Matamata Intermediate - 21/09/2018

School Context

Matamata Intermediate is situated in Matamata, and caters for students in Years 7 and 8. The roll is currently 332. Approximately 20% of the students are Māori, the majority of whom whakapapa to Ngāti Raukawa and Ngāti Hauā.

A new principal was appointed during 2018. The leadership team’s roles and responsibilities have been restructured to enhance the response to student needs.

In 2017, the school reviewed and refreshed its vision, values and strategic aims. The school culture is based on the core virtues of courtesy, common sense and consideration, and the vision of ‘Inspired Learners. Empowered to Achieve’. Through the core beliefs of collaboration, connections and belonging, high expectations, relevance, and innovation the school’s strategic aims are to:

  • ako - develop teacher capability and leadership frameworks
  • wānanga - build a learning framework that is challenging, relevant, engaging and future focused
  • te taiao akoranga - implement flexible learning environments
  • whanaungatanga - continue to strengthen home-school and community partnerships.

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

  • reading, writing and mathematics
  • science
  • technology
  • the Arts
  • health and physical education.

The 2013 ERO report identified the key areas for improvement as strengthening teacher practice to enable students to take increasing responsibility for their own learning, raise Māori achievement and strengthen bicultural practice school-wide. Whilst there has been improvement in these areas, they remain development priorities for the school.

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 not yet achieving equitable outcomes for all its students.

Most students achieve well in reading. The majority of students achieve at expected levels in writing and mathematics. Improvements overtime for all learners are evident in these three learning areas.

Māori learners achieve significantly below non-Māori learners in writing and reading. This disparity is being successfully addressed by the school. Māori and non-Māori learners’ achievement is now comparable in mathematics.

The school’s achievement information indicates that most students achieve at expected levels in science, technology, the arts and health and physical education.

Boys achieve significantly below girls in reading and writing. This disparity has yet to be addressed by the school.

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

The school responds well to Māori students whose learning and achievement needs acceleration.

In 2017, interventions to accelerate progress and achievement for those students identified as below curriculum expectations were effective in reading and in mathematics. However, these were not effective for accelerating achievement in writing.

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?

Trustees, leaders and teachers have a common vision and purpose for change and improvement. The leadership team models high-quality practice and is effectively building school-wide capacity. A well-considered and reflective approach to implementing the school’s strategic direction is highly evident. Teachers’ professional learning and development (PLD) needs are well known. Intentional and aligned systems and processes support accountability and build teacher capability to improve outcomes for learners.

A consultative approach ensures that the community’s voice is valued and informs strategic direction. Trustees bring a wide range of knowledge and expertise to their roles. They actively identify and undertake training to further their stewardship understanding. Trustees scrutinise a wide range of achievement information to support effective decision making for improvement.

Students experience a wide range of opportunities to extend their learning across the depth and breadth of the New Zealand Curriculum. The school’s core beliefs prioritise the foundations for an empowering learning culture. These are clearly integrated throughout programmes for learning. The collaborative and caring learning environments highlight teachers’ responsive practice for nurturing learners. Students’ progress and achievement is acknowledged and celebrated.

Learners with additional needs experience a collaborative wrap-around approach that supports progress, achievement and wellbeing. Strong connections with external agencies are highly evident. Parents, families and whānau are welcomed and are actively involved in planning and progress discussions. Targeted programmes, interventions and innovations support learners’ confidence and sense of belonging well. Students are willing to engage and are motivated in their learning.

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

Continuing to build leaders’ and teachers’ understanding of the effective use of achievement information to accelerate learners’ progress and achievement is a key next step. This should include the refining of school-wide targets to focus on all students below curriculum expectations for acceleration.

Deepening school-wide understanding of evaluation, inquiry and knowledge building is needed to support sustainability and inform ongoing improvement and innovation.

Continuing to build a school-wide understanding of culturally responsive practice to support improvements in the acceleration of progress and achievement of Māori students’ learning is a priority.

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.

Actions for compliance

ERO identified non-compliance in relation to police vetting.

  • while staff are vetted on appointment, this process must be repeated every three years.

In order to address this, the board of trustees must:

  1. ensure the regular police vetting of employees.
    [Education Act 1989 Sections 78C to 78CD]

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • review the school’s policies and procedures to ensure they are clearly aligned to current legislation and education guidelines to better support robust implementation.

4 Going forward

Key strengths of the school

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

  • strong leadership to extend teacher capability that values parent, whānau, and student voice
  • the clear strategic direction that is improvement focussed, supporting and improving outcomes for learners
  • the collaborative and caring curriculum for an empowering learning culture.

Next steps

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

  • improving outcomes for all learners, to achieve equity and excellence for all groups in the school
  • inquiring into learning to inform strategies and innovations that have the most significant impact on accelerating positive outcomes for all groups of learners
  • building school-wide understanding of effective culturally responsive practice to enhance and empower Māori learner success
  • internal evaluation processes and practices
    [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

21 September 2018

About the school



Ministry of Education profile number


School type

Intermediate (Year 7 to 8)

School roll


Gender composition

Boys 48% Girls 52%

Ethnic composition

Māori 20%
Pākehā 70%
Other ethnic groups 10%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

June 2018

Date of this report

21 September 2018

Most recent ERO report(s)

Education Review December 2013
Education Review December 2009
Education Review February 2007