School Context
Mangaweka is a small rural primary school south of Taihape that caters for students in Years 1 to 8. At the time of this review the school had a roll of 14 students. Since the April 2015 ERO report, the roll has reduced and now children learn in one multilevel class. The trustees are new to their roles, and a new board chair was appointed at the beginning of 2018. Board members have accessed training to help them understand their roles.
The school’s vision is “A community who want to learn, know how to learn, and strive to achieve while respecting their community. It aims to “provide opportunities and experiences which motivate and challenge the learners to achieve their full potential.”
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- progress and achievement in relation to curriculum expectations in reading, writing and mathematics.
The school is part of the Taihape 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?
Most students, including Māori, achieve at or above curriculum expectations in reading and writing. The majority reach expectations in mathematics.
1.2 How well is the school accelerating learning for those students who need this?
There is an appropriate focus on accelerating the achievement of those students who need it and reporting their progress to the board. School achievement information clearly indicates those students who make accelerated progress and those the expected progress. Trustees are given useful information about the progress of all children, including any with additional needs.
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?
Trustees have an appropriate focus on student achievement. Clarity of reporting from staff helps them understand shifts in student progress. Trustees focus on building and maintaining positive community relationships. They provide resourcing to support school systems and contribute to their strategic focuses.
Parents, whānau and the community are welcomed and involved in school activities as respected and valued partners in learning. Leadership works collaboratively with trustees and members of the community to create a positive environment that is inclusive, values diversity and promotes student wellbeing. An orderly environment contributes to student learning.
Teachers work together to engage learners and respond to their interests. Community resources are integrated into relevant aspects of the personalised curriculum that is aligned to The New Zealand Curriculum. Learning opportunities enable students to draw on their prior knowledge to support new learning. Students confidently share their ideas and contribute to class and group discussions.
Teachers have a collaborative approach to developing their practice and improving their effectiveness as they respond to the identified, individual needs of students. Students with diverse needs participate in learning opportunities that provide appropriate support and challenge. The wellbeing of students is nurtured in the family-like school environment.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Teacher reflection and self review contribute to decision-making. Appraisal and teacher inquiry need strengthening to further build effective practice to improve outcomes for students. A key next step is building understanding of, and using internal evaluation, to determine the effectiveness of programmes and initiatives to support student learning. The curriculum is undergoing ongoing development and review and this provides opportunity for an in-depth evaluation of what is working and what is needed as the school moves forward.
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:
- a positive and respectful learning environment that supports students’ engagement and learning
- staff working collaboratively with each other, trustees and the community to promote improved outcomes in learning.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- strengthening appraisal, teacher inquiry and internal evaluation processes and practices.
[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.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
11 April 2018
About the school
| Location | Mangaweka |
| Ministry of Education profile number | 2392 |
| School type | Full Primary (Years 1-8) |
| School roll | 14 |
| Gender composition | Male 8, Female 6 |
| Ethnic composition | Māori 3
Pākehā 10
Pacific 1 |
| Provision of Māori medium education | No |
| Review team on site | February 2018 |
| Date of this report | 11 April 2018 |
| Most recent ERO report(s) | Education Review April 2015
Education Review May 2012
Education Review October 2008 |