Ngamatapouri School - 20/06/2017


Ngamatapouri School is a rural school catering for students from Years 1 to 8. At the time of this review, there were 11 students on the roll, two of whom identify as Pacific and one as Māori. The roll of 11 represents 7 families.

The school has a teaching principal and a part time release teacher.

An alternative governance model is in place. The school and current principal have been well supported by the long serving Ministry of Education appointed board chair who has recently resigned. A new appointment is being made. This arrangement is viewed very positively by the school community. At the end of 2016 two trustees were co-opted onto the board.

How well is the school achieving equitable outcomes for all children?

At the time of this ERO review, school achievement data showed that most students achieve at or above National Standards in reading, writing and mathematics. Responsive, individual support is provided for those students whose learning and achievement needs acceleration.

Processes and systems are being developed to provide teachers, leadership and the board with reliable information for planning, teaching and for growing evaluation. Aligning these systems with a responsive curriculum reflecting the community’s shared aspirations should provide the school with guidance and direction.

Children are achieving well. The school demonstrates progress toward achieving equity in educational outcomes.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school provides responsive individual support for children whose learning and achievement need acceleration. Families and whānau are valued partners in these learning programmes.

School data shows that most students achieve at or above the National Standards in reading, writing and mathematics. There is evidence of accelerated progress for some students.

A next step is for the board and teachers to collaboratively develop shared expectations of accelerated student progress. These should be aligned to well-analysed data, measurable targets and deliberate actions, evaluated for effectiveness.

Achievement progress is monitored to inform teaching and learning, and regularly reported to the board. Teacher judgements about student achievement are made using a wide range of strategic assessments and evidence. Working with other schools to moderate in relation to National Standards should further strengthen these processes.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school is developing processes and systems to provide teachers and the board with reliable information for planning, teaching and to grow evaluation.

Children, staff and the parent community have a strong commitment to the school’s CARE values: Courtesy, Attitude, Respect and Excellence.

Students are engaged in their learning. They work collaboratively and readily support each other. Self-management strategies and tools to develop student ownership of learning is an identified area of focus and learners are beginning to make decisions about, and take more responsibility for their learning. Classrooms are welcoming, settled environments and interactions are respectful. There is a clear focus on student wellbeing.  

Useful guidelines have been developed to provide structure and direction for teaching and learning. Consultation with the community is occurring to further develop the overall curriculum vision and principles. This should include te ao Māori perspectives. Valuable input has been provided by whānau Māori which should help to build a locally based, culturally responsive curriculum.

The teaching principal is improvement focused and works collaboratively with staff, the board and parents. Communication with the community has been strengthened and regular consultation is in place. Developing stronger relationships with local iwi and whānau Māori is a focus for the school. Principal appraisal supports and strengthens leadership and teaching practice. The next step in this process is to build an understanding of systematic teacher inquiry underpinned by robust practice to ensure the school’s achievement targets are appropriately addressed.

The board is focused on, and supportive of the school’s vision for success. It regularly receives and discusses schoolwide achievement information with the principal. Trustees make resourcing decisions to support and target student learning and achievement. 

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

School leaders and ERO agree on the following key areas for ongoing development to achieve equity and excellence. These include:

  • aligning strategic and annual planning so that it is deliberately focused on the acceleration of student achievement
  • using well analysed student achievement information to:
    - formulate measureable targets
    - deliberately plan focused teaching and to evaluate its effectiveness
  • developing the responsiveness of the curriculum document through:
    - incorporating the community’s aspirations and shared vision for learning
    - strengthening local Māori perspectives, student inquiry and alignment with the principles of the New Zealand Curriculum
  • building trustees’ understanding of their stewardship role.

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
  • 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. 

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates progress toward achieving equity in educational outcomes.

Agreed next steps are to further develop:

  • planning and target setting, using well analysed data
  • the responsive curriculum.

ERO will provide an internal evaluation workshop to support the school with its planning.

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

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

20 June 2017

About the school 



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Male 7, Female 4

Ethnic composition

Māori           1
Pākehā        8
Pacific          2

Provision of Māori medium education


Review team on site

May 2017

Date of this report

20 June 2017

Most recent ERO report(s)

Education Review      June 2014
Education Review      March 2011
Education Review      March 2008