Matatoki School

School Context

Matatoki School is a full primary school catering for students in Years 1 to 8. It is located in the small rural community of Matatoki near Thames. The current roll of 63 includes 22 students who identify as Māori.

The school mission states that ‘in partnership with our community we will provide an environment that will foster a love of learning that inspires learning for life.’ The school values are courage, attitude, respect and excellence, (CARE). Other important aims for the board and school are that students become active learners in the outdoors and confident users of information and communication technologies.

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

• writing, reading and mathematics.

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 achieving equitable and excellent outcomes for all its students.

School data for 2018 indicates that the large majority of students were achieving at or above expectations in reading and writing. Most are achieving at or above expectations in mathematics. Achievement has remained consistent in all areas since 2016. Māori students are achieving at levels equivalent to that of their non-Māori peers in reading and writing and above their peers in mathematics. There was significant disparity for boys in writing. However, the 2019 mid-year data shows improvement in boys writing. The school reports that there are increasing numbers of students who are transient and low patterns of oral language skills of some new entrant children.

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

The school is accelerating the progress of some Māori and other students whose learning and achievement needs it.

At the end of each school term the school tracks and monitors the progress of individual Māori and other students whose learning and achievement need acceleration. This data is used to identify students’ next steps in learning and increasingly to identify effective teaching strategies. They are yet to collate this data at a school-wide level.

Students with additional needs are progressing against their specific learning goals.

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?

Students participate in a caring and cooperative learning environment. New students feel warmly welcomed by their peers who take responsibility for their wellbeing. The school values are well promoted, modelled by teachers and embedded. A learning focused and restorative approach to behaviour management is used consistently in all classes. Relationships between teachers and students are trusting and respectful. Students feel safe to take risks. Students with additional needs are well-supported within an inclusive culture. The school has a positive tone, students are settled and on task.

The school has established reciprocal, learning centred relationships with its community. School and community work together to support students to make effective transitions at critical points, for example when students leave to go to secondary school. There are many highly effective opportunities for parents and whānau to be involved in their children’s learning. A range of appropriate and effective communication strategies are used to communicate and engage parents and whānau. There are many ways in which parents and community members enrich student learning.

Leadership builds strong, educationally focused relationships with teachers, staff, parents and the community to increase student learning and progress. Leaders have developed collaborative ways of working to improve teaching and learning and have built high levels of relational trust through open communication. This has enabled teachers to ask for support, take risks and innovate. Leaders have a relentless focus on equity for students who are at risk of not achieving.

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

Various aspects of the school curriculum need to be strengthened. Teachers need to continue to embed practices that empower students to take responsibility for their own learning. They also need to consult with the school community about their aspirations and preferred curriculum priorities in areas such as science and the social sciences. An important aspect of this will be to strengthen relationships with the local Māori community so that the school can develop a sequential approach to the teaching of local iwi history and te reo Māori.

Aspects of internal evaluation also need to be strengthened. To help reduce levels of disparity, consideration should be given to setting annual achievement targets that focus on students who require acceleration. These targets could be used as a basis for evaluating the effectiveness of the curriculum including interventions and withdrawal programmes. The board should also review and strengthen strategic planning to ensure that charter goals are improvement focused.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Matatoki School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

• the caring, positive school environment that promotes student wellbeing and learning
• strong, positive relationships with the local community that empowers parents to be partners in their children’s learning
• leadership that is committed to achieving equity and excellence for all students.

Next steps

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

• developing a local, place-based curriculum that maximises the opportunities for relevant, authentic and meaningful learning
• using student progress data as a basis for internal evaluation and ongoing improvement.

Phillip Cowie

Director Review and Improvement Services

Central Region

17 July 2019

About the school

Findings

Matatoki School provides good quality education for students from Years 1 to 8 and most students achieve well. Parents, students and staff experience an inclusive and welcoming environment where students take responsibility and care for each other. The board, principal and staff are committed to continual school improvement.

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?

Matatoki School sits in an attractive rural setting close to Thames on the Hauraki Plains. It caters well for students from Years 1 to 8, a third of who are Māori. Students, parents and staff are proud of their school and the welcoming and inclusive ethos that supports their wellbeing and belonging. They appreciate the good quality resources and facilities that enhance students’ learning and that are made available to the community, including a swimming pool and large community hall. Students also value the access they have to the rural landscape that adds to their play and learning experiences.

Students learn in one of three multi-levelled classrooms where small class sizes provide opportunities for individualised attention and support. They care and take responsibility for each other. They enjoy the social and learning connections they have with children of different ages, and with staff and parents. The school’s values of courage, attitude, respect and excellence (CARE) are evident in students’ actions and learning programmes.

