Maungatapu School

Education institution number:

1821

School type:

Contributing

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

567

Website:

http://www.maungatapu.school.nz

Telephone:

07 544 0858

Address:

164 Maungatapu Road, Maungatapu-Tauranga, Tauranga

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Maungatapu School - 30/05/2018

30 May 2018

School Context

Maungatapu School is a Year 1 to Year 6 urban primary school located in Maungatapu, Tauranga. The roll of 523 includes 195 Māori students. Most Māori students are affiliated to Ngai Te Rangi, Ngāti Ranginui and Ngāti Pukenga. The school offers two mediums of instruction, English (auraki) and Māori (rūmaki). The rūmaki section of the school caters for 70 children and is called Te Pūwhaariki.

The school is led by an experienced principal. Since the last ERO review in 2014, leadership across the school has been reviewed. As part of the review a pou arataki (team leader) to the rūmaki and a second junior school team leader have been appointed.

The school’s vision is enacted through the CREST values of communication, courtesy, respect, responsibility, endeavour, education, self-esteem and teamwork. In 2017, school targets focused on accelerating the achievement of Year 3 and 4 girls in mathematics and Year 6 Māori boys in writing.

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

achievement in reading, writing and mathematics in relation to national expectations
achievement in kōrero, tuhituhi, pānui and pāngarau in relation to national expectations
trends and patterns in reading, writing and mathematics over time.

All staff have participated in school-wide professional learning and development in writing over the last two years.

The school has a positive reporting history with ERO and has responded well to the recommendations in the 2014 ERO report.

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 achieving equitable outcomes for some students.

The school’s 2015-2017 data indicates that in the auraki section of the school the majority of students are achieving at or above national expectations in reading and mathematics. There was a small increase in achievement in writing during this time. Gender disparity continues in writing, where girls are outperforming boys. Overall, Māori students in auraki classes are not achieving as well as their pākehā peers in reading, writing and mathematics.

In 2017 the majority of students in the rūmaki section achieved at or above national expectations in kōrero, tuhituhi, pānui and pāngarau. Data indicates an upward trend in achievement over time. There is also a similar pattern of gender disparity in these classes where girls are outperforming boys across all curriculum areas.

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

The school is responding well to some Māori and other learners whose learning and achievement need acceleration.

The 2017 achievement data for students at risk of not achieving showed accelerated progress for the majority of learners in reading. In mathematics and writing, less than half of these students made accelerated progress.

School leaders have identified the need to collate and analyse data for identified students to show rates of progress.

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?

Knowledgeable leaders foster a positive and inclusive culture for learning. Leaders work hard to provide an orderly and supportive environment that is conducive to student learning and wellbeing. They have facilitated professional learning and development for all staff in response to achievement trends in writing and tuhituhi.

The board is kept well informed about student achievement. Trustees are focused on the wellbeing of staff, students and high levels of trust are evident across the school. There are processes in place to review the board’s effectiveness to inform resource provision. This allows targeted resourcing and positive outcomes for students with additional learning needs.

There is a strong sense of community in the school. Transition into the school is characterised by high levels of engagement with contributing services in the community. These networks are enabling the provision for social and learning needs of students in the early years. There are many opportunities for parent participation in school life. Students benefit from a diverse and inclusive environment.

Clear expectations for learning and teaching in the rūmaki have been established by leaders. The language, culture and identity of students has been effectively fostered. Closer links are being developed between the auraki and rūmaki sections of the school. Relationships have been strengthened between the school and Māori community. These practices are leading to improving levels of achievement for students in rūmaki classes.

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

Management and use of achievement information by leaders needs strengthening. The timing and breadth of assessment practices needs to be reviewed.

Leaders now need to strengthen targeted action. Charter targets need to align with the patterns of disparity in achievement data.

The assessment practices of teachers in auraki and rūmaki need to be strengthened. Priority needs to be placed on:

continuing to improve teachers’ understanding of assessment and use of achievement data to identify next steps for learning
consistently implementing teaching practices that will accelerate the achievement of at risk learners
formative assessment practices to enable students to become self-managing learners.

Student’s ability to identify their own learning needs, needs to be further developed. The use of learning progressions and clear criteria, specific feedback and self-assessment should provide opportunities for students to take greater responsibility for their learning.

A priority next step is to implement the personalised curriculum document with particular consideration to culturally responsive and relational pedagogy throughout the auraki. Further integration of te reo and tikanga Māori in the daily auraki programme needs to be strengthened.

