Marewa School - 09/07/2014

Findings

Marewa School has made sound progress since the 2011 ERO review. Trustees continue to develop understanding of governance. Senior leaders and staff focus on improving learning, progress and achievement for all students. Respectful relationships are clearly evident. There is a strong ethos of care and wellbeing for students and their families.

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

1 Background and Context

What is the background and context for this school’s review?

Marewa School is a Years 1 to 6 primary school in Napier. Three quarters of students are Māori. Teachers focus on establishing positive relationships and actively support the wellbeing of students. They express a strong commitment to positive teamwork and the value of information sharing.

In 2013, a new principal was appointed and five new trustees elected to the board.

The June 2011 ERO report identified significant areas for review and development. These included the need to improve professional leadership, the quality of teaching, self review and the requirement to implement the National Standards.

Following the 2011 report, school leaders developed a plan for review and development, in consultation with ERO. This has provided a framework to guide improvements in key areas.

This 2014 report evaluates the progress made overtime since 2011 and how well placed the school is to sustain continuous improvement.

2 Review and Development

Priorities identified for review and development

An action plan was developed with key priorities for improvement. Actions and outcomes were monitored throughout the ongoing ERO review process.

The overall goal was to ensure significant improvement in student engagement, progress and achievement for all students, in particular for Māori students. Actions to achieve the goal have been to:

  • strengthen leadership and management
  • develop effective teaching practices
  • engage parents, whānau and communities.

Progress

How effectively is the school addressing its priorities for review and development?

The school is addressing the significant areas for development. The recently appointed principal has put in place a structure that has the potential to promote ongoing change. He has a clear vision for the school’s future direction. A planned cycle of strategic and regular review to support improvement has been developed. Trustees are wellinformed about school practices, operation and changes for improvement.

Senior leaders challenge and lead staff practice. There is a strong focus on developing effective teaching strategies. Staff work collaboratively to share, discuss and debate good practice at Marewa School. They monitor and track the progress of identified target students. Teachers reflect on and inquire into their practice to make improvements to teaching and learning. The revised appraisal system supports this process of ongoing development.

Collated assessment information from 2013 shows that, although many students achieve well, there is underachievement in reading, writing and mathematics across the school. This data is used to determine schoolwide achievement targets to increase rates of progress.

Classroom routines are well established and positive teacher-student relationships are evident. Teachers know their students well. They use a range of effective strategies that promote student engagement in learning. Students are well supported to achieve success. Teachers continue to focus on supporting students to understand the purpose of their learning.

Staff have responsive relationships with whānau to assist student wellbeing and learning. Parents receive useful information about their children’s learning and progress in relation to the National Standards.

A considerable effort is made to engage parents in their children’s learning and in curriculum activities. The board has consulted with parents and community to make decisions and develop the school curriculum.

Leaders and trustees are involved in building connections with Ngāti Kahungunu and whānau of Māori students. External assistance is supporting consultation with whānau of Māori students to plan teaching and learning and to promote success for Māori students.

3 Sustainable performance and self review

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

The board of trustees is well informed and is developing sound processes to support its operation. Ongoing training has assisted trustees to continue to increase understanding of their roles and responsibilities. They are focused on the school becoming a key part of the community and continuing to improve student achievement.

The principal and trustees are developing an understanding of review to identify priorities for improvement and monitor progress. Through self review they have a stronger focus on teaching and learning practice and the impact on outcomes for learners.

The principal supports the board to address concerns identified in the previous ERO report. They have made useful progress and continue to enact their strategic goals. New systems and processes are being developed and are at an early stage of implementation. There has been some reflection and reporting in relation to these. The impact has yet to be evaluated.

The board and staff should embed key developments, outlined in this report, to continue to improve governance practices and student learning.

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.

Conclusion

Marewa School has made sound progress since the 2011 ERO review. Trustees continue to develop understanding of governance. Senior leaders and staff focus on improving learning, progress and achievement for all students. Respectful relationships are clearly evident. There is a strong ethos of care and wellbeing for students and their families.

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

Joyce Gebbie

National Manager Review Services Central Region

9 July 2014

About the School

Location

Napier

Ministry of Education profile number

2606

School type

Contributing (Years 1 to 6)

School roll

186

Gender composition

Male 53%, Female 47%

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Other ethnic groups

66%

15%

15%

4%

Review team on site

May 2014

Date of this report

9 July 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2011

May 2008

May 2005