Manukorihi Road , Waitara
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.
Manukorihi Intermediate is in Waitara, Taranaki. It provides education for students in Years 7 and 8. The school has recently refreshed its values, now known as WHAIA; Whakawhanaungatanga, Hauora, Akoranga, Ihi and Aroha. These values underpin the school’s new strategic plan that is formed around the four articles of Te Tiriti o Waitangi.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Since the previous ERO report of October 2022, ERO and the school have been working together to evaluate the extent to that deliberate literacy teaching strategies improve learner outcomes in reading.
The school expected to see improved achievement and progress across the curriculum for targeted groups of learners.
During the course of the evaluation, it was found that internal expertise was the most effective way to support teacher development; internal experts continue to help teachers to effectively tailor teaching to meet identified learner needs.
The greatest shift that occurred in response to the school’s action was teachers’ understanding of how to effectively teach reading. Teachers now teach reading in more structured ways and choose more reading materials aligned to learner interest. This has made reading more accessible and interesting for learners.
The following findings are to inform the school’s future priorities for improvement.
| Most students are engaged and make progress with a majority achieving at expected levels; outcomes are increasingly equitable between groups of students. |
| Leaders and staff increasingly promote a positive school culture with a focus on improving learner achievement, engagement and wellbeing. |
| Teaching is increasingly intentional and responsive to the diverse strengths and needs of learners. |
| Planning for improvement is strengthening and more in partnership with the school’s community. |
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
7 November 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 August 2024, the Manukorihi Intermediate Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Manukorihi Intermediate, 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
7 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 12 months of the Education Review Office and Manukorihi Intermediate working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Manukorihi Intermediate is a coeducational intermediate school located in Waitara, Taranaki. It caters for learners in years 7 and 8.
Manukorihi Intermediate’s strategic priorities for improving outcomes for learners are:
continuing to develop the growth of Te Reo Māori ā waha through a range of localised, meaningful contexts
developing a curriculum that reflects their unique needs and to increase student progress and achievement in all curriculum areas
enhancing the mana of students and staff to enable them to be present, mindful and grateful in order to deal with social and emotional times of stress or distress.
You can find a copy of the school’s strategic and annual plan on Manukorihi Intermediate’s website.
ERO and the school are working together to evaluate to what extent deliberate literacy teaching strategies improve learner outcomes in reading.
The rationale for selecting this evaluation is:
the school had earlier identified that the wellbeing of learners was a priority. Through 2021, the school put useful systems and processes in place to respond to the wellbeing needs of identified learners. It is now timely to focus on learning
the school knows that improving reading will support more equitable access to learning across all curriculum areas
the school wants to identify and use the literacy teaching strategies that work best for their learners.
The school expects to see improved achievement and progress across the curriculum for targeted groups of learners.
The school can draw from the following strengths to support it to evaluate the extent to which deliberate literacy teaching strategies will have on improving learner outcomes in reading:
developing systems that can report achievement and progress made in reading, writing and mathematics
an in-school team whose focus is to design and implement interventions for those with identified learning needs
a teaching and leadership team who want to know which literacy strategies work best for their learners.
Moving forward, the school will prioritise:
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
17 October 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of July 2022, the Manukorihi Intermediate Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Manukorihi Intermediate Board of Trustees.
The next Board of Trustees 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
17 October 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Manukorihi Intermediate is built on an historic pa site in the rural town of Waitara, Taranaki. The school is beside the local marae, a significant place of learning and participation for students and their families. Sixty one percent of students identify as Māori.
Since the June 2014 review, the intermediate has experienced substantial roll growth. Staffing has remained stable. There have been significant changes of trustees on the board.
Staff professional learning and development (PLD) focuses on Accelerated Learning in Literacy (ALL) and Mathematics (ALiM). Positive Behaviour for Learning (PB4L) underpins the inclusive culture focused on student wellbeing. The school is a Health Promoting School. A wide range of external agencies support student learning and wellbeing.