Partnerships for learning between teachers and whānau need to be further enhanced to enable them to identify student’s strengths and learning needs, set goals, and plan responsive learning strategies and activities. Priority should be given to those students whose learning needs acceleration.

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.

4 Going forward

Key strengths of the school

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

a positive and inclusive school culture that allows students to engage in a wide range of learning opportunities
governance that ensures strategic resourcing to allow for improved student outcomes
learner expectations and teacher practice in the rūmaki section that continues to improve the academic achievement of many Māori learners.

Next steps

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

the specific use and analysis of achievement data to provide more targeted identification and support for those students whose learning is in need of acceleration
developing specific learning partnerships between teachers and whānau to enable students to become more engaged and take greater responsibility of their learning.

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

30 May 2018

About the school

Location	Tauranga
Ministry of Education profile number	1821
School type	Contributing (Years 1-6)
School roll	523
Gender composition	Boys 51% Girls 49%
Ethnic composition	Māori 37% Pākehā 55% Other 8%
Provision of Māori medium education	Yes
Number of Māori medium classes	Four
Total number of students in Māori medium (MME)	70
Review team on site	February 2018
Date of this report	30 May 2018
Most recent ERO report(s)	Education Review September 2014 Education Review April 2011 Education Review August 2008

Maungatapu School - 29/09/2014

29 Sep 2014

Findings

Maungatapu School values of communication, respect and responsibility, education and endeavour, self esteem and teamwork promote high levels of student engagement. There is good quality teaching evident and learning opportunities in both English and Māori medium curriculum. Teachers are effectively using achievement information in responding to students' learning needs.

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

1 Context

What are the important features of this school that have an impact on student learning?

Maungatapu School is located in the Tauranga City suburb of Maungatapu near Mount Maunganui. The school provides education for students from Years 1 to 6. At the time of this ERO review there were 492 students and 197 identify as Māori at the school. There are 55 students being educated in Māori Rūmaki classes in the school. Most Māori students are affiliated to Ngai Te Rangi, Ngāti Ranginui and Ngāti Pukenga.

The school CREST values of communication, respect and responsibility, education and endeavour, self esteem and teamwork contribute to a positive school tone and high levels of student engagement in classrooms. The school won 'The Outstanding Physical Education Award' at the 2013 Physical Education New Zealand Conference for the highly effective promotion of active life styles for students.

Since the 2011 ERO review a new deputy principal has been appointed and there are new team leaders. The assistant principal position has been disestablished. There are new trustees on the board and the chairperson is new to the position.

The school has a positive reporting history with ERO and has responded well to the recommendations in the 2011 ERO report. Assessment systems are more robust and quality assurance is more effective.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Most students in the English medium (Auraki) classes of the school are performing at or above National Standards in mathematics, reading and writing. The school has identified raising overall achievement in writing of these students as a major focus in 2014. Māori students in these classrooms are not performing as well as non-Māori students.

Most students in the Rūmaki classes of the school are performing at or above Ngā Whanaketanga Rūmaki Māori. Slightly less than half are performing at or above the current national comparisons in kōrero (oral language). The school has identified raising overall achievement in kōrero as a major focus in 2014 for Rūmaki students.

The school has made significant progress in the collation and analysis of assessment data to identify school-wide trends and patterns. They use this analysis to set appropriate school wide targets and goals and to identify students who may be at risk of not achieving. There are robust systems in place to ensure the accuracy of assessment data. The school is tracking towards the Ministry of Education goal of 85% of students being at and above in National Standards by 2017.

There is a range of interventions in place to meet the needs of priority learners. Trustees receive monitoring reports on how well some of these interventions are accelerating student progress. In addition, they receive regular reports on all student achievement, which they use to inform their resourcing decisions and the community on overall student progress.

Parents receive three written reports per year about their child’s progress and achievement in either National Standards or Ngā Whanaketanga Rūmaki. This reporting is supported by teacher and student-led conferences with parents, where progress and achievement information is shared and in some cases future student learning goals are developed.

Agreed Priority for Review and Development

The strengthened use of student achievement data to inform teaching practice, including identifying and responding to specific learning needs, is likely to assist teachers to accelerate student progress and achievement.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Teachers provide an appropriate balance between literacy, mathematics, te reo matatini and pāngarau and the other curriculum areas. There are systems in place to ensure that all subjects are covered well. A current focus in the school is contributing to the effectiveness of teaching science. The school provides a wide range of opportunities outside the classroom including sports, dance, learning musical instruments, marae visits and camps. There are also many leadership opportunities available to students appropriate to their age.

