Matauri Bay School

Findings

Matauri Bay School has a positive school tone. Ngāpuhitanga is well promoted. Appropriate professional development supports teachers to improve their practice. Continuing to focus on improving teaching and learning approaches and accelerating student achievement are important priorities.

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

1 Background and Context

What is the background and context for this school’s review?

Matauri Bay School is a small, rural school in Northland. It caters for students, years 1 to 8. Recently, there has been steady roll growth. Many children come to school by bus.

Most children are Māori and their whānau affiliate to Ngāpuhi. Te reo and tikanga Māori are highly valued by the school community. Children’s knowledge and understanding of tikanga and te reo Māori is well supported through school programmes and initiatives.

At the time of the 2014 ERO review the principal was new to the leadership role. Since that time there has been a complete change of teaching staff. A new board has also been elected.

The 2014 ERO report identified several necessary improvements. These included making more effective use of student achievement information, documenting a school curriculum and improving governance processes. Ongoing professional development has helped the school to make progress in these areas.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Priorities for development identified in the June 2014 ERO report were:

• making more effective use and reporting of student achievement information
• developing and documenting a school curriculum
• promoting educational success for Māori, as Māori
• ensuring effective board processes are enacted, including health and safety, and employment policies and practices.

Following a slow start to review and development process, there has been an increasing momentum of change to address these priorities.

Progress

Using student achievement information to promote student learning

The board has developed useful and appropriate targets for student achievement. They also receive regular information about progress towards achieving these targets.

School data for 2015 show significantly improved student achievement in relation to National Standards for reading, writing and mathematics. More than half of all students now achieve at or above the standard in reading, writing and mathematics and this is a good foundation for building further improvement. Some gender disparity has been identified in achievement in writing and mathematics. Documenting and evaluating plans that focus on strategies to lift achievement further and accelerate students’ learning progress is an important next step.

Teachers have reviewed the reports they provide for parents. Parents now receive good written information about their children’s progress and achievement. Engaging parents in educationally powerful learning partnerships so they can support their tamariki at home is a priority.

In 2015, a Student Achievement Function (SAF) practitioner supported teachers to consider how effective their teaching practice was in promoting positive outcomes for students. Teachers are now more aware of identifying and monitoring students at risk of not achieving well. A useful action plan to sustain and embed this work has been developed and clearly identifies next steps for the school.

Teachers regularly discuss their target students and how they can meet their learning needs. They use the Ministry of Education’s Progress and Consistency Tool (PACT) to validate their judgements about student achievement in relation to National Standards. Teachers now reflect on the impact of their teaching on students’ learning as part of their appraisal process.

The principal has significantly improved performance management processes for teachers so that they align with the requirements of the Education Council and incorporate Tātaiako: Cultural Competencies for Teachers of Māori Learners. The school’s recently developed indicators of effective teacher practice are about to be aligned to these resources.

School curriculum development

Professional learning and development in 2016 has been focused on reviewing and strengthening the school’s curriculum. As part of this internal evaluation, the principal and teachers are continuing to:

• consult with parents and whānau regarding their ideas and aspirations for the curriculum, including reviewing the school values
• develop clear expectations for the Matauri Bay student graduate and teachers
• develop a school inquiry learning model for the students.

Teachers are developing a more culturally responsive curriculum. It is underpinned by the school values including whānaungatanga, rangatiratanga and manaakitanga. Appropriate local contexts are being identified for example, Whangaroatanga (local area) and kaitiakitanga (guardianship). These context themes are aligned to specific values as part of curriculum design.

The innovative learning environment (ILE) classroom development that is planned for 2017 provides an opportunity for teachers to consider how to make the most out of working in a collaborative learning space. The principal has given priority to beginning to plan for this so that the ILE space promotes improved learning outcomes for students.

3 Sustainable performance and self review

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

The school is now better placed to continue to improve and review its performance. Progress has been made in key areas. However, it will be necessary for leaders, teachers and the board to embed good practices and accountability mechanisms in order to maintain and increase the momentum of progress.

Effective governance and stewardship

The previous board of trustees reviewed and rationalised policies. Policy review is now a regular part of board meetings. Recent board elections returned some experienced and some new trustees. The board is committed to engaging with parents and whānau. The long serving former board chair continues to lead property development.

The new board chair brings relevant board and education experience to the role. Positive working relationships between the chair and principal are evident. A finance programme now provides external support for budgeting and reporting.

Continued improvement and key next steps

The principal acknowledges that greater use of evaluation could help ongoing improvement and build accountability. This will require:

• developing and documenting internal evaluation processes that enhance positive outcomes for students
• evaluating the effectiveness of plans, programmes and initiatives in relation to how well they contribute to accelerating student progress and raising achievement
• improving the analysis and interpretation of student achievement data so that it can be better used by teachers to inform their planning and help the board with strategic decision making.

In order to continue to improve equitable outcomes for students, the board and teachers need to:

• document action plans that identify teaching strategies that will help accelerate the progress of students most at risk of poor outcomes
• ensure expectations for effective teaching practice, particularly in the core curriculum, are consistently implemented across the school. 

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

Matauri Bay School has a positive school tone. Ngāpuhitanga is well promoted. Appropriate professional development supports teachers to improve their practice. Continuing to focus on improving teaching and learning approaches and accelerating student achievement are important priorities.

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

Graham Randell

Deputy Chief Review Officer Northern

8 March 2017

About the School