Maungatapu School - 30/05/2018

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



Ministry of Education profile number


School type

Contributing (Years 1-6)

School roll


Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori 37%
Pākehā 55%
Other 8%

Provision of Māori medium education


Number of Māori medium classes


Total number of students in Māori medium (MME)


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