25 Ross Street , Marton
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.
St Matthew’s School (Marton) is a Catholic integrated school for students in Years 1 to 8 in Marton. At the time of this review the roll was 47. Samoan learners make up the largest proportion of the roll (36%), with 20% identifying as Māori and 22% as European/Pakeha.
The school’s mission ‘Christ Centred Education’ is underpinned by the Gospel Mercy Values of Hospitality; Respect; Excellence; Service; Social Justice which are translated into te reo Māori and gagana Samoa.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards the target.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Learners demonstrate a strong sense of belonging and confidence in their identity, language and culture; they confidently participate and make contributions to the local community.
Learners make sustained progress and achieve at appropriate levels, particularly in reading, writing and mathematics.
Leaders foster and sustain a culture of quality teaching, equity and excellence; leadership builds and sustains high levels of relational trust and effective collaboration within the school community to achieve the strategic vision and improvement goals.
Teachers implement structured approaches in reading, writing and mathematics and regularly inquire into the effectiveness of their planning and teaching to sustain ongoing improvement.
Learners are well supported to be physically, emotionally and culturally safe and healthy in an inclusive environment.
Teachers use a variety of evidence-based and differentiated teaching strategies to provide purposeful and well-paced learning; the curriculum builds on learners’ experiences, knowledge and understanding to promote engagement.
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:
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Yes
Yes
Yes
Yes
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 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
Sharon Kelly
Director of Schools (Acting)
10 April 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
St Matthew’s School (Marton) is a Catholic integrated school for students in Years 1 to 8. At the time of this review the roll was 35, comprising of six Māori, seven Pākehā and 22 Pacific children. Over half the student roll come from non-English speaking backgrounds, where predominantly Samoan is spoken.
The school’s mission ‘Christ Centred Education’ is underpinned by the ‘Mercy Values’ of ‘excellence - panekiritanga, compassion – aroha, hospitality - manaakitanga, respect - te tapu o te tangata, service – rato and social justice – tika’.
The 2018 - 2020 strategic plan prioritises ongoing improvement in student achievement with a focus on student engagement, building teacher and learner efficacy and improving reading in the senior room.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
During 2018 - 2019 leaders’ and teachers’ professional learning and development focused on developing teacher inquiry and appraisal systems. Leadership and staffing has remained stable.
The school is a member of the South Rangitikei Kāhui Ako. This involvement supports the school’s strategic goals through a focus on mathematics and whānau engagement.
The school is improvement focused for all students, and tracking and monitoring systems reflect this emphasis. Trends to 2018 show the majority of students achieve at and above expectation in reading, writing and mathematics. Boys achieve higher than girls in mathematics and there has been a decline in achievement for all groups in writing. Pacific and Pākehā achievement is higher than their Māori peers in reading, writing and mathematics.
The school is effective in responding to those children whose learning and achievement need acceleration.
Clear systems and processes are in place to identify, respond and monitor progress of students with complex and additional health and/or learning needs. These students are well supported with a wide range of internal and external expertise.
Small numbers of target students are appropriately identified in annual plans and over half of those targeted in 2018 show acceleration in learning. English language learners are well supported and many show acceleration. Data collated by the school shows many children make significant gains in their learning over time.
Establishing and maintaining positive relationships is a focus for the school. Teachers and leaders work collaboratively to promote an affirming and inclusive environment. They focus on schoolwide practices and processes that promote student voice and enable children to learn and achieve at the appropriate level.
Effective teaching practices are evident across the school. There is good use of authentic contexts and resources to engage students in learning, independently and collaboratively. Digital tools and resources are used appropriately to support learning. Children are encouraged to become self-managing and take responsibility for their learning.
The use of a range of appropriate tools to measure achievement, acceleration and progress combined with formative assessment, supports teachers and leaders to remain focused on student achievement and wellbeing.
Professional development is responsive to school needs, aligned to school goals and supported by external expertise.
Trustees bring a variety of strengths and community links. Many have undertaken training to support them in their role. They are actively involved in the school and prioritise equity for all students through resourcing and provision of experiences.
The August 2016 ERO report identified several next key steps. Some of these areas have been addressed and others planned for. Some processes have been developed and being implemented with ongoing monitoring for impact on student outcomes. Documentation of the curriculum delivery plan that assists classroom teaching and learning is being updated. This should provide coherence across school practices and support sustainability.
Processes are in place to collect and use the contributions of the school stakeholders. Extending the use of these views should promote enhanced levels of collaboration and strengthen the school’s goals and actions for further improvement.
The school has used the Rongohia Te Hau tool to support teachers to have conversations about cultural responsiveness and the development of te ao Māori within the school. Continuing to inquire into their practices should assist teachers’ and leaders’ understanding in this area.
Leaders and trustees value, and are ensuring that student’s benefit from, participation in the Kāhui Ako. This ongoing involvement should strengthen the school’s processes and practices and further promote learning that makes a positive difference to all students.
