46 Kowhai Street , Mangamahu
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.
Mangamahu Primary School is a full primary school located in the rural setting of the Whanganui district and provides education for students in Years 1 to 8. The school vision of ‘Learning for life’ is supported by the values of responsibility, respect, empathy, perseverance and honesty.
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 are improving and show progress over time. |
| School leadership works collaboratively and strategically to improve outcomes for all learners. |
| Teaching is intentional and increasingly responsive to the learning needs and interests of students. |
| Key conditions to build and sustain improved outcomes for learners are strengthening. |
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
27 September 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 March 2024, the Mangamahu Primary School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Mangamahu Primary 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
27 September 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Mangamahu Primary School is located in a rural setting in the Whanganui district. The current roll is seven, with five students identifying as Māori.
The school’s strategic goals outline priorities for students to achieve their individual academic potential in relation to the relevant New Zealand Curriculum levels of achievement; and develop confidence, student voice and social skills enabling them to interact with others within and outside the local community.
The principal regularly reports to the board, schoolwide information about outcomes for students in relation to their progress and achievement for reading, writing and mathematics as outlined in the school targets.
The school focuses on promoting and achieving equitable and excellent outcomes for all students. School data for 2017 indicates that most students achieve at or above expectation in mathematics and writing with fewer in reading. The number of students achieving at or above expectation in writing and mathematics has increased over the past three years.
Information for 2018 shows that some students identified in the school’s achievement targets have made accelerated progress and are now on track to achieve at expected levels by the end of the year.
Staff know students well and use effective teaching practices to support their wellbeing and engagement in learning in positive environments. Deliberate strategies within the curriculum support students to interact and learn with those from other schools and access to learning within the local and wider community. Students are able to talk about their learning and beginning to understand more about what they need to learn, how and why. Reciprocal, responsive and respectful interactions schoolwide promote a strong sense of family and belonging.
The use of 2017 data has informed priorities and achievement targets for 2018. The school has developed clear targets and implemented programmes to support the acceleration of learning for students who are not achieving at expected levels. These are personalised for individual students, based on their specific identified needs. The school appropriately accesses external expertise and has useful individual plans for students with more complex needs.
The principal works collaboratively with trustees and parents to develop the school’s vision, values and goals. She provides reflective leadership and has identified what students need to know and do to be successful. Through inquiry and investigation effective strategies to support student learning have been identified and used.
A systematic inquiry process and appropriate professional learning support the development of teacher and leadership capability. This is clearly aligned to the school’s strategic goals and annual targets in promoting accelerated learning for students.
Trustees are well informed about student achievement, school activities and operation. They use this information effectively to guide decision making. Relationships between trustees and the principal are based on respect and openness. The sharing of knowledge is appropriately focused on student learning and their valued outcomes.
The school has identified, and ERO’s evaluation confirms, that the documented local curriculum needs further review and development so that it better reflects and guides current priorities, initiatives and practice.
There is a need to further develop understanding and use of internal evaluation to better determine the effectiveness of interventions and new initiatives.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
Since the onsite stage of the review, the school has implemented policies and processes to strengthen some practices. These include: developing a policy and procedure for the surrender and retention of property and searches of students; strengthening the child protection policy; developing policies and procedures for the physical restraint of students; and updating the complaints policy and emergency procedures.
For sustained improvement and future learner success, the school can draw on existing strengths in:
providing an inclusive and caring environment that effectively promotes students’ learning, wellbeing and a sense of belonging
responsiveness to the needs of each student through provision of a wide range of appropriate learning opportunities in school and the wider community
a strong culture of collaboration amongst staff and trustees that promotes high expectations for learning and wellbeing.
For sustained improvement and future learner success, priorities for further development are in:
documenting and implementing a local curriculum that better reflects and guides current priorities, initiatives and practice
increased understanding and use of internal evaluation to better determine the effectiveness of interventions and new initiatives.
