:

• leadership that is developing clear guidelines for school operations
• an inclusive culture that promotes care and respect
• an environmental programme that provides authentic contexts for learning.

Next steps

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

• the use of student achievement information to focus on accelerating the progress of all at-risk students
• clarifying and embedding teaching and learning expectations to build schoolwide consistency and sustainability
• teaching strategies to empower students as independent, self-motivated learners.

Actions for compliance

ERO identified non-compliance in relation to health, safety and welfare.

In order to address this, the board of trustees must:

• develop policy and guidelines on physical restraint rules.
  [Guidelines for Registered Schools in New Zealand on the Use of Physical Restraint].

Phillip Cowie

Director Review and Improvement Services

Central Region

18 September 2019

About the school

Location	Maramarua, Waikato
Ministry of Education profile number	1358
School type	Full primary (Years 1 to 8)
School roll	66
Gender composition	Male 56% Female 44%
Ethnic composition	Māori 44% NZ European/Pākehā 48% Pacific 4% Other ethnic groups 4%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	August 2019
Date of this report	18 September 2019
Most recent ERO report(s)	Education Review June 2016 Education Review June 2013 Education Review November 2010

1 Context

Maramarua is a rural full primary Year 1 to 8 School. A new, first time principal has been appointed since ERO's last evaluation in 2013. There is also a new board chair and two new trustees. The school's roll is growing and partnerships with the community have been re-established. Since the principal's appointment, teachers have undertaken professional development that is focussed on improving teaching and learning in literacy and mathematics.

2 Equity and excellence

The valued outcomes defined by the school for all children are expressed in its vision, 'No he kakano iti, e puawai ana he Kahikatea - from a small seed a tall tree will blossom'. The values of respect, tolerance, caring, and integrity underpin this vision and are reflected in the school's curriculum.

The school’s achievement information shows that 80 percent of all children achieve at or above the National Standard in reading, 74 percent of children are at or above the standard in mathematics and 70 percent in writing. Māori children consistently achieve as well as or better than non-Māori children. Boys' achievement, particularly in reading and writing, is lower than that for girls. By Year 8 all Māori children achieve at or above National Standards in reading and mathematics.

Since the last ERO evaluation senior leaders have improved their analysis of achievement information and strengthened target setting for groups of children who are underachieving. They have continued to refine systems for identifying, tracking and monitoring children who require additional support to accelerate their progress. Teachers have benefited from relevant professional development. This has helped them to develop reflective practices and shared understandings about effective teaching, particularly for target learners.

3 Accelerating achievement

How effectively does this school respond to children whose learning and achievement need acceleration?

The school responds very well to Māori children and other children who need to make accelerated progress in order to achieve success.

Leaders and teachers have sound processes to help them with the early identification of Māori children and other children whose progress needs acceleration. Close monitoring of children's rates of progress in reading, writing and mathematics enables teachers to respond appropriately and quickly to children's learning needs. Teachers carefully tailor their programmes to accelerate the progress of each child.

There is a shared responsibility on the part of all staff for children's progress. Leaders and teachers ensure that initiatives are appropriately targeted as students move through the levels of the school. At the end of each term there is a formal reflection on how effectively learning programmes are lifting achievement and accelerating children's progress. This helps teachers to recognise what is working well and respond to any emerging areas where further acceleration is necessary.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The renewed curriculum and organisational processes and practices enact well the school's vision, values, goals and priorities for equity and excellence. Children are at the centre, their engagement is encouraged and they learn in an environment where it is safe to take risks and where mistakes are seen as opportunities to learn. Children have an increasing understanding of their own learning and progress.

Children, teachers and parents have positive relationships focused on learning. Parents and whānau of all cultures are welcomed and regularly involved in school activities. School leaders and teachers use a variety of appropriate and effective communication strategies to engage with the community. There has been a deliberate focus on reconnecting with the community and building respectful relationships in order to benefit children. The school and wider community are keen to promote opportunities for early childhood learning and this could support children making the transition into the school.

Trustees participate in suitable training for their governance roles. They use the identified school values and information about children's achievement to guide their decision-making. They have effective systems and processes to guide school operations. There is clear alignment between the school's charter, annual plan and curriculum. The principal acknowledges the usefulness of maintaining an effective cycle of internal review to ensure that school policies and procedures comply with legislative requirements.

The principal has built a collaborative work environment with a clear focus on children's learning and progress. He promotes leadership and high expectations for staff and children. The school's performance management system assists teachers to collaborate and inquire into the impact that their teaching has on outcomes for children.

Formal self-reflection is ongoing at all levels of the school. Community consultation surveys help to inform the school's direction. There are some well-defined guidelines regarding internal evaluation. The leadership team agrees that continuing to develop rigorous internal evaluation and teachers' evaluative thinking are important next steps.

Teachers are increasingly fostering relationships with whānau so they can work together to support children's progress. Families and whānau are making good use of opportunities to discuss children's learning and how they can support their tamariki at home. In addition, consultation with parents has contributed to significant change in the school's culture and curriculum which has resulted in children being given more responsibility for their learning and a focus on children enjoying learning.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated
• respond effectively to the strengths, needs and interests of each child
• regularly evaluate how well teaching is working for these children
• act on what they know works well for each child
• build teacher capability effectively to achieve equitable outcomes for all children
• are well placed to achieve and sustain equitable and excellent outcomes for all children.

The board is effective in promoting student learning and achievement. Trustees have useful processes for self review, direction setting and decision making and ensure that governance accountabilities are met. They actively engage the community in the life of the school.

The principal is leading the improvement of teaching and learning. He is supporting teacher's professional development and promoting the role of parents and whānau in supporting children's learning. Parents and whānau appreciate that the school is listening to them and their aspirations for their children.

Through appraisal, in-class support and focussed team meetings, teachers are challenged to review their practice and use evidence to improve outcomes for students. There is a growing culture of continuous improvement. This could be strengthened by continuing to develop rigorous evaluative inquiry.

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

6 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 the following:

• board administration

• curriculum

• management of health, safety and welfare

• personnel management

• 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

• processes for appointing staff

• stand down, suspensions, expulsions and exclusions

• attendance

• compliance with the provisions of the Vulnerable Children Act 2014

7 Recommendations

ERO recommends that to further improve teaching and learning leaders should include:

• continuing to refine systems for formally tracking each child's progress in relation to their goals to identify acceleration as it happens
• formalise teaching as inquiry and align this with teacher appraisal. 

Graham Randell

Deputy Chief Review Officer Northern

24 June 2016

About the school

Location	Maramarua, North Waikato
Ministry of Education profile number	1358
School type	Full Primary (Years 1 to 8)
School roll	54
Gender composition	Boys 23 Girls 31
Ethnic composition	Māori Pākehā other	23 27 4
Review team on site	April 2016
Date of this report	24 June 2016
Most recent ERO report(s)	Education Review Education Review Education Review	May 2013 November 2010 July 2007