Mararoa School is a small rural school providing education for students in Years 1 to 8. All students travel to school by bus. They enjoy the school’s family atmosphere with students of all ages interacting positively with one another. Warm, supportive relationships between staff and students create a positive tone, build students’ self-esteem and help them enjoy their time at school.
Students benefit from small class sizes and high levels of one-to-one support for their learning. A recent drop in the roll has meant the school has moved from having three classes to two. The board is committed to resourcing extra staffing so that all students are well supported in their learning in this new class structure.
The experienced principal and staff work as a cohesive team to make learning enjoyable and engaging for students.
There are strong links between home and school. The teachers have a focus on knowing the students well, responding to their interests and meeting their needs. They communicate regularly and effectively with parents. The school benefits from strong parent support, with other members of the community contributing to students’ learning in a variety of ways.
Very good use is made of achievement information across the school to make positive improvements for students.
Students show high levels of active involvement in their learning. Students who spoke to ERO could talk confidently about their learning, their goals for improvement, and what they need to do to achieve these goals. They know how the school values independence and what teachers do to help students develop this quality in the way they learn. They benefit from classroom environments that are purposeful, well organised and settled.
Teachers have a very thorough understanding and knowledge of students and their learning needs so they can best plan for and support their learning.
Teachers make very good use of assessment information. They:
The principal and teachers collate and analyse the achievement information well. The board receives a wide range of information in a useful format about students’ learning.
The principal and trustees use learning information well to:
Next steps for strengthening learning should include extending the ways students are involved in discussions about their progress and achievement in relation to the National Standards.
The school’s curriculum effectively promotes and supports learning. Teachers ensure priority is given to literacy and numeracy. Students also have good opportunities to succeed in all other learning areas.
Teachers purposefully involve the school’s community to ensure that learning is not limited to the local setting and is relevant to students’ interests and abilities. Students enjoy a wide range of opportunities to learn in contexts beyond the school, such as trips and other sporting, cultural and social experiences. Students benefit from a strong, regular focus on being active, healthy and involved in a range of physical activities.
There is a strong emphasis on learning about the local environment, particularly the nearby national park. This encourages students to enjoy knowing more about and taking greater responsibility for the environment.
Students’ learning is further supported by:
Students learn in an environment where high expectations for learning and behaviour ensure a positive learning focus. Students benefit from very good quality teaching. Teachers:
The principal:
Area for review and development
The principal identifies, and ERO agrees, that the next aspects of the curriculum that should be reviewed are:
The school is supporting strategies to promote success for Māori students.
Trustees and the principal:
The principal and teachers:
The school is well placed to sustain and improve its performance. The board is governing the school well. Trustees appropriately focus their efforts on planning for the future and improving provision for students’ learning.
The board and principal have developed comprehensive guidelines and plans for school-wide self review of governance and the curriculum. These plans and guidelines ensure trustees:
The school provides resources and professional learning and development that link to the school’s goals and learning priorities. Trustees effectively monitor the use of resourcing to ensure there is a positive impact on improving outcomes for students. Trustees are well informed about how well students achieve and the effectiveness of strategies to increase students’ rates of progress.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO is likely to carry out the next review in three years.
Graham Randell
National Manager Review Services Southern Region
15 July 2013
Location |
The Key, Fiordland |
|
Ministry of Education profile number |
3984 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
42 |
|
Gender composition |
Male: 24 Female: 18 |
|
Ethnic composition |
NZ European/Pākehā Māori |
39 3 |
Review team on site |
April 2013 |
|
Date of this report |
15 July 2013 |
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
February 2010 November 2006 July 2003 |