Marton School - 16/02/2017

1 Context

Marton School is a Year 1 to 8 school in the Rangitikei District town of Marton. At the time of this ERO review, 158 students attended. Approximately 19% identify as Māori and 9% as Pacific.

Since the May 2014 ERO report, the roll has continued to grow. Senior leadership and staffing are stable. In 2016, the staff and community celebrated 150 years of education at the school.

Positive progress has been made with areas for development identified in the previous ERO report.

2 Equity and excellence

The vision and valued outcomes defined by the school are for all children to develop a disposition for 'Learning for Life'. The schools mission is to promote student achievement, wellbeing, positive citizenship and learner agency.

Students are encouraged to be constructive members of a community, be happy, healthy and empathetic to others. STARS values express the student characteristics and competencies the school seeks to promote: being self-motivated; taking risks in learning; being articulate and resilient; and with ability to solve problems.

The school’s achievement information shows that most students, including Māori, achieved at or above in relation to the National Standards in 2015. Appropriate systems and processes are focused on increasing achievement of equity and excellence for Pacific students.

Teachers have developed clear processes to support the dependability of their assessment judgements about students' achievement in relation to the National Standards. An appropriate range of nationally-normed and school-based assessments are used. Guidelines support a shared knowledge of achievement expectations. Implementation of the Progress and Consistency Tool (PaCT) should further strengthen teachers' assessment judgements.

Since the previous ERO evaluation the school has:

  • developed a curriculum and achievement plan outlining the school vision, values and shared expectations for teaching and learning
  • engaged teachers in professional learning and development to build on their curriculum knowledge in mathematics and writing
  • extended teachers' understanding of students' cognitive development and learning dispositions
  • continued to strengthen the provision and use of te reo me ngā tikanga Māori
  • reviewed and redeveloped teacher appraisal
  • become involved in a Community of Learning (CoL). 

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

The school responds effectively to Māori children whose learning and achievement need acceleration.

Leaders and teachers collaboratively analyse assessment data to identify Māori children whose achievement needs acceleration and establish the focus for their learning.

In general, targets explicitly identify or are inclusive of Māori learners. Strengthening the strategic alignment of the school's targeted actions with the needs of the identified students is a next step. This should also provide better opportunities to evaluate the impact of actions and practices on accelerating student achievement.

How effectively does this school respond to other children whose learning and achievement need acceleration?

The school responds well to Pacific students whose learning and achievement need acceleration.

Strategies are similar to the successful practices used to respond to Māori learners. In addition, students are provided with access to English language learning programmes. Building effective learning partnerships with Pacific families is an area for further development.

The special education needs coordinator provides effective leadership for meeting the diverse needs of students who require additional support. Collaborative development of students' individual education plans generally includes parents, whānau and families. Each student's goals are regularly revisited to ensure that what is provided is responsive to their changing needs.

Teacher aides support literacy and mathematics learning in classrooms and facilitate some specialist programmes. External specialists and agency support are accessed as required for individuals with complex needs.

The board's evaluation of its resourcing decisions should be strengthened by increased reporting about the impacts for students of additional learning support.

3 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum, systems and practices successfully enact its vision, values, goals and targets for equity and excellence. Te ao Māori is visible across the curriculum and is a focus for ongoing development.

Leaders and teachers take a strategic approach to curriculum development and to improving practices in the priority areas of literacy and numeracy. The school is well placed to:

  • build on its established foundations of effective practice
  • continue to explore use of digital technologies
  • enhance students' leadership of their own learning.

Positive relationships between teachers and students contribute to an inclusive climate for learning. Staff collectively foster students' wellbeing. Students demonstrate a strong sense of belonging to their school.

Staff value partnerships with parents, whānau and families. Regular discussions and written reports provide useful information about students' achievement and curriculum involvement. Further developing partnerships for learning with the parents and whānau of students whose achievement needs acceleration should be a valuable next step.

Leaders effectively promote conditions for achieving equity and excellence for all students. The principal has developed a strong culture of learning which places students at the centre of decision making. Leaders actively facilitate the professional growth of teachers.

Leaders have good knowledge of teacher effectiveness. The teaching team is highly collaborative. Regular observation and feedback to teachers supports the consistency and quality of practice. There are high expectations for effective teaching and learning that contribute to successful student achievement outcomes.

The principal has effectively led changes to teacher appraisal. The appraisal process has relevance for teachers and makes clear links to the Practising Teacher Criteria. Learning conversations between the principal and teachers affirm effective strategies for teaching and learning, and provide challenges for teachers' ongoing development. Continuing to include information from student surveys in this process should assist teachers to consider the impact of their practice on students' learning. Embedding the changes that have been made to appraisal, and strengthening teaching as inquiry should further benefit teaching and learning.

The board is committed to supporting positive student outcomes. Trustees make changes in line with legislative requirements. A governance framework identifies their roles and responsibilities. It is now timely for trustees to consider how well their agreed roles and responsibilities, as expressed in the framework, align with indicators of effective stewardship. This should provide a useful basis for evaluation of the board's governance practice.

Leaders and teachers are highly reflective. They undertake curriculum review and consider student progress and achievement when making decisions. They recognise that strengthening internal evaluation and inquiry into practice, should support trustees and teachers to better determine what impacts targeted actions have on outcomes for students. ERO's evaluation affirms this direction.

4 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children. 

Leaders and teachers work collaboratively to address students' learning needs. School plans and processes focus clearly on achieving equity and excellence for all learners. Leaders recognise that a next step is to sharpen the focus on students whose achievement needs acceleration by better aligning school processes and practices with the strategic targets. Strengthening internal evaluation should further support trustees, leaders and teachers to gain a robust knowledge about how effective the school's actions are in achieving its identified priorities.

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

5 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014.

6 Recommendation

ERO affirms the school's intention to continue to strengthen its performance for students through addressing the next steps outlined in this report. 

Joyce Gebbie

Deputy Chief Review Officer Central

16 February 2017 

About the school 



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Female 51%, Male 49%

Ethnic composition




Other ethnic groups





Review team on site

November 2016

Date of this report

16 February 2017

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

May 2014

December 2009

February 2007