Meeanee School - 30/01/2019

School Context

Meeanee School has children from Year 1 through to Year 8. It is on the rural outskirts of Napier. An enrolment scheme was put in place in 2018. There have been no new teaching staff appointed since the February 2016 ERO report. The current roll of 90 students, includes 34 who identify as Māori.

From the school values of respect, excellence, empathy and perseverance, the valued outcomes for students are derived. These are that students are: confident achievers; independent goal setters; reflective thinkers; and problem solvers. It is envisioned that they will be able to apply learned skills and strategies effectively and be respectful, responsible, caring and active members of the community.

Achievement targets aim for children to meet curriculum expectations in literacy and mathematics and accelerated progress for those who need this.

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

  • reading, writing and mathematics

  • the achievement of those whose learning needs accelerating.

The school is a member of the Whirinaki Kāhui Ako.

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?

Since the previous ERO evaluation achievement has remained consistent, with an upward trend in 2018 for reading, writing and mathematics. The 2018 data reports that most students achieve at expectation, with some above, in reading, writing and mathematics. The school has identified the need to increase the number of children achieving above curriculum expectations in writing and mathematics.

Overall, Māori students are achieving better than their peers in writing. There is some disparity for Māori in reading. This is reducing over time. Girls and boys achieve similarly.

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

Those children whose learning needs accelerating are clearly identified and their progress tracked, monitored and reported.

All students in the 2018 target groups for reading and mathematics made progress with a few accelerating their learning. Most students who accelerated their learning in reading are Māori.

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?

Teachers are reflective. Appraisal supports them to reflect and inquire into their practice to support positive outcomes. Appraisal goals are aligned to school priorities.

The school is responsive to those children with additional learning needs. They work closely with families and external agencies to develop and implement strategies to support childrens’ learning and wellbeing.

Children experience the breadth of The New Zealand Curriculum. Teachers have strengthened learning through an inquiry approach to incorporate curriculum areas in meaningful ways. Students have increased opportunities to make decisions about their learning.

There is a considered and deliberate approach to building leadership capabilities. Teachers are supported to use their strengths across the curriculum to support students’ learning. Active participation in the Whirinaki Kāhui Ako further strengthens teacher capability to lead initiatives.

Positive, caring, learner-focused relationships are evident across the school. Students are confident to share their learning with others. They work well together and support each other in the multi-level classes.

Learning environments are well resourced to support students’ engagement in learning. The board demonstrates a commitment to extending children’s access to digital technologies and learning outside the classroom. The environment enables children to engage in a wide range of physical activities. Learning is celebrated.

The board actively represents and serves the school and community in its stewardship role. Trustees’ strengths are used well to promote the achievement of equitable and excellent outcomes for students. They are well informed about student achievement to inform their resourcing decisions. Ongoing review of their performance as a board is demonstrated through strategic succession planning for sustainability. Student learning, wellbeing, achievement and progress is the board’s core concern.

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

Plans are in place to refresh the school’s vision and values, in consultation with the community. Continuing to develop cohesive curriculum documentation to reflect both the school’s and community’s vision and aspirations for learners is a next step. This should support the integration of the key competencies from The New Zealand Curriculum.

Planned curriculum development, through the Kāhui Ako, focused on cultural responsiveness should further strengthen the school’s commitment ensuring that identified charter priorities are met.

Strengthening internal evaluation to clearly express the intended outcomes for learners is a next step. This should enable the school to evaluate or know to what extent programmes and initiatives promote improved and accelerated learning.

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 culture of collaboration among leaders, teachers and trustees that maintains high expectations for teaching and learning across the school

  • pastoral care that responds to students’ needs, promotes their wellbeing and supports their learning success

  • clear direction setting that establishes challenging goals for student achievement and closely monitors progress.

Next steps

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

  • further developing the school curriculum to respond better to students’ identity, culture and language, the local context and clearly incorporate the key competencies
  • use of data from a range of sources, for internal evaluation that better identifies what is working well for students’ learning and where improvements are needed.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review and Improvement Services

Central Region

30 January 2019

About the school



Ministry of Education profile number


School type

Full Primary (Year 1 - 8)

School roll


Gender composition

Female 46, Male 44

Ethnic composition

Māori 34

Pākehā 50

Samoan 3

Other European 3

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

December 2018

Date of this report

30 January 2019

Most recent ERO report(s)

Education Review February 2016
Education Review September 2012
Education Review November 2010