South Makirikiri School - 07/06/2018

• On this page:

• School Context
• Evaluation Findings
• 1 Equity and excellence – achievement of valued outcomes for students
• 2 School conditions for equity and excellence – processes and practices
• 3 Board assurance on legal requirements
• 4 Going forward
• About the school

South Makirikiri School, located in the rural farming area south of Marton, caters for 138 students in Years 1 to 8. Of the learners enrolled, a small number identify as Māori.

Since the April 2015 ERO report, there have been several changes to the board, leadership and staff. There is a new principal in place in 2018.

The school vision of ‘learning is our treasure to seek and share for life’ is underpinned by the values of respect, perseverance, integrity, empathy and aiming high. The school’s valued outcomes are defined under their four key stepping stones of seeker, sorter, shaper and sharer.

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 against annual planning goals

• student wellbeing.

The school is part of the South Rangitikei Kāhui Ako, and a staff member is an across-school lead teacher.

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 2015, the school’s achievement data indicates that the large majority of students, including Māori, achieve at or above the school’s expectations in reading, writing and mathematics. In 2017 most students achieved well in mathematics.

There continues to be significant disparity overall for boys in reading and writing. Reported data shows almost all Year 8 leavers, including boys, achieve at or above school expectations in reading, writing and mathematics.

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

The school does not currently report on accelerated progress.

School data shows many students at risk in their learning made progress towards expectations in reading and maths. The majority made greater than expected progress. Frequent changes in senior leadership means there is an incomplete picture of progress of individuals, groups and cohorts over recent years.

Students with additional learning needs are identified and well supported through individual planning and monitoring, consultation with families and referral to external agencies when appropriate.

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 curriculum effectively promotes an inclusive learning environment that responds to student needs and supports their wellbeing and learning. Relationships among students and teachers are positive and respectful. There are clear expectations for teaching and students are supported to participate and engage in learning. The current review of the curriculum is enhancing the focus on te ao Māori and establishing links with local iwi and the wider community.

The school is well resourced for learning and school activities and events are well supported by the community. The wide range of opportunities available for children include cultural, academic, sporting, leadership and community activities.

Trustees and leaders have a clear focus on growing capacity and capability. Teachers are collaborative and share strategies to enhance good practice. The school’s appraisal system has undergone changes since the previous ERO review and comprehensive documentation supports this process. Professional learning opportunities are continuing to enhance teacher knowledge and expertise.

Leaders of learning are identified within the school, and opportunities are provided to build internal leadership capability. There is a commitment to the wider Kāhui Ako that should continue to strengthen the school’s practices and support them to promote equity and excellence for their students.

Board members have accessed a wide range of professional learning that has enabled them to develop a shared understanding of their roles and responsibilities. There is a clear strategic focus on student achievement and improving outcomes for all learners.

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

It is timely to review schoolwide assessment practices across all learning areas. Purposeful use of a range of assessment tools and information, particularly in writing, should further enable teachers, leaders and the board to measure progress against valued outcomes, recognise and address disparity, and monitor, track and analyse achievement of children. Ensuring that assessment involves student input should support children to take further ownership of their learning

Leaders and teachers are reflective and improvement focused. Further developing a shared understanding and use of robust internal evaluation should better determine what works and what is needed to sustain ongoing improvement for achievement of equity and excellence.

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.

In order to improve current practice trustees and leaders shoulddevelop guidelines for second language learning and career education for Years 7 and 8.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• a broad based curriculum that supports engagement and achievement

• an inclusive learning environment that responds to student needs and supports their wellbeing and learning.

Next steps

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

• developing meaningful schoolwide, consistent assessment processes to address disparity and accelerate learning for at risk learners

• strengthening internal evaluation processes and practices

[ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

7 June 2018

About the school