A good example of this progressive learning curriculum balance is the innovative learning programme in the junior Auraki classrooms. This approach is early in its development and showing signs of having a positive influence on student progress.

Relationships among teachers and students are positive and respectful. Teachers are also beginning to use a process of teaching as inquiry as an effective way of increasing their understanding of how students learn over time. Many teachers use a range of effective teaching strategies that include:

modelling
grouping students according to their learning needs
acknowledging students’ prior knowledge and learning
using meaningful and relevant contexts for learning
a tuakana-teina approach with older students supporting younger ones
effective systems for providing students with feedback and feed forward, particularly in writing.

The school has a clear strategic plan for the ongoing development of information and communication technologies (ICT) as a tool for learning.

Agreed Priorities for Review and Development

It is important for the school to develop a curriculum document that clearly reflects the dual character of the school and promotes consistency and coherency across each language medium. This could include:

shared expectations about effective teaching practice in literacy and mathematics or te reo matatini and pāngarau
progressions in literacy and mathematics or te reo matatini and pangarau across all age bands, which are used consistently by all teachers.

It is also important for teachers to continue to strengthen the systems and approaches to support students to take more responsibility for their own learning and ensure there is consistent implementation across the school.

How effectively does the school promote educational success for Māori, as Māori?

Auraki classrooms

The school participates in the development of the Ngai Te Rangi iwi education plan. There are constructive working relationships with the local Maungatapu community. The teaching of Māori knowledge and tikanga is evident. This includes the annual celebration of Matariki, the commemoration of the battle of Pukehinahina (Gate Pā), pōwhiri for visitors and mihimihi during assemblies. Kapa haka is strong in the school and Māori sports such as Kī-ō-Rahi are being introduced. There are good examples of te reo Māori being taught and used incidentally by some teachers. Teachers and school leaders have strengthened their understanding and use of how Māori students learn and plan to implement these in the teacher appraisal system.

Rūmaki classrooms

A feature of the Rūmaki section of the school is the strong, long-term support it receives from parents and whānau. It fulfils their aspirations for maintaining the identity, language and culture of students as part of the local Maungatapu community within the wider context of Ngai Te Rangi, Ngāti Ranginui and Ngāti Pukenga.

Higher levels of staff cohesion and effective leadership have led to a positive tone throughout the Rūmaki classes. Teachers have responded to recent professional learning and development in the effective use of achievement data and best teaching practice.

Agreed Priorities for Review and Development

The school’s new curriculum document should include a systematic and sequential programme for the teaching of local tribal history, tikanga and te reo Māori for students for all classrooms. In addition, it is necessary to complete the Rūmaki sections of the new curriculum document and embed this in classroom practice.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

School trustees are representative of their community. They include a good mix of both experienced and new members and bring a range of useful skills and knowledge. They are committed to raising student achievement.

There are many opportunities for parents to be involved in the life of the school. They are regularly surveyed and feedback is used in setting the strategic direction of the school for the following year. There is a positive school culture and students identified strategies to overcome issues and report feeling physically and emotionally safe.

Evidence-based self review is leading to positive change in the use of achievement data to inform strategic goals and their alignment to staff appraisal.

Experienced school leaders promote a collaborative and supportive team culture. They are highly responsive to recommendations for change that should lead to positive outcomes for students.

Agreed Priorities for Review and Development

It is now timely that school leaders address the identified structural issues related to leadership of kaupapa Māori throughout the school, and review resourcing and time allocation for other leadership positions, such as middle managers and change team leaders.

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.

Conclusion

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

Dale Bailey

National Manager Review Services Northern Region

29 September 2014

About the School

Location	Tauranga
Ministry of Education profile number	1821
School type	Contributing (Years 1 to 6)
School roll	492
Gender composition	Boys 54% Girls 46%
Ethnic composition	NZ European/Pākehā Māori Other	55% 40% 5%
Special Features	Rūmaki Reo Māori (3 classes, Yrs 1 to 6)
Review team on site	August 2014
Date of this report	29 September 2014
Most recent ERO report(s)	Education Review Education Review Supplementary Review	April 2011 August 2008 September 2005