Mangapapa School

Mangapapa School - 22/06/2018

School Context

Mangapapa School, located in Gisborne, is for students in Years 1 to 6. Of the 499 children enrolled approximately 52% are Māori. A small number of children are English language learners.

The school’s REACH values of respect, excellence, attitude, collaborate and have a heart are highly visible throughout the school. These focus on supporting children’s learning and wellbeing and are well known by students, staff and the community.

A key achievement aim is to accelerate the progress of boys schoolwide, including Māori, in mathematics.

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

  • achievement in reading, writing and mathematics
  • progress and achievement in relation to the school targets
  • attendance.

The school has an experienced leadership team. Longstanding and newly elected members make up the board of trustees.

Since the May 2015 ERO report, the school has taken part in a number of Ministry of Education initiatives: Accelerating Literacy Learning (ALL); Accelerating Learning in Mathematics (AliM); Mathematics Support Teacher (MST); and Positive Behaviour for Learning (PB4L).

The school is a member of the Taha Whānau (Gisborne) Kāhui Ako.

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?

Achievement data from the end of 2017 shows that the majority of students achieve well in reading, writing and mathematics. Some groups are not yet achieving equitable outcomes.

Since the previous ERO review, an upward trajectory of achievement over time is not yet evident. Most students successfully achieve in reading, writing and mathematics by the end of Year 6.

There is ongoing in-school disparity for Māori students and boys in reading, writing and mathematics. This well known by trustees, leaders and teachers and strategies are in place to address this.

Learners with additional needs are well identified, their needs recognised and programmes of support are put in place. External resourcing and expertise supports this provision appropriately.

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

School data indicates that the majority of target students, including Māori, experience acceleration through class programmes and interventions.

Targets to raise the achievement for boys who are not succeeding at expected levels, particularly in writing, are appropriately set by trustees and leadership.

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?

An appropriate range of systems, processes and strategies are used to identify, track and address the individual needs of students at risk of not achieving at expected curriculum levels.

The school has coherent systems and processes, with a rigorous focus on building teacher capacity for improvement, to promote equitable and excellent outcomes for all students. Leaders have a clear strategic vision that is focused on improving outcomes for all learners, particularly those at risk of not achieving. They work collaboratively and purposefully to address priority areas. A robust coaching model promotes the development and provision of consistent and coherent teacher practice across the school.

The curriculum is well aligned to The New Zealand Curriculum and is responsive to the school’s identified valued outcomes. Students access a wide range of learning opportunities that support them to gain knowledge, skills and values required to meet their potential in learning and life. New programmes and initiatives are strategically introduced and deliberately reviewed at each stage of the implementation before expanding the numbers of children and teachers involved.

Māori learners’ identity, language and culture are positively celebrated in the enacted curriculum. A deliberate focus to develop and strengthen teachers’ cultural competencies supports the provision of a culturally responsive learning environment for Māori children. Considered strategies in place allow whānau to actively contribute to and enrich the learning provision for all students. The concepts of manaakitanga, whanaungatanga, ako and mahi tahi are highly evident.

Leadership clearly values the input of whānau, students and staff to inform decisions aligned to school priorities. They seek, value and respond to feedback from students about decisions that affect them. Parents, whānau and the community are welcomed and involved in school activities as respected and valued partners in learning. A range of appropriate and effective communication strategies is used to communicate and engage with all stakeholders.

Well-considered and flexible processes and practices support the seamless transition of learners into, through and out of the school. Information sharing supports the continuity of learning during transition and is further enhanced through positive relationships with parents, early learning providers and the local intermediate school.

The board actively and effectively represents and serves the school in its stewardship role. Appropriate training for trustees supports them to carry out their roles and responsibilities and strengthen organisational capacity. Trustees are well informed and meet their statutory requirements.

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

Staff regularly inquire into data together to analyse and look for trends and patterns in student achievement to inform decision making and examine what needs improvement. A next step is to further build upon the purposeful systems and process in place to better monitor and measure the progress and acceleration of all groups at risk of not achieving educational success.

A reflective culture is evident across all levels of the school. Review is an established process to support decision making for ongoing improvement. It is timely to shift the focus from reflection and review, to inquiry and internal evaluation. This should assist trustees, leaders and teachers to better know the effectiveness of programmes, initiatives and practices on promoting equity and excellence and acceleration of learning.

