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:
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.
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.
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.
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.
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.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
ERO identified non-compliance in relation to children’s emotional and physical safety.
In order to address this, the board of trustees must:
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, development priorities are in:
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
|
Location |
Taumarunui |
|
Ministry of Education profile number |
2195 |
|
School type |
Full primary Years 1 to 8 |
|
School roll |
18 |
|
Gender composition |
Female 10, Male 8 |
|
Ethnic composition |
Māori 8 |
|
Provision of Māori medium education |
No |
|
Review team on site |
November 2017 |
|
Date of this report |
22 February 2018 |
|
Most recent ERO report(s) |
Education Review, June 2014 |