Maunu School - 01/05/2018

School Context

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:

  • achievement in reading, writing and mathematics
  • progress and achievement in relation to school targets
  • outcomes for students who are gifted and talented, and those with additional learning needs
  • engagement, wellbeing and attendance.

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. 

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 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:

  • show a sense of pride and belonging
  • have strong relationships that support positive interactions
  • are inclusive and accepting of others
  • consistently demonstrate school values that celebrate individual characteristics and success
  • demonstrate confidence in themselves as successful learners.

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

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. 

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?

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:

  • reviewing and streamlining policies and procedures to reflect current effective practice
  • reviewing documents to provide increased clarity, cohesion and alignment to the renewed school’s strategic direction
  • redefining and expanding leadership roles and responsibilities across the school.

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

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:

  • continue to strategically align school processes that build the capability and expertise across the school at all levels through a distributed leadership model
  • extend the use of analysed data information for more groups of students and evaluate progress against the school’s valued learner outcomes. 

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:

  • an inclusive environment underpinned by strong school values
  • its improvement focused approach that strategically guides the future direction of the school
  • educationally powerful connections and relationships with parents and whānau that impact positively on academic outcomes and student wellbeing
  • increased leadership capability of students and staff at all levels across the school.

Next steps

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

  • enhancing internal evaluation capability to build shared understandings and practices across the school. 

ERO’s next external evaluation process and timing

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

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys      52%  
Girls       48%

Ethnic composition



Provision of Māori medium education


Review team on site

February 2018

Date of this report

1 May 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review  

 January 2015
 December 2011
 June 2008