Maromaku School - 20/02/2013

1. Context

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

Maromaku School is a small rural primary school south of Kawakawa, Northland. It caters for students up to Year 8. As a result of roll growth, the school has expanded from two to three classes over the past three years.

The school has a history of positive ERO reports. Previous reports have commented on the close links between the school and its community, effective governance and leadership, and high expectations for student achievement. These good practices continue to be evident.

Teachers promote student pride in the school’s identity. With the support and guidance of the Māori community, all students participate confidently in pōwhiri and kapa haka.

2. Learning

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

The school makes good use of achievement information to make positive changes for learners. As a result, students are actively engaged in their learning and progress and achieve very well.

Teachers use valid, well analysed achievement information to inform teaching programmes. They share expectations for learning with students and help them to identify their next learning steps. Students are confident in talking about their learning and their progress towards learning goals.

School leaders collate and analyse achievement information in relation to National Standards in reading, writing and mathematics. This analysis is used to identify students at risk of not reaching National Standards expectations and to direct programmes and resources towards accelerating the progress of targeted students.

Effective systems in place for monitoring, tracking and using achievement information enable teachers to:

  • appropriately target support programmes for priority learners
  • focus on identified improvement areas for individuals and groups of students
  • review and refine goals to maintain the focus on accelerated progress.

The board of trustees makes good use of the analysed achievement information provided by school leaders, including reports on the progress of students receiving learning support. Charter targets are focused on accelerating the progress of those students not meeting National Standards. Trustees make resourcing decisions based on this information and evaluate the impact of programmes designed to improve outcomes for students.

Reports to parents clearly identify student progress and achievement against National Standards and curriculum levels across all learning areas. Feedback from parents and whānau is helping to ensure that reports are easy to understand and are useful in supporting each child’s next learning steps. The partnership with parents is evident in a shared commitment to supporting all students to succeed.

3. Curriculum

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

Maromaku School offers an inclusive curriculum that is effective in promoting and supporting student engagement, progress and achievement. The school’s curriculum is aligned to The New Zealand Curriculum and shows a commitment to supporting students as competent lifelong learners. Values and key competencies that reflect the school’s philosophy are evident in teaching and learning programmes.

Learning programmes give priority to literacy and numeracy. Curriculum design responds to the interests of students, to local and global events, and to contexts across a breadth of learning areas. The integration of local Māori history into the curriculum is a strategic goal and an ongoing priority for teachers. A local kaumatua shares his knowledge and experience of local history with students and teachers. Learning programmes reflect the value placed on inclusiveness and developing positive learning relationships.

Senior leaders work well as a team and lead curriculum design and delivery in collaboration with staff. Their commitment to promoting success for all learners helps to influence and motivate the staff. Senior leaders and staff make the needs of the students their first consideration.

Teachers are student-focused and are committed to further improving their practice. Professional learning has developed teachers’ skills in delivering the curriculum effectively for all learners. Teachers are developing expertise in using information and communication technologies to support students’ learning.

Curriculum review is a systematic and ongoing process. School leaders and ERO agree that thought could now be given to reviewing the Maromaku curriculum as a whole in order to identify, highlight and celebrate the unique features of the school and its community.

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

Māori students comprise 74% of the school roll. The school values and supports the learning of Māori students. Classrooms reflect aspects of Māori language and culture and tuakana-teina relationships are evident. Teachers know their Māori students well and monitor their progress and achievement closely.

Students proudly participate in school pōwhiri. Senior students lead karanga, karakia and waiata. Māori students show pride in their achievements and report that Maromaku School is a good place to learn.

4. Sustainable Performance

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

Maromaku School’s positive tone, inclusive culture and supportive relationships provide a strong foundation for continued improvement of its performance. The school is well led by a capable, experienced principal and senior team, who are trusted and respected by staff and the community.

The school’s strategic goals, and targets set to raise student achievement, reflect the commitment of the board and senior leaders to school improvement. The board is well led and trustees understand their governance role. Senior leaders provide the board with comprehensive, evaluative reports on progress aligned to strategic goals, enabling trustees to make well-informed decisions.

Self review is well established at all levels of school. A self-review process that is useful for the school community is in place and collaborative review occurs in a variety of ways. Strategic and annual planning is focused on improving student learning, and progress towards goals and objectives is well monitored. Trustees provide appropriate and timely resourcing for school priorities identified through self review.

The community is involved in school life. School events are well attended and community members support the curriculum in a variety of ways. The board and principal are responsive to the feedback received as part of their regular community consultation. Collaborative relationships with parents/whānau promote their involvement in and contribution to 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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

20 February 2013

About the School

Location

Kawakawa, Northland

Ministry of Education profile number

2102

School type

Full Primary (Years 1 to 8)

School roll

58

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori

NZ European/Pākehā

74%

26%

Review team on site

December 2012

Date of this report

20 February 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2009

August 2006

June 2004