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:
On the basis of the findings of this review, ERO’s overall evaluation judgement of St Matthew’s School (Marton)’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
embedding the curriculum delivery framework that provides enhanced clarity and guidance for teaching and learning and strengthens culturally responsive practices
strengthening processes to know what is working well and where to next for improved student outcomes.
ERO identified non-compliance in relation to:
health and safety
attendance
curriculum.
To improve current practice, the board of trustees should:
Since the on-site stage of the review, school leaders have reviewed and provided evidence to address these concerns:
Police vetting
attendance NAG 6; Education School Attendance Regulations 1951
evacuation drills required at intervals of not more than six months (Regulation 17(g)
Education Outside the Classroom guidelines and procedures NAG 5;
maintaining the accident register.
Phillip Cowie
Director Review and Improvement Services Central
Central Region
24 May 2019
|
Location |
Marton |
|
Ministry of Education profile number |
2456 |
|
School type |
Full Primary ( Years 1 - 8) |
|
School roll |
35 |
|
Gender composition |
Male 16, Female 19 |
|
Ethnic composition |
Māori 6 |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
April 2019 |
|
Date of this report |
24 May 2019 |
|
Most recent ERO report(s) |
Education Review, August 2016 |
St. Matthew’s School (Marton) has made significant progress since the October 2014 ERO report. A robust review process and effective management and governance systems are in place to promote student wellbeing and learning. Trustees and the principal are continuing to strengthen and embed improvements. Students learn in a family-friendly environment and parents are welcomed.
ERO is likely to carry out the next review in three years.
St. Matthew’s School (Marton) caters for 39 students in Years 1 to 8. The majority of students are Samoan and English is a second language for half of these students. Trustees and the principal are proactive in welcoming and encouraging parents to participate in school activities. Students learn in a family-friendly environment, supportive of their language, culture and identity.
The new board of trustees, elected in June 2016, is led by an experienced chairperson. The principal contributes to an active school cluster and plans are established for the school to be part of a Community of Learners (COL).
The October 2014 ERO report found many areas of strength related to learning and teaching, the curriculum, student engagement and relationships. However, improvements were needed to strengthen governance, develop a programme for self review and to ensure all health and safety requirements were met. Following the 2014 report, the principal and trustees accessed external support in a purposeful way to implement a programme of positive change. Self review and subsequent action has resulted in more efficient systems for management and governance. The school is better placed to sustain continuous improvement
The October 2014 ERO report identified the following as key areas for improvement:
The school has successfully addressed the areas for development. Trustees and the principal have developed systems and structures to support sustainable school operation. Significant improvement is evident.
External support and guidance has been sought and used purposefully to assist the board and principal. This approach is to continue as the school moves forward in its review process.
The newly elected board better represents the make-up of the school community. The chairperson is knowledgeable about progress made since 2014 and ways to enact the next steps outlined in the charter’s strategic and annual plans. Student wellbeing is given priority in board decision-making.
A useful handbook provides a reference point for governance practice and induction of new trustees. Training for the new board is planned with awareness and sensitivity towards individual trustees’ needs.
There is a notable improvement in the quality and timeliness of reports provided to the board, by the principal. The impact of resourcing is made clear as is students’ progress and achievement against National Standard expectations and short-term goals. The board acts on the principal’s recommendations for resourcing, following discussion and reflection.
Plans for ongoing review and efficiencies in policy development are clearly stated. New and changed legislative requirements have been addressed. All non-teaching staff are police vetted and there is a system to ensure this continues in a timely way.
A robust, improvement-focused principal appraisal process was completed for 2015, with an update written to June 2016. The principal’s appraiser also has the role of professional mentor and coach. The principal uses this same process to appraise and coach teachers. Teachers have begun a teaching-as-inquiry approach, focused on students whose progress needs accelerating. This is a collaborative process and in the early stages of development.
Self review (internal evaluation) is more robust. The board has worked through a review process with assistance from the New Zealand School Trustees Association (NZSTA) and is in a sound position to conduct planned, future reviews.
A number of initiatives are newly developed and implemented. The principal and board have identified next steps to sustain progress and move forward in a positive and inclusive way. Next steps include:
The school is in a sound position to sustain and continue to improve its performance.
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:
St. Matthew’s School (Marton) has made significant progress since the October 2014 ERO report. A robust review process and effective management and governance systems are in place to promote student wellbeing and learning. Trustees and the principal are continuing to strengthen and embed improvements. Students learn in a family-friendly environment and parents are welcomed.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
9 August 2016
|
Location |
Marton |
|
|
Ministry of Education profile number |
2456 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
39 |
|
|
Gender composition |
Male 19, Female 20 |
|
|
Ethnic composition |
Māori |
8 |
|
Special features |
State Integrated Catholic School |
|
|
Review team on site |
June 2016 |
|
|
Date of this report |
9 August 2016 |
|
|
Most recent ERO report(s) |
Education Review |
October 2014 |