Matangi School - 18/02/2013

• On this page:

• 1 Background and Context
• 2 Review and Development
• 3 Sustainable performance and self review
• About the School

1 Background and Context

What is the background and context for this school’s Arotake Paetawhiti review?

This review evaluates the performance of Matangi School in accordance with the terms of reference identified in the 2011 ERO report. These include:

• aspects of governance and management
• professional leadership related to teacher professional development, staff appraisal, curriculum development and implementation of National Standards
• self review
• strengthening Māori perspectives to build success for Māori.

Since the 2011 ERO review, the Limited Statutory Manager (LSM) oversaw the implementation of training for the board of trustees and the appointment of a new principal. In addition the LSM facilitated the development of frameworks and processes to support effective self review and school sustainability. In June 2012 the Minister of Education acknowledged the progress the school had made and revoked the intervention of the LSM.

The school roll has grown and a fourth teacher has been appointed. The newly appointed principal has recently gathered appropriate student achievement information to identify the achievement and progress of individuals and groups of students. This should place the school in a better position to make effective decisions related to improving student achievement.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The school has identified and ERO agrees that areas to continue to review and improve are:

• the school’s curriculum to further reflect the unique context of Matangi School
• teaching practice with a focus on raising achievement
• strengthening students as independent learners
• further developing teachers’ understanding of promoting success for Māori, as Māori.

Progress

The board of trustees, principal and teachers have effectively addressed the areas identified for review and development in the previous ERO report. This is evident through:

• the appointment of a knowledgeable principal
• the development and documenting of a school curriculum based on The New Zealand Curriculum
• trustees, principal and teachers participation in appropriate and ongoing professional development
• the implementation of reporting in relation to National Standards
• the development and implementation of self-review frameworks and processes that enable the school to refine, improve and sustain school operations
• effective community consultation and communication
• the establishment of a detailed action plan to promote the success of Māori students, as Māori
• recent links made with local hapū and the nearby marae.

The principal is providing effective leadership for learning, school development and improvement. Teachers are a positive and collegial teaching team. They willingly participate in ongoing and relevant professional development with a focus on enhancing teaching practice. The principal and teachers have established agreed expectations for curriculum delivery to further promote the engagement, progress and achievement of students.

3 Sustainable performance and self review

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

Priorities identified for review and development

The school is now well placed to sustain and improve its performance. Factors influencing this include:

• an enthusiastic board committed to school improvement
• a highly effective principal supported by teachers, trustees and the community
• teachers dedicated to working in the best interests of students
• the establishment of a professional learning culture in the school
• effective self-review processes and systems including the appraisal of teachers
• positive and reciprocal relationships amongst students, staff, parents and whānau.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

18 February 2013

About the School