Maunu School, is located in a semi-rural community on the outskirts of Whangarei. It caters for students in Years 1 to 6. The school has a roll of approximately 323 students. The majority are Pākehā children, ten percent are Māori children, and there is a variety of other ethnicities.
Children learn in collaborative learning environments across the school. The school’s mission statement states that Maunu School upholds the provision of a positive and inclusive learning community. Students are encouraged to be confident and actively involved in learning so they can be the best they can be. The mission statement is underpinned by the school values of respect, responsibility, excellence, integrity and curiosity.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Since the 2015 ERO evaluation there have been changes to the board with some new trustees and a new chairperson. A new leadership structure has been established across the school. Following the retirement of the long serving principal at the end of 2016, the board appointed an experienced principal in term one, 2017.
Staff have participated in Ministry of Education’s (MoE) Blended E-learning and Digital fluency professional learning and development contract. This has included exploring ways to embed digital technology approaches to enhance children’s learning. This initiative is promoting further opportunities for family/whānau to be involved in learning beyond the classroom.
Maunu School is a member of the Ngā Kura mo te ako o Whangarei (Group 2) Community of Learning|Kāhui Ako (COL) in the Whangarei area.
The school is responding effectively towards achieving equitable and excellent outcomes for its students.
School achievement information shows most children, including Māori children achieve at and above expected curriculum levels in reading, writing and mathematics. These trends and patterns have been sustained over three years. Overall, there is increasing parity between different groups of students, across gender and ethnicity.
Leaders have identified the need to accelerate boys’ writing. This school focus area aligns to one of the intended COL achievement challenges.
School achievement information is collected for different groups of students and provides a schoolwide picture of their progress over time. Teachers use a variety of assessment tools to gauge how well children are achieving. They identify children who require additional learning support, and those children who require extension in the core areas of reading, writing and mathematics.
Students achieve very well in relation to other school valued outcomes. Children:
The school is increasingly effective in accelerating learning for those Māori and other students who need this.
A range of well-considered programmes and interventions are in place to ensure equitable opportunities and acceleration for children are the focus for these programmes. Teachers develop useful plans targeted to accelerate the progress of identified groups of children. Children benefit from deliberate teaching strategies that support ways to improve their progress and achievement.
Leaders and teachers work collaboratively with parents and whānau, learning assistants and external agencies to cater effectively for children with additional learning needs. The recent restructuring of the Learning Support Leadership role is to extend the schoolwide collaborative approach to improve outcomes for students.
The school’s processes and actions are effective in enabling achievement of equity and excellence for children.
Children experience a curriculum that places a significant focus on developing students’ literacy and mathematics skills and understanding. The recently reviewed curriculum is being embedded to support and respond to children’s interests and capabilities to attain the school’s valued student outcomes.
School-wide concepts are meaningful and foster children's engagement in their learning. Targeted professional learning, that has focused on bicultural practices and curriculum perspectives, benefits Māori children as well as promoting bicultural practices for all children.
Trustees bring professional expertise to their stewardship roles. They serve the community by gathering the voices of parents and whānau and using this information to inform school decisions. Trustees prioritise student wellbeing and achievement through strategic decisions that provide well for teachers’ professional development and curriculum resourcing.
The principal has introduced a number of initiatives. When embedded, these are likely to continue to strengthen leadership roles and teaching practices that promote ongoing collaborative learning across the school. Children actively contribute to the school community through their leadership roles and other opportunities.
The school’s sporting and cultural events develop strong connections and relationships with parents, whānau and the wider community. Parents and whānau are respected and valued in their children’s learning. They participate in and value student-led conferences and use digital technologies to support their children’s learning.
Positive practices identified in the 2015 ERO report have been sustained and refined to improve outcomes for all learners. Recent changes that are contributing to greater equity and excellence for children include:
Good school processes and practices for achievement of equity and excellence are continuing to be
strengthened. To further enhance these processes and practices school leaders agree to:
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:
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
ERO is likely to carry out the next external evaluation in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
1 May 2018
Location |
Whangarei |
|
Ministry of Education profile number |
1050 |
|
School type |
Contributing (Years 1 to 6) |
|
School roll |
323 |
|
Gender composition |
Boys 52% |
|
Ethnic composition |
Māori |
9% |
Provision of Māori medium education |
No |
|
Review team on site |
February 2018 |
|
Date of this report |
1 May 2018 |
|
Most recent ERO report(s) |
Education Review |
January 2015 |