The school has identified, and ERO’s external evaluation confirms, the need to continue reviewing the curriculum to ensure all learning areas reflect the school’s new strategic direction.

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 Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

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

  • stewardship and leadership that sets and communicates clear strategic direction and goals for improvement

  • relationships with parents and whānau that promote learning partnerships in relation to a culturally responsive curriculum

  • a culture of collaboration among leaders and teachers that promotes quality teaching and appropriate expectations for learning.

Next steps

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

  • better monitoring and reporting the progress and acceleration of all groups at risk of not achieving educational success

  • building internal evaluation processes and practices, to better understand the impact of programmes and initiatives on acceleration and achievement for learners at risk of not achieving. [The school has requested and ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

22 June 2018

About the school

Location

Gisborne

Ministry of Education profile number

2597

School type

Contributing Primary (Years 1 - 6)

School roll

499

Gender composition

Female 52%, Male 48%

Ethnic composition

Māori 52%
Pākehā 43%
Other ethnic groups 5%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

May 2018

Date of this report

22 June 2018

Most recent ERO report(s)

Education Review, May 2015
Education Review, Feb 2011
Education Review, Oct 2007

Mangapapa School - 15/05/2015

Findings

Following community consultation, Mangapapa School is developing 21st century teaching and learning. Shared beliefs about students, and teachers and parents/whānau gaining knowledge from each other, are driving improvements to teaching and learning, especially for those at risk of underachieving. Strengthening relationships and partnerships with whānau is a focus to support Māori students’ success.

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?

Mangapapa School opened in 1903 in central Gisborne. It caters for students in Years 1 to 6. From a roll of 516, 49% are Māori and close to 1% are Pacific.

A new principal started in 2014 and has, with senior leaders and the board, reviewed and consulted with the community about the school’s vision, values and beliefs (the Mangapapa Way).

The school’s vision for learning is ‘Preparing for tomorrow by developing Actively Involved, Communicating, Thinking, Self-motivated Learners who relate to others’. Students, teachers and whānau know these graduate attributes as the ‘ACTS’.

Community involvement in school events continues to be strong. Students participate in a wide range of learning activities, with a focus on literacy, numeracy, arts and culture, and wellbeing.

The school has recently rebranded year levels and teams as 'Learning Neighbourhoods'.

2 Learning

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

A wide range of assessment information collected assists teachers to know about students’ strengths, interests and learning needs. Comprehensive guidelines help teachers use the data to make decisions about teaching programmes and achievement in relation to National Standards. Assessment information is moderated across the school and externally to provide consistency in overall teacher judgements.

Clear and well-considered processes are used to track and monitor student achievement. Senior leaders and learning neighbourhood coaches expect that all students at risk of poor outcomes will have carefully planned programmes of learning to match their needs. ‘At-risk plans’ are prepared by teachers for individuals and groups. These show how teachers are adapting their teaching to accelerate student progress. These plans are a useful source of information for how students are progressing over their time at school. The plans are monitored by curriculum leaders, senior leaders and teaching coaches. In 2015, senior leaders intend to more regularly collate the progress information within the plans. This should help them to respond quickly when progress is not evident.

Layers of intervention (tiers) support students needing additional help. In-class strategies include targeted teaching and the use of teacher-aide assistance. Programmes offering more intensive, oneon-one support include smaller groups of students with specialist teachers, both in class and in withdrawal situations. External support is also sought for students with high needs.

Many students make accelerated progress. The intensive level of support is making the greatest difference for these learners. School leaders are deliberately transferring the successful strategies used in these programmes to what is happening for all learners in classrooms. A newly implemented Learning Neighbourhood coaching model is helping teachers reflect on current programmes and collaboratively develop new strategies for use in their classroom teaching practice.

Schoolwide data is collated and analysed regularly at senior leadership level, and twice a year the board receives detailed reports about targeted groups and schoolwide achievement. In 2014, 79% of students achieved at or above National Standards in reading and mathematics, and 71% in writing. Since 2012, student achievement in reading, writing and mathematics has remained consistent. The school is not yet successful in raising Māori students’ achievement to whole-school levels in literacy, especially for boys. This remains a strategic focus for 2015.

Parents have regular opportunities to share in their children’s learning and participate in school activities. They receive helpful reports about students’ progress in relation to the National Standards for reading, writing and mathematics.

