Matiere School - 22/02/2018

School Context

Matiere School is a small rural primary school situated north-west of Taumarunui, within the Ngāti Maniapoto tribal area. The school caters for students in Years 1 to 8. The school’s roll has fluctuated since the 2014 ERO review. At the time of this review the roll was 18, of whom 8 identify as Māori. 

The school’s vision has been affirmed by the school’s community. It expresses goals for children to be enthusiastic, innovative learners with the skills and values they need to pursue their aspirations.

The school’s annual improvement targets appropriately focus on accelerating the progress and achievement of a small group of children identified as at risk of underachievement.

Teachers regularly report to the board, information about outcomes for students in the following areas:

  • progress and achievement in reading, writing and mathematics
  • developing attitudes and attributes in relation to the school’s vision and values.

Since the previous ERO report almost all of the board of trustees are new, and in the early stages of developing understandings of their roles and responsibilities.

The school is a member of the Taumarunui Community of Learning|Kāhui Ako. 

Evaluation Findings

Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

School processes and practices result in reducing disparity and achieving equitable achievement outcomes for children.

Reported achievement data at the end of 2016 shows most students, including Māori, achieve well in relation to the school’s expectations in reading, writing and mathematics.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school responds effectively to all Māori and other children whose learning and achievement require acceleration.

Teachers efficiently implement well-considered individual learning plans to promote accelerated progress for those children identified in the school’s annual achievement targets. 

At the time of this review the school’s collated assessment information showed most of the children, including Māori, identified at the beginning of 2017 are on track to achieve at the school’s expectation by the end of the year.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

The school’s strategic aims and goals appropriately build its capacity and teachers’ capability to promote equitable and excellent outcomes for all learners.

Curriculum developments relevantly align with the school’s strategic direction. Guidance for teaching and learning is explicit. Developing practice is well supported through professional development and the school’s processes for building teachers’ capabilities. 

Teacher inquiry and curriculum evaluation is learner focused. It has resulted in increased teacher knowledge in effective mathematics teaching and improved achievement outcomes for most children.

Considered curriculum planning enables children to learn through contexts of high interest, both in the school and in the wider community. Students are increasingly more able to take responsibility for their learning. The incorporation of te reo Māori and te ao Māori continues to develop as an integral part of the school’s localised curriculum.

Promoting a positive school culture and instilling the school’s vision and values is well considered. Families and whānau are meaningfully involved in their children’s education. Strategies in place for those children in the school’s targets and children with additional needs are highly collaborative and focus on developing strong learning partnerships. 

An inclusive and empowering culture is evident. Respectful reciprocal relationships schoolwide result in an affirming tone. The learning environment provides a positive context for children’s belonging and wellbeing.

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

The school is in the early stages of implementing models of effective, learner-focused internal evaluation. Supporting the new trustees to learn about and use internal evaluation effectively to set school development plans and targets is a next step.

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 children’s emotional and physical safety.

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

  • develop policies, procedures and practices on good behaviour management practice, including elimination of seclusion and the need to minimise physical restraint for students and staff wellbeing that follow the Ministry of Education’s Guide.
    [Education Act 1989, Section 139AB to 139AE] 

4 Going forward

Key strengths of the school

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

  • coherence of strategic direction, annual goals and aims and curriculum developments
  • collaborative and inclusive practices that foster student’s progress and well-being.

Next steps

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

  • embedding effective internal evaluation practice to continually improve outcomes.

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

22 February 2018

About the school 



Ministry of Education profile number


School type

Full primary Years 1 to 8

School roll


Gender composition

Female 10, Male 8

Ethnic composition

Māori                                  8
Pākehā                               9
Other ethnic groups     1

Provision of Māori medium education


Review team on site

November 2017

Date of this report

22 February 2018

Most recent ERO report(s)

Education Review, June 2014
Education Review, April 2011
Education Review, June 2008