The school is increasing its effectiveness to respond to students whose learning and achievement need acceleration. Some students achieve well in relation to National Standards for reading, writing and mathematics. However, disparity of achievement is evident.
The school environment has a positive tone. Relationships are warm and respectful. Students experience a broad curriculum and have opportunities to learn in authentic contexts. There is a collective responsibility for, and a strong focus on, student learning and wellbeing. Continuing to enhance learning-centred partnerships with parents and whānau has been identified as a high priority by the school.
To enhance equitable outcomes the school needs to sharpen the focus to those learners whose achievement needs acceleration, develop purposeful evaluation and continue to strengthen understanding and implementation of an effective performance management process.
The school has capacity and capability to accelerate learning for all children. It has identified that improving overall rates of achievement and reducing in-school disparity are urgent priorities.
The school agrees to:
ERO is likely to carry out the next review in three years.
The school is increasing the effectiveness of its response to students whose learning and achievement need acceleration.
Some students achieve well in relation to the National Standards for reading, writing and mathematics. In 2016, targeted interventions had a positive impact on raising student achievement in reading and writing. However, there has not been sufficient progress made in mathematics achievement. Overall, there is disparity between Māori and others, and girls and boys. The school has identified that improving the overall rates of achievement and reducing disparity is urgent.
Since the previous ERO report, the school has focused on improving overall teacher judgements about student achievement in relation to National Standards. Moderation practices have been strengthened and the school is now more confident about the dependability of assessment data. Enhancing judgements by including information from suitable standardised assessments should support more robust decision making.
Students experience a broad curriculum and have opportunities to learn in authentic contexts. A collective responsibility for, and strong focus on, student learning and wellbeing is a feature.
Trustees access further training to build their understanding of roles and responsibilities. A high level of trust between trustees and leaders is evident. The board receives useful information about student achievement to inform decision making about resourcing. Community voice is actively sought and valued to inform school direction. Continuing to enhance learning-centred partnerships with parents and whānau has been identified as a high priority by the school.
Leaders have successfully developed a collaborative, professional culture among teachers. Systems and processes have been enhanced and aligned to better support and inform decisions about student learning and wellbeing. A significant and successful school wide approach to build teachers’ confidence, capability and capacity has enabled a more appropriate response to students whose learning and achievement requires acceleration.
Positive and respectful learning relationships are highly evident in classrooms. Students are developing confidence in, and ownership, of their learning. A newly designed curriculum framework promotes richer and more meaningful opportunities for learning. Leaders and teachers are currently building a profile for effective teaching at this school. Incorporating the attributes of a successful learner should strengthen this.
To enhance equitable outcomes the school needs to sharpen the focus on learners whose achievement needs acceleration. Extending trustees’ and leaders’ understanding and implementation of effective targeting for schoolwide improvement is a priority. Developing a clear line of sight to at risk learners should enable:
An enhanced appraisal system that aligns to schoolwide goals and plans for improvement was introduced in 2016. Continuing to strengthen understanding and implementation of an effective performance management process is a key next step. This should include:
collecting appropriate and sufficient evidence that shows how teachers are meeting the Practising Teacher Criteria
clearly defining measureable goals that support teachers’ critical reflection of their practice
embedding sound individual teacher inquiry that links to improving student outcomes
meaningful advice and guidance focused on building capability.
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.
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori children remains.
Leaders and teachers:
The school agrees to:
ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.
ERO is likely to carry out the next review in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
24 July 2017
|
Location |
Waitara |
|
Ministry of Education profile number |
2190 |
|
School type |
Intermediate |
|
School roll |
200 |
|
Gender composition |
Girls 52%, Boys 48% |
|
Ethnic composition |
Māori 62% |
|
Review team on site |
June 2017 |
|
Date of this report |
24 July 2017 |
|
Most recent ERO report(s) |
Education Review June 2014 |