3 Curriculum

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

The school's curriculum is being extensively reviewed to reflect Mangapapa beliefs and aspirations for 21st century teaching and learning.

In 2014, trustees and school leaders consulted with teachers, parents, families and whānau to review and redevelop the school’s values and beliefs about school culture and actions. These fundamental beliefs are underpinning future school development. They include a commitment to providing a rich curriculum that offers every student success and an emphasis on Mangapapa as a community of learners.

Planned developments focus on providing classroom environments that are designed and resourced to enhance and support flexible and collaborative teaching and learning for 21st century teachers and learners. They include an expansion of digital learning opportunities within programmes of learning.

Curriculum implementation documents provide clear guidelines for teachers about curriculum delivery and teaching practice. Senior leaders monitor implementation and know about the quality of teaching schoolwide. Appraisal is a supportive and developmental process. A new coaching model makes use of external expertise, supports teachers to improve practice and emphasises the school belief of collaboration and learning with and from each other.

Students are purposefully engaged in learning and enjoy opportunities to collaborate. They are increasingly leading their own learning by setting goals in relation to the school vision (ACTS) and reflecting on their progress. They are supported to understand and enact positive school values that promote their wellbeing.

There are opportunities for students to learn about the diverse ethnic and cultural heritage of New Zealand. All students have chances to acquire some knowledge of Māori language and culture.

As the curriculum is further developed, guidelines should be refined to include:

  • expectations related to 21st century learner developments
  • expected effective teaching and practice that promotes Māori success as Māori
  • how Pacific students’ languages, identities and cultures will be reflected in learning experiences.

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

Māori students are successful learners within the wider curriculum of enviroschools and digital technology extension groups, polyflavas and kapa haka cultural groups and within the arts programmes. They achieve well within the wide range of sporting and leadership opportunities available.

The strategic plan signals the school’s commitment to raising Māori student achievement in literacy and mathematics in line with Ka Hikitia - Accelerating Success 2013 - 2017. A competent, knowledgeable and enthusiastic teacher group is competently leading initiatives within the school. Staff have begun professional development about Tātaiako: Cultural Competencies for Teachers of Māori Learners. The principal and senior leaders have developed an understanding about current teacher practice from survey information. The next step is to consider how best to use the information more explicitly within the current initiatives for raising individual teacher capability.

An action plan with clear goals for accelerating progress over time, and measurable outcomes for teacher practice and student achievement, should create a greater sense of urgency for Māori students’ success as Māori.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school’s ‘lens-on-learner’ approach is creating conditions for sustainable development to benefit students. Within the charter and strategic plan, goals link explicitly to school beliefs. The annual plan provides a very useful framework for development. Each strategic aim is clearly outlined, with associated actions and responsibilities detailed.

The principal provides well-informed, inclusive and reflective professional leadership. He has taken a considered and thoughtful approach to developing staff capability to lead. Planned professional development includes using external expertise. The expanded senior leadership team is encouraging reflection, collaboration and innovation through the coaching model. Sharing responsibility for leading teaching and learning has broadened year-level leaders’ roles. It has also led to greater focus on learners at risk of underachieving and more sharing of effective teaching practice.

Self review is well-established practice. Staff, parent and student views are considered. At times, review outcomes describe only the actions taken or the systems now in place. The next step to strengthen self review is to become more evaluative and consider more fully the effectiveness of new programmes or initiatives in terms of outcomes for students.

Parent input is valued and contributes to the strategic direction of the school. The school is strengthening its approach to building learning partnerships with parents and whānau.

Warm, respectful relationships among staff, students and families contribute to learners’ wellbeing.

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

Following community consultation, Mangapapa School is developing 21st century teaching and learning. Shared beliefs about students, and teachers and parents/whānau gaining knowledge from each other, are driving improvements to teaching and learning, especially for those at risk of underachieving. Strengthening relationships and partnerships with whānau is a focus to support Māori students’ success.

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

Joyce Gebbie

Deputy Chief Review Officer Central

15 May 2015

About the School

Location

Gisborne

Ministry of Education profile number

2597

School type

Contributing (Years 1 to 6)

School roll

516

Gender composition

Female 50%, Male 50%

Ethnic composition

Māori

Pākehā

Pacific

Other ethnic groups

48%

49%

1%

2%

Review team on site

March 2015

Date of this report

15 May 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2011

October 2007

December 2004