Parents’ support of the school is valued, and their engagement in the school is high. They are involved in school events such as sports, calf club days and the recent science fair. Teachers are in touch regularly with parents about their children’s learning. Children of all ages and their whānau are very well supported to transition into the school and be part of the school community.

The 2012 ERO report identified many good practices, including highlighting the positive relationships between students, parents and staff. Since this time some changes have taken place. In mid-2014 the principal resigned and a new principal joined the school in Term 3, 2014. A new teacher and new support staff have also joined the school team. The board of trustees, newly elected in 2013, continue to govern the school well and to focus on improving outcomes for children.

2 Learning

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

The school uses achievement information well to improve student engagement, progress and achievement. In particular, teachers and the board of trustees use the data effectively to accelerate the progress and achievement of students who are yet to achieve at their expected levels. Most students throughout the school achieve at or above the National Standards in reading, writing and mathematics.

Teachers have successfully improved the progress and achievement of Māori students by using 2014 data to set specific targets and establish clear and focused strategies. As a result of this approach, the achievement levels of this group of students have increased significantly within a short period of time, especially in mathematics.

Teachers regularly reflect on how well students are progressing and make ongoing changes to the way students are grouped in mathematics and reading. They provide a formal written analysis of achievement information each term that allows the principal and board to make well informed decisions about student learning needs.

Parents are very well informed about their children’s learning. They receive clear written reports that sit alongside the regular progress conversations they have with their children’s teachers. Teachers continue to strengthen learning partnerships with parents, including sharing more specific and individualised strategies with parents based on their children’s achievement information.

Teachers conference and discuss learning information regularly with students and parents. They use varied approaches and strategies to support individuals and small groups of students to learn and succeed. These include deliberately engaging parents in the learning process. A good example includes teachers supporting parents of new entrants to understand how children learn to read and how they can make reading at home enjoyable.

Students are developing their understanding of their progress and achievement levels and how to use their own achievement information to improve learning. Teachers moderate student achievement information regularly to ensure their judgements are accurate. Teachers are now looking to work more closely with other schools to provide additional assurance about the accuracy of the school's data.

3 Curriculum

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

The school’s curriculum is based on a strong promotion of children’s wellbeing and supports student learning well. It provides good opportunities for students to be leaders, to participate and succeed in varied co-curricular activities, and to experience learning outside the classroom.

The school’s curriculum is increasingly broad and includes learning in science, the performing arts, and careers education for students in Years 7 and 8. Students throughout the school have good access to digital devices as a tool for learning.

Teachers model and promote respectful interactions with students and each other. They collaborate as a teaching team, using student data to plan learning programmes and to help ensure that expectations for behaviour are consistent throughout the school. Increasingly teachers promote Māori concepts and te reo Māori me ngā tikanga in learning programmes. They have plans to further strengthen the bicultural components in the curriculum.

Trustees recognise the importance of further enhancing students’ learning experiences, including strengthening links to higher order thinking and student inquiry.

With the support of the board, the principal and teachers are planning to review and design aspects of the school's curriculum to:

• be highly responsive to students’ strengths, interests, backgrounds and needs, and provide authentic learning experiences
• provide more personalised learning approaches for students.

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

The school promotes educational success for Māori, as Māori effectively. The principal, board and staff foster positive relationships with students and whānau, and support Māori students to succeed and achieve. The deliberate and regular connections staff make with whānau allows both parties to share and respond to information well.

The board and staff value biculturalism. Teachers ensure that Māori language, culture and identity are promoted in classroom programmes. The board agrees that the school's cultural responsiveness could be further strengthened through the use of Hautu – a Māori cultural responsiveness self-review tool for boards of trustees.

As part of its governance work, the board's use of Hautu could support teachers as they strengthen the bicultural aspects of the curriculum. It could also help trustees as they work in partnership with the school's Māori community to further promote the bicultural vision and values of the school.

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 principal works collaboratively with staff and the board and is careful about how changes are introduced and managed throughout the school. He has positive relationships with staff, parents and children and engages all groups with clear and consistent communication.

The board of trustees is well led. It has a good mix of new and more experienced members, and all are highly involved in, and supportive of, the school. Trustees are strongly committed to improving in their governance role and to promoting positive outcomes for students. They receive good information about the school and use it to make strategic decisions.

The principal, teachers and trustees are continuing to strengthen their understanding and use of self-review as a tool for reflection and improvement. Trustees recognise the need to review and strengthen some key board policies, including teachers’ appraisal and police vetting. They also understand the importance of maintaining clear and accurate board and in-committee minutes.

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

Matatoki School provides good quality education for students from Years 1 to 8 and most students achieve well. Parents, students and staff experience an inclusive and welcoming environment where students take responsibility and care for each other. The board, principal and staff are committed to continual school improvement.

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

Graham Randell

Deputy Chief Review Officer Northern

22 January 2016

School Statistics