Matua Ngaru School

1 Introduction

A New School Assurance Review is a review of particular areas of school performance and is undertaken to specific terms of reference.

New School Assurance Reviews are generally undertaken within the first year of the school’s opening.

Terms of Reference

This review is based on an evaluation of the performance of Matua Ngaru School. The terms of reference for the review are to provide assurance to the community:

• that the school is well placed to provide for students
• that the school is operating in accordance with the vision articulated by the board of trustees.

2 Context

Matua Ngaru School opened in February 2019, under a Private Partnership (PPP) model. The school caters for students from Years 1 to 8. The school roll is currently 196.

3 Background

The school has been established under the guidance of an Establishment Board of Trustees (EBoT), a governance facilitator, and the leadership team consisting of the principal and two deputy principals.

Matua Ngaru School’s vision for learners is ‘Ubiquitous learning, on a wave of change’. The school values are curiosity, collaboration, creativity, and community.

The design of the school buildings supports innovative teaching and learning. Children learn in innovative learning environments (ILE). They are grouped in age-related learning areas, known as kainga. Within each kainga, students belong to a hapū (home room class) and also work in tuakana/teina kahui (groups) for aspects of the programme.

The site includes a satellite class from Arohanui School. Students enrolled in this class have opportunities to participate in the wider life of the school.

4 Findings

The establishment phase of work to open Matua Ngaru School has been very well led by the EBoT, the principal and leadership team. Trustees and leaders have worked collaboratively and effectively to establish a sound platform from which the school can continue to grow and develop.

The EBoT includes trustees who are experienced in establishing new schools and who have previously worked together in this role. Trustees are evaluative and reflect the school’s vision and values in their decision making. Good systems, policies and processes have been established. The principal’s useful reports provide trustees with comprehensive information about student wellbeing and achievement, and about progress in relation to the strategic goals. Elections are about to be held to transition from the EBoT to an elected board. The EBoT has implemented good strategies to support this transition.

School leaders have planned strategically to embed the school’s vision and values. The vision and values guide decision making, documentation and systems at all levels of the school. They underpin all school operations and are strongly evident in curriculum, teaching practices and school culture. Children and whānau demonstrate an understanding of the vision and values in action.

Local history has influenced many aspects of the school and the curriculum. Bicultural practices are evident throughout the school. The EBoT and leadership team have developed valuable relationships with local iwi, Ngāti Whātua, and other iwi and hapū in the local area. These relationships continue and are evident in school operations and interactions. Students and teachers are actively engaged in developing te reo and tikanga Māori in the school.

Teachers are developing a shared understanding of the school’s curriculum. Teaching and learning approaches are becoming well established. Key elements of the curriculum are well documented and articulated. The inquiry-based curriculum includes deliberate teaching of literacy and mathematics, and integration of other learning areas.

Students have good opportunities to engage with the authentic, localised and responsive curriculum. They have opportunities to develop leadership, and collaborative and critical thinking skills. Teachers adapt teaching and learning programmes to cater for individual children’s needs and interests. Students appreciate the support they receive from teachers, and they value and respect the opportunity to self-manage many aspects of their learning.

Senior leaders have developed coherent systems for monitoring and tracking the progress and achievement of each student in the school. Teachers report on individual children’s ongoing progress through cumulative online postings and regular conferences that include parents, children and teachers.

The school’s communication platforms are comprehensive. Parents attest that there are many opportunities for them to communicate with the school. They value that they can digitally access and regularly update information about their children’s progress and achievement.

Senior leaders are providing quality professional leadership to ensure teachers are supported in the new learning environments and approaches. Processes for teacher appraisal and professional learning and development are established. These processes are meaningful and aligned to the school’s vision, values and direction.

Leaders promote ongoing reflection and a responsive culture. Leaders and teachers are working collaboratively and strategically to gather information, identify challenges and determine next steps. Internal evaluation is inherent in processes at all levels of the school and has been identified as an area for further development as the school enters its next phase.

Senior leaders agree that development priorities include:

• consolidating, embedding and enhancing the good foundation of systems and professional practices that have been established

• further developing internal evaluation processes, to make good use of the comprehensive baseline data gathered during the school’s establishment phase and to develop a strong focus on outcomes for students.

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:

• school management and reporting
• 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 students' 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.

Conclusion

Foundational work by the board, principal, senior leaders and teachers has been well led and managed. Good strategic management and leadership continues. Matua Ngaru School is very well placed to meet students' needs. There is a holistic focus on student wellbeing and success. The school’s innovative inquiry approach is soundly underpinned by the New Zealand Curriculum (NZC) and the school’s vision and values.

ERO is likely to carry out the first full review of the school by the end of the third year of the school’s operation.

Steve Tanner

Director Review and Improvement Services

Northern Region

5 February 2020

About the School