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
17 July 2018
|
Location |
Whanganui |
|
Ministry of Education profile number |
2391 |
|
School type |
Full Primary (Years 1 - 8) |
|
School roll |
7 |
|
Gender composition |
Female 4, Male 3 |
|
Ethnic composition |
Māori 5 |
|
Students with Ongoing Resourcing Funding (ORS) |
No |
|
Provision of Māori medium education |
No |
|
Review team on site |
June 2018 |
|
Date of this report |
17 July 2018 |
|
Most recent ERO report(s) |
Education Review July 2015 |
Significant developments since the 2014 ERO report have led to improvement. Students are well engaged in their learning. Parents and whānau are actively involved in the school. The principal and trustees are focused on establishing systems and processes that should sustain high quality education. They show commitment to improving identified priority areas.
ERO is likely to carry out the next review in three years.
Mangamahu Primary School is a Years 1 to 8 primary school. The current roll is five, three of whom identify as Māori. A sense of belonging, family and connection to the rural surroundings continue to be strong features of the culture. Student wellbeing is fostered through the values of respect, excellence, responsibility and resourcefulness.
The May 2014 ERO report identified that leadership changes had impacted on the school’s ability to improve or sustain its performance. The school's curriculum, assessment and self review were identified as areas for development. In Term 3 of 2014 the acting principal was appointed permanently.
ERO, in consultation with the principal, developed a plan for review and development. This has provided a framework to guide improvements in priority areas. This report evaluates the progress made since 2014 and how well placed the school now is to sustain continuous improvement.
ERO identified and the board of trustees and staff agreed that the school needed support to develop:
Areas of non-compliance were also identified. The board needed to:
There has been a deliberate, strategic and well-supported approach to improvement. The identified priorities are being addressed effectively.
The principal continues to refine and develop an appropriate curriculum. There is a clear rationale evident for choices made and expectations for teaching and learning in literacy and mathematics. Documentation includes a collaboratively developed vision, mission, values and strategic aims. This reflects the school’s locality and uses appropriate local contexts as a basis for learning. ERO and the principal have identified that the next step is to collate curriculum information into a cohesive document.
Teachers effectively use a wide range of strategies to promote achievement. Students are engaged in their learning. Classroom routines are well established and positive teacher to student relationships are evident.
Trustees and teachers are building their understanding, processes and systems for improved use of achievement information. A range of suitable achievement tools is used to identify students' individual needs and monitor progress. Students’ progress is closely tracked and they are given appropriate assistance and support.
The principal and trustees have developed annual achievement targets focused on improving the progress of students identified as achieving below and well below National Standards expectations. The principal regularly reports to the board, sharing analysed data and next steps for teaching and learning.
Appraisal has been strengthened to promote teacher development and school priorities. The process is well considered, aligned to school priorities and the Registered Teacher Criteria. The principal and staff reflect on and discuss progress towards their appraisal goals.
A clear framework for review supports and guides school operation and practice. Review is appropriately aligned to strategic planning and direction. A three year review cycle has been implemented. Trustees and the principal, with support from New Zealand School Trustees Association, continue to review policies and related procedures. ERO identified and the principal and board chairperson acknowledge the need to prioritise the review of health policies and procedures.
The school has improved its capacity to sustain, improve and review its performance. The principal and the board have addressed areas for improvement identified in the 2014 ERO report. They are focused on continuing to improve student achievement.
The school’s ongoing involvement in a literacy contract impacts on teaching to promote positive learning outcomes for students. The principal is involved in a number of initiatives that effectively support her teaching and leadership roles.
Developments are beginning to increase rates of progress in students’ learning. Processes and documentation now in place are likely to enhance school performance and improvement. As new initiatives are implemented it will be appropriate to strengthen systems to evaluate the impact of specific strategies and the curriculum on students’ learning.
All areas of non compliance identified in the 2014 ERO report have been addressed.
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:
Significant developments since the 2014 ERO report have led to improvement. Students are well engaged in their learning. Parents and whānau are actively involved in the school. The principal and trustees are focused on establishing systems and processes that should sustain high quality education. They show commitment to improving identified priority areas.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
16 July 2015
|
Location |
Whanganui |
|
|
Ministry of Education profile number |
2391 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
5 |
|
|
Gender composition |
Female 3, Male 2 |
|
|
Ethnic composition |
Māori |
3 |
|
Review team on site |
August 2014 - June 2015 |
|
|
Date of this report |
16 July 2015 |
|
|
Most recent ERO report(s) |
Education Review |
May 2014 |