495 Hastings Road , Hāwera
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Matapu School, in rural South Taranaki, provides education for students in Years 1 to 8. The school’s vision for lifelong learning is underpinned by the values of ‘respect, ambition, integrity, sustainability and effort’.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes for learners show improvement over time and are increasingly equitable. |
| Leaders work well strategically to improve outcomes for learners. |
| Leaders and teachers collaborate well, using the curriculum and agreed teaching strategies to support the needs of all learners. |
| Planning for school improvement is increasingly informed by evidence, and in partnership with parents and whānau. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
21 October 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of April 2024, the Matapu School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Matapu School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
21 October 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The school has improved practices that support and sustain students' engagement and achievement. School leaders and staff provide students with a positive, inclusive school culture.
ERO is likely to carry out the next review in three years.
Matapu School is a rural primary school situated between Hawera and Eltham. It caters for students in Years 1 to 8. There are 98 students on the roll at the time of this review and 25 identify as Māori.
The school’s vision of, 'Engage, Explore, Create' has been developed with the community and emphasises a focus on promoting lifelong learning. The use of digital technologies is an integral part of teaching and learning. Respect, ambition, integrity, sustainability and effort are expressed as desired values for students to develop.
ERO reviewed the school at the end of 2015 and the principal and deputy principal had both resigned from their positions at that time. Along with a new leadership team, some staff changes have taken place since the March 2016 ERO report.
The new principal and trustees have responded positively to the findings in ERO’s March 2016 report. They actively engaged in an internal evaluation workshop with ERO in July 2016. School leaders developed an action plan in conjunction with the Ministry of Education to address the concerns raised in the report and the principal and board regularly monitored improvements toward their identified goals.
Leaders and trustees needed to improve how student achievement and progress was raised through targeted action, including:
setting targets that quantify and focus on accelerating progress for identified students
Other developments included the need to review and strengthen the curriculum, and the guidance it provides, to know how well the curriculum:
Progress has been made in developing processes that assist leaders and teachers to inquire into the effectiveness of their practice in improving students’ engagement, progress and achievement.
The school’s 2017 data shows achievement levels in reading and mathematics have been sustained over time, with most students achieving at or above the school’s expectations. The majority of Māori learners achieve at or above expectation in literacy and achieve slightly better than their peers in mathematics. There has been some improvement for boys in reading and writing.
School leaders and teachers have improved systems to respond to Māori and other children at risk in their learning. Teachers are increasing their confidence to use teaching as inquiry and assessment information to better determine teaching strategies and interventions to accelerate these students’ achievement.
Leaders and teachers regularly report schoolwide information to trustees about outcomes for students in reading, writing and mathematics.
Curriculum developments relevantly align with the school’s strategic direction. Trustees and school staff work collaboratively to further enhance the localised curriculum. Te ao Māori continues to develop as an integral part of Māori and all learners’ schooling experience.
Families’ and whānau views are sought and respected. Appropriate consideration is given to the attitudes, attributes and competencies a Matapu School Year 8 graduate should attain.
Teaching staff have had professional learning and development to improve the teaching of literacy. Processes encourage collaborative practice. Increased teacher knowledge in effective teaching of writing has improved achievement outcomes for most children.
Development in the new entrants’ class has the potential to promote continuity of learning for children from early childhood to school. It has a focus on child-led learning through play. This is being trialled and is in the very early stages of implementation.
The school identifies undertaking a collaborative inquiry into the effectiveness of mathematics teaching and learning as a priority for 2018. ERO's evaluation confirms this direction and encourages leaders to include an evaluative component that identifies shifts in practice and what works and does not work, especially for learners at risk of underachievement.
Improved systems and processes are being embedded. This should support the school to be better placed to sustain and continue to improve its performance.
School leaders and staff promote a positive inclusive school culture. Respectful, reciprocal learning partnerships between the school and families and whānau provide a positive platform for learning.
To further strengthen processes for those students identified as requiring acceleration, leaders agree they should:
revise charter achievement targets and improve associated plans to track rates of progress
refine teaching as inquiry, to link specifically with appraisal and these targeted learners.
There is a need to further develop effective internal evaluation to ensure staff and trustees can determine how well changed practice and innovations meet identified priorities and improve outcomes for all learners.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
The school has improved practices that support and sustain students' engagement and achievement. School leaders and staff provide students with a positive, inclusive school culture.
ERO is likely to carry out the next review in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
30 May 2018
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Location |
Hawera |
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Ministry of Education profile number |
2098 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
98 |
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Gender composition |
Female 51, Male 47 |
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Ethnic composition |
Māori |
25 |
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Review team on site |
April 2018 |
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Date of this report |
30 May 2018 |
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Most recent ERO report(s) |
Education Review |
March 2016 |