Maranatha Christian School - 19/05/2014

1 Context

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

Maranatha Christian School is an integrated school with a current roll of 108 students in Years 1 to 8, in semi-rural Belmont. The diverse student population includes 17 Māori students and students with Pacific, Asian and African origins. The school has a Christian ethos that is clearly expressed through its vision, mission and values

At the time of this review the school was in the process of appointing a new principal and holding a bi-election to select four additional board members. A new board chairman was elected at the beginning of 2014.

The school has a positive reporting history with ERO.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Senior leaders, teachers and trustees have a clear focus on students’ progress and achievement. They use achievement data to inform decision making about increasing student progress.

Trustees receive regular, analysed reports of student achievement information, which includes the progress of target students. Overall school data show that most students are achieving at or above the reading, writing and mathematics National Standards. Teachers identify those students who are not and plan actions to accelerate their progress. Support programmes are in place for students identified as needing additional assistance.

Moderation processes help strengthen overall teacher judgements about students' achievement in relation to National Standards. A next step is to moderate student assessments with other schools in the cluster to further promote consistency.

3 Curriculum

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

The school curriculum framework is well designed. Recent review ensures that the special character of the school is well integrated with The New Zealand Curriculum. The school vision and values have been revised following consultation with students and parents. These values and school practices appropriately promote student wellbeing.

Students have access to a wide range of authentic learning opportunities. This is especially exemplified through their collaborative enviroschools inquiries where a high level of student ownership and choice is evident. Students are given many opportunities to develop leadership skills.

The quality of teaching varies across the school. Teachers generally articulate clear expectations for behaviour and learning. They are reflective and are encouraged to use their knowledge of learning and teaching to work collaboratively to develop personal professional learning goals and to improve outcomes for students. Most use evidence from research and professional development to reflect on and refine their teaching practices.

Establishing clear partnerships with all groups of parents to assist the school to respond more effectively to the needs of diverse students and their families’ aspirations is a next step.

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

The achievement of Māori students in relation to the National Standards is very high in mathematics but lower than that of their peers in literacy. Targets in 2014 reflect the need to improve Māori writing achievement.

Consultation with Māori whānau is ongoing. The school has worked to establish closer partnerships with whānau.

A next step is to continue to make the curriculum more inclusive of Māori language, culture and identity.

4 Sustainable Performance

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

The school is currently in a state of transition with the changes of principal and board membership. Documents for guiding governance and management are sound. They are likely to provide good support for new personnel in assuming their roles. This should assist with sustaining the smooth functioning of the school.

Formal self review is well implemented. Thorough systems are in place for reviewing policies and accompanying procedures. Good use has been made of a wide range of tools for self review and reflection at board and school level. A next step is for teachers to continue to build shared understandings of evaluative self review to better inform teaching and learning decisions.

Appraisal processes have undergone change with the incorporation of the Ariki approach and links to the Registered Teacher Criteria. Processes need further strengthening through provision of constructive feedback for building practice and increasing consistency.

The principal has provided strong professional leadership and has supported teachers to develop their strengths.

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
  • processes for appointing staff
  • 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)

19 May 2014

About the School


Belmont, Lower Hutt

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









Special Features

Integrated school

Review team on site

March 2014

Date of this report

19 May 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2010

March 2007

August 2004