Marton Junction School - 12/11/2014

Findings

Students learn in te reo Māori or English medium classes. They are well supported by teachers who prioritise wellbeing. The school's values are evident in an environment where the culture and identity of all students is acknowledged and celebrated. Trustees, staff and the community work collaboratively for ongoing improvement.

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

1 Context

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

Marton Junction School is a Years 1 to 8 primary school situated in the Rangitikei town of Marton.

The principal has been the professional leader since mid 2012. She promotes the school vision and mission: Ka Tu, Ka Tae, Ka Manawanui, (to engage, overcome and be of good spirit.) In collaboration with students, teachers and the community, the principal has implemented the shared school focus of 'SMILE', which defines the values important to this school. Students and adults work together as learners.

Most students identify as Maori. Some students are taught in the te reo Māori immersion class, Te Whetu Kahurangi. Others are taught in English medium classes. All classes have adult speakers of te reo Māori present to support learning.

Progress since the 2011 ERO report includes the development of stronger links with Ngati Apa.

2 Learning

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

The principal, trustees and teachers collect student achievement information which is used variably to inform decision-making.

Teachers are continually building their capacity to analyse progress and achievement, using a wide range of assessment tools to support teaching. The next steps for development in assessment practice are for teachers to:

  • continue to respond to students’ identified needs with more specific, deliberate teaching and learning strategies
  • use assessment information to reflect on the effectiveness of their teaching practice
  • improve the accuracy of their judgements about student achievement through further moderation with other staff in the school and with other schools.

The principal focuses on student data and shares well-analysed information with trustees. Setting more specific targets for improving achievement is likely to support teachers, the principal and trustees to focus on those students whose need for accelerated progress is most urgent.

School information shows that, in 2013 Te Whetu Kahurangi students were achieving well in relation to Ngā Whanaketanga. Students in English medium classes demonstrate improved levels of achievement, with more students achieving at or above the National Standards in reading, writing and mathematics in 2013.

Teachers affirm and praise students for positive engagement in learning. Students' participation and contribution in class is evident in how well they work in groups, supporting each other. The practices of tuakana/teina are well embedded.

Pacific students are well supported in their culture and identity. They are encouraged to use their home language at school.

Students with special learning and behaviour needs are identified and programmes to assist them are in place. These are supported by external agencies and by whānau. It is timely to evaluate the initiatives to determine their effectiveness in accelerating progress.

The school staff and trustees provide well-considered and sensitively managed support for all students and their families. Students are assisted to engage and learn in a warm, positive environment where they are valued.

Growing links between families and staff contribute to the community becoming partners in students' learning.

3 Curriculum

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

Students have a sense of wellbeing. They are able to talk about the vision and shared values. They demonstrate pride in their school.

School leaders and trustees are working collaboratively with iwi to plan a curriculum framework that reflects the aspirations of the community. Their goal is to prepare students for life-long learning in and beyond the school.

Teachers work together to deliver learning opportunities that engage students. They ensure all students are learning about te ao Māori in authentic contexts. Strengthened teaching of reading and writing is supported by professional development. There are plans to focus on mathematics in 2015.

The curriculum is currently under review and development. As the curriculum expectations become more clearly stated, school leaders and trustees should be able to better evaluate those aspects of the curriculum that are most effective in promoting student learning. This should contribute to focused and evidence-based decisions that improve outcomes for students.

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

Positive, reciprocal relationships exist between adults in the school. These relationships support Māori students to confidently learn through their distinct identity, language and culture. As learning partnerships continue to grow, the school community should be very well placed to promote educational success for Māori as Māori.

4 Sustainable Performance

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

Continued building of capability will assist Marton Junction School in being well placed to sustain and improve its performance.

Families are welcomed through a schoolwide culture of whanaungatanga and manaakitanga. They articulate a feeling of being valued, listened to and supported in their role as parents. Ongoing collaboration of community, trustees, families, leaders and staff contributes to continuing improvement.

Trustees are well informed about students’ wellbeing and academic achievement. As a governance team they understand their roles and responsibilities. They value the teaching staff and hold them in high regard. The principal accesses a wide range of professional support. Staff engage with the appraisal system which is used effectively for promoting improvement. They hold regular studentfocused staff meetings.

Students’ wellbeing is a priority. Students are well supported by teachers to meet expectations for behaviour and learning. Teachers and students celebrate success.

Strategic self review needs to be strengthened. Trustees and the principal should gather useful evidence to:

  • identify target students
  • prioritise actions to raise achievement
  • measure the effectiveness of initiatives.
  • This is likely to assist ongoing focused improvement.

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

Students learn in te reo Māori or English medium classes. They are well supported by teachers who prioritise wellbeing. The school's values are evident in an environment where the culture and identity of all students is acknowledged and celebrated. Trustees, staff and the community work collaboratively for ongoing improvement.

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

Joyce Gebbie

National Manager Review Services Central Region

12 November 2014

About the School

Location

Marton

Ministry of Education profile number

2396

School type

Full Primary (Years 1 to 8)

School roll

84

Gender composition

Female 49, Male 35

Ethnic composition

Maori

NZ European/Pākehā

Samoan

66

14

4

Special features

Immersion class – Te Whetu Kahurangi

Review team on site

September 2014

Date of this report

12 November 2014

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

November 2011

November 2007

October 2006