Mauku School

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School Context

Mauku School is a rural contributing school located west of Pukekohe. It caters for students from Years 1 to 6. Students are drawn from the surrounding rural and urban area. The current roll is 144 including 40 who identify as Māori and 13 students from Pacific nations.

There have been several changes to the teaching team, an additional teaching space constructed and significant landscaping completed since the 2015 ERO review.

The school’s charter vision states that ‘if we care for ourselves, others and our environment then we contribute to the world and together we conquer our challenges and achieve our dreams.’

The strategic goals are:

  • to be a sustainable learning community
  • to grow teacher capability
  • to embrace inclusiveness and diversity

The teaching and leadership team have been involved in professional learning and development in culturally responsive and relational practice, mathematics, writing and positive guidance.

The board has responded positively to the 2015 ERO review.

The school belongs to the Pukekohe Community of Learning|Kāhui Ako.

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

  • reading, writing and mathematics

  • attendance.

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 working towards equitable outcomes for all students. Achievement information for 2018 shows that most students are achieving at expectation in reading, writing and mathematics. Approximately a quarter of the students are achieving above expectation in reading and mathematics.

2018 achievement information shows:

  • boys and girls are achieving at similar levels in reading, writing and mathematics
  • the majority of Pacific students are achieving at expected levels in reading, writing and mathematics
  • there is disparity for Māori in reading and mathematics and achievement is now comparable in writing.

School achievement information from 2016 – 2018 shows that:

  • all students including Māori have shown improvement in reading and writing and achievement in mathematics has remained consistent.

Students with identified learning needs are making progress against their individual learning goals.

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

The school is effectively accelerating the progress of students who need it.

2018 achievement information shows:

  • significant acceleration for Māori and Pākehā in writing
  • effective acceleration for those who need it in mathematics and reading.

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 board of trustees has a strong focus on enabling all students to achieve success. A mix of experienced and new trustees actively represent and serve the school community. Student learning, wellbeing and progress are the core focus of trustee’s decision making. The board scrutinises achievement information and engages in discussion with school leaders about student progress and achievement. They identify school-wide priorities and resource these strategically.

Leadership successfully builds teacher capability by actively promoting professional learning and development. There is strategic allocation of resources to support teacher’s professional growth. This has supported accelerating achievement for those who are most at risk with their learning. Leaders have established clear expectations for strengthening teaching practices designed to support learning and teaching.

Leaders and teachers have established an environment that actively supports students. The school is an inclusive learning environment for those with diverse learning and social needs. Appropriate support is accessed for students with identified needs. The school culture supports student wellbeing and values and recognises diversity.

The school’s curriculum is holistic and supported by well-resourced classroom and playground environments. Education outside the classroom is a feature of this holistic approach. There is also a strong emphasis on reading, writing and mathematics. Classroom teachers know students and their families well and plan programmes to accelerate the progress of students at risk of underachieving.

Positive and productive home/school partnerships are evident. There is significant involvement in school activities and events. Parents feel well-informed about their children’s progress and achievement and value the approachability of staff. Parents of children whose learning is at risk feel well supported by the school. The school and parents continue to grow a reciprocal learning partnership to support positive outcomes for children.

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

The school now needs to:

  • develop specific school-wide targets focused on accelerating the achievement of all at-risk students.
  • enable students to be self-managing learners through the understanding and use of learning progressions in key curriculum areas
  • strengthen bicultural practices across the school to naturally integrate tikanga and te reo Māori.

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:

  • governance that provides clear direction for school improvement focused on those at risk of not achieving
  • leadership that builds and supports a culture of learning and achievement especially for those students who are at risk with their learning
  • a school curriculum that strongly reflects the community values and enables all students to achieve
  • partnerships between home and school that support learning and achievement for all students to reach their potential.

Next steps

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

  • establishing school-wide targets to enable more effective monitoring and resourcing of students whose learning needs accelerating

  • continuing to embed learning progressions to build student assessment and learning to learn capabilities

  • developing a sequential school-wide approach to strengthen te reo Māori in classroom programmes.

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

17 December 2018

About the school

Location

Mauku

Ministry of Education profile number

1366

School type

Contributing Primary (Years 1-6)

School roll

144

Gender composition

Boys 58% Girls 42%

Ethnic composition

NZ Māori 28%
Pākehā 53%
Nuiean 4%
Tongan 4%
Middle Eastern 3%
Other 8%

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

November 2018

Date of this report

17 December 2018

Most recent ERO report(s)

Education Review October 2015
Education Review September 2012

Findings

Mauku School is a growing rural school that values its heritage and traditions. It provides students and whānau/family with a welcoming, caring and inclusive learning environment. The curriculum is relevant to the students and is connected to real- world situations. It effectively promotes and supports students’ learning and wellbeing.

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

1 Context

What are the important features of this school that have an impact on student learning?

Located near Pukekohe, Mauku School is a rural contributing school catering for students in Years 1 to 6. The long established school has a proud history, and values its traditions and place in the district. Over the past three years the school has been successful in growing the roll from 69 to 126 students. The school has no designated zone, and students travel to the school from an increasingly diverse community and a wide surrounding area.

Extensive and attractive grounds with mature trees and native bush area are features of the school and are used well in learning programmes. The arrival of new classrooms is imminent and other property upgrades are about to begin. These improvements will assist the school to meet the impact of a growing roll.

The school’s culture is welcoming, inclusive and maintains a strong focus on student wellbeing, learning and progress. The principal and staff promote a strong ethos of care for the students that supports learning. Respectful and affirming practices help students to have a sense of belonging and security while at school.

