Marton Junction School - 06/04/2018

School Context

Marton Junction School has a roll of 109 students in Years 1 to 8. At the time of this external evaluation, 66% identify as Māori and 6% are of Pacific heritage. The roll has grown significantly since 2014 and an additional class was added in 2018. Ngāti Apa are valued as mana whenua and are regularly involved in school activities.

Two classes, Te Whetu Kahurangi, are currently taught in te reo Māori for at least 80% of the time. Since the November 2014 ERO evaluation an additional Māori immersion class has been established and Te Whetu Kahurangi now includes Teina and Tuakana groups that regularly work together. Four classes are English-medium (Auraki) and include regular use of te reo Māori in the programme.

The vision defined by the school is for all children to be on a journey that through determination and perseverance will support them to become leaders and life-long learners - Ka tu, Ka tae, Ka manawanui. Upholding the mana of the SMILE values (Safety, Manaakitia, Inclusion, Learning, Excellence) is promoted to support children’s progress to the vision.

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

  • reading, writing and mathematics
  • tuhituhi, pāngarau and pānui.

The school is part of the South Rangitikei Kāhui Ako.

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 successfully developing systems and processes to better promote the achievement of equitable and excellent outcomes for children.

In 2017, the school reported the majority of children in Auraki reached The New Zealand Curriculum expectation in reading, writing and mathematics. Writing achievement is lower than in reading and mathematics. Student achievement in all areas has increased since the previous ERO evaluation, reading and mathematics significantly so.

Disparity between Māori and non-Māori achievement has significantly reduced. The two groups achieved at similar levels in 2017. The difference between female and male achievement in Auraki has reduced over time, although it remains significant in reading.

The majority of students in Te Whetu Kahurangi reached Te Marautanga o Aotearoa expectations in pānui, tuhituhi and pāngarau. Achievement was similar to 2016. Kōrero data was not collected in 2017. Pāngarau and pānui achievement was higher than tuhituhi. Girls generally achieve higher than boys.

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

Leaders and teachers have increased their capability to respond more effectively to those Māori and other children whose learning and achievement need acceleration.

Teaching and learning interventions effectively focus on those students whose learning and achievement need acceleration. Programmes in place support them well and their progress is closely monitored. School data indicates nearly half of the children in Te Whetu Kahurangi and Auraki classes who were identified at the beginning of the year, made accelerated progress by the end of 2017.

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?

Developing relationships that support trustees, leaders, teachers and school community to work together collaboratively is a priority. This promotes a strong sense of belonging and contributes significantly to enabling learner success.

Effective whānau and community connections that support learners to become confident and actively involved have been established. Communication with whānau supports and strengthens reciprocal, learning-centred relationships. They are well informed about students’ learning strengths and next steps and how to involve themselves in their children’s learning.

Entry into the school is well-considered and building effective relationships with children and whānau is prioritised. Stronger links have been developed with the secondary school where most students will attend, and contribute to improved transition from Year 8.

Tutaeporoporo, is the framework for the localised school-wide curriculum that reflects Ngāti Apa knowledge and understandings as well as The New Zealand Curriculum. Student language, culture, identities, and whānau and iwi knowledge are represented and enacted within the curriculum.  It makes explicit links to learners’ lives and real world contexts.

Culturally responsive approaches support and promote children’s learning. The unique language, culture and identity of all children and their whānau are deliberately promoted and developed. A whānau-based environment supports engagement and prioritises learning. Older or more expert tuakana help and guide younger or less expert teina.

A range of strategies ensures Pacific students and their families have a sense of pride in acknowledging their language and culture, and that they are supported to make the most of learning opportunities.

A variety of processes and strategies successfully support the wellbeing of students to enable them to have greater success in learning. SMILE values promote positive interactions and relationships across the school. There is an emphasis on knowing the child and their whānau and putting in place appropriate supports and resourcing to promote learning. Teachers cater for the individual needs identified. Students participate and learn in a caring, collaborative and inclusive environment.

Students with more complex learning needs are identified early and teachers provide in-class programmes and support. Where appropriate, assistance is provided through external agencies. Students are encouraged and supported to become independent learners. Greater understanding is being built of purposeful interventions.

Leadership collaboratively develops and pursues the school’s vision, values and goals for excellence and equity in student outcomes. Leaders ensure a supportive environment conducive to student learning and wellbeing. Teacher learning, development and improvement is promoted. Relational trust and participation at every level of the school community has been established.

The appropriate and well implemented appraisal process is based on improvement goals and contributes to teacher development. Teachers are engaged in professional learning that increases their knowledge and skills to enhance student outcomes. Staff work together effectively to support student wellbeing and learning progress.

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

A range of assessment tools is used to show individual learning strengths and needs to identify areas requiring improvement. Guidelines for assessment practice should be further developed to build the dependability of decision making about whether students are meeting end-of-year curriculum expectations.

Leaders and teachers have begun to use longitudinal data to show progress for students requiring acceleration in their learning. Greater use should be made of assessment information to monitor and show progress of individual students over time. Progress data should then enable evaluation of the effectiveness of teaching and the curriculum on accelerating students’ progress and achievement.

Children and their whānau are effectively supported to contribute to learner success. Continuing to extend learning partnerships with whānau of students whose learning needs acceleration, is identified by the school as an area for further development. 

The school curriculum, Tutaeporoporo, is well-established. It is timely to revise and explicitly express expectations and guidelines of teaching, learning and assessment practice within the distinctive school context. This should assist schoolwide implementation of high quality practices to support student engagement and progress.

The board of trustees’ strategic plan clearly outlines priorities for children’s wellbeing and learning, and for improvement moving forward. Trustee decision making focuses on ensuring students are well-supported to be successful learners. Increased reporting of the progress of target students should assist trustees to ensure resourcing and programmes are appropriately supporting these children to be successful learners.

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 Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • collective drive of leaders, trustees and teachers that better enable all children to succeed
  • an inclusive learning environment, that responds to students’ needs and supports their wellbeing and belonging
  • culturally responsive approaches that support a sense of belonging and engagement for Māori, other students, and whānau
  • a curriculum that is responsive to students’ language, culture and identities and the local context
  • the high level of engagement and collaboration with those people and agencies external to the school who are likely to have an impact on children’s learning.

Next steps

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

  • improved use of progress data to determine effectiveness of teaching and curriculum
  • review of the localised curriculum to develop shared understanding of teaching, learning and assessment within the unique school context
  • strengthening internal evaluation, to support leaders, trustees and teachers to know what is working well and what needs to change to improve outcomes for all children.

ERO’s next external evaluation process and timing

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

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

6 April 2018

About the school 



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Female 50%, Male 50%

Ethnic composition

Māori                                        64%
Pākehā                                     28%
Pacific                                          6%
Other ethnic groups              2%

Provision of Māori medium education


Number of Māori medium classes


Total number of students in Māori medium (MME)


Number of students in Level 1 MME


Review team on site

February 2018

Date of this report

6 April 2018

Most recent ERO report(s)

Education Review November 2014
Education Review November 2011
Supplementary Review November 2007