Marton Junction School

Education institution number:
2396
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
91
Telephone:
Address:

Alexandra Street, Marton

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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 

Location

Marton

Ministry of Education profile number

2396

School type

Full Primary (Years 1 to 8)

School roll

109

Gender composition

Female 50%, Male 50%

Ethnic composition

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

Provision of Māori medium education

Yes

Number of Māori medium classes

2

Total number of students in Māori medium (MME)

33

Number of students in Level 1 MME

33

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

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