The school has a positive ERO reporting history. The 2012 ERO report noted that students made good progress in reading and mathematics and could talk knowledgeably about their learning. These good practices have continued. Ongoing and further good progress has been made in many of the key areas noted in the 2012 ERO report.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The principal and teachers use achievement information well to track, analyse and monitor students’ learning progress. School student achievement information indicates that the majority of students achieve ‘at’ or ‘above’ National Standards in reading, writing and mathematics.

Māori students achieve at similar levels to other groups of students in the school. They continue to achieve above national levels for Māori. Well analysed achievement information indicates that students make considerable progress in reading, writing and mathematics at Mauku School.

Teachers use achievement information well to respond to student’s learning needs. Students requiring additional learning support are catered for through classroom and additional learning support programmes.

The board of trustees is well informed about student achievement and progress. The board and principal use this information well to set school priorities and appropriately resource the school, including relevant professional development programmes for teachers. Current professional development initiatives focusing on behaviour for learning are impacting positively on student engagement, progress and achievement.

There is a positive and settled tone in the school. Students are very well engaged in classroom programmes and benefit from respectful relationships with teachers. Teachers support students well to understand and articulate their learning goals, progress and achievement. They also provide opportunities for students to talk about, discuss and share their learning with their peers.

Parents receive good information about their child’s progress and achievement in relation to the National Standards in reading, writing and mathematics. They are well informed about children’s progress and achievement in other learning areas, through written reports, student portfolios, and parent-teacher conferences. There are also many opportunities for students to share their learning with parents at school/community events.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The Mauku School curriculum promotes student learning effectively and is well aligned to The New Zealand Curriculum (NZC). It emphasises the school values and effectively supports and promotes positive relationships and student wellbeing.

The curriculum appropriately prioritises literacy and numeracy. Reading, writing and mathematics are central to the curriculum as the foundations of learning. Other learning areas are integrated into various topics and themes called inquiry learning. The curriculum has been reviewed and has become personalised to the students at Mauku. It is now more relevant and connected to real‑world situations.

Mauku School is an enviro-school. Teachers successfully integrate enviro-school concepts, environmental programmes and country life days into the curriculum. Teachers collaborate well to plan these school-wide learning programmes. This results in a high degree of consistency in teaching approaches across classrooms. The skills, knowledge and expertise of parents, whānau and the community are well utilised in these authentic learning programmes.

An increasing emphasis on e-learning is impacting positively on student engagement. Teachers and students are increasingly using a variety of digital devices as tools for learning. The board of trustees has increased the number of digital devices and continue to resource e-learning opportunities to build student and teacher e-learning capability.

During the course of the review school leaders and ERO discussed ways to continue to develop and embed the school-wide inquiry learning programme by developing a research model for student use. This could further strengthen students’ self-management of their learning.

How effectively does the school promote educational success for Māori, as Māori?

The school continues to explore ways to encourage and support educational success for Māori. Almost thirty percent of students identify as Māori at Mauku School. Māori students’ learning needs are identified and achievement targets are well monitored.

Māori students engage well with their learning and benefit from an inclusive, caring, and nurturing environment. The principal and teachers effectively use a range of strategies to engage with whānau and know individual learners well. These connections help to promote a sense of belonging.

A skilled whaea is employed in a part-time capacity to teach te reo Māori and tikanga across the school. Teacher capability in tikanga and te reo has also been strengthened through recent professional development. The school has been a part of the Te Huarahi initiative to raise Māori achievement in Franklin.

During the course of the review the board of trustees, school leaders and ERO discussed ways to utilise Ministry of Education resources to strengthen success for Māori through a documented Māori Education Plan linked to the school’s strategic and annual plans.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance. The school’s board includes new and experienced trustees who bring expertise and knowledge to their roles. They work well with the principal to sustain and improve the school. Trustees are now considering co-opting Māori trustees to provide the school’s Māori community with representation on the board.

The principal and teachers are active in professional learning networks in the local area. They use these networks effectively to inform teaching and learning. This supports effective leadership of the school. Opportunities to collaborate and share with other school leaders also supports the principal in her effective leadership of the school.

The school has a supportive and engaged community. Parents are actively involved in school events and in supporting learning programmes. Examples of this are the Reading Together and the Enviro‑schools programmes.

The school is planning for significant changes as a result of the roll growth and increase in staffing. This development offers new opportunities for the principal to further promote leadership and new ways of managing roles and responsibilities. The focus is clearly on improving student outcomes, and student success remains at the heart of decision making. Trustees are working effectively with the principal to manage the anticipated changes in a well considered manner as the school continues to grow. Formalising school internal evaluation processes will further inform and assist the board as the school continues to grow.

The board agrees that important next steps for its strategic planning include continuing to:

  • manage roll growth in a considered and effective manner

  • strengthen and formally document school internal evaluation processes.

Board assurance on legal requirements

Before the review, the board of trustees 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:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • financial management

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration

  • processes for appointing staff

  • stand-downs, suspensions, expulsions and exclusions

  • attendance.

Conclusion

Mauku School is a growing rural school that values its heritage and traditions. It provides students and whānau/family with a welcoming, caring and inclusive learning environment. The curriculum is relevant to the students and is connected to real- world situations. It effectively promotes and supports students’ learning and wellbeing.

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

Graham Randell
Deputy Chief Review Officer Northern

About the School

Location

Mauku, Pukekohe

Ministry of Education profile number

1366

School type

Contributing (Years 1 to 6)

School roll

126

Gender composition

Boys      54%
Girls       46%   

Ethnic composition

Pākehā
Māori
Niue
Tongan
Korean

60%
28%
  7%
  3%
  2%

Review team on site

September 2015

Date of this report

22 October 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

September 2012
August 2009
August 2006