Mangaweka School

Mangaweka School - 11/04/2018

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

Mangaweka School - 16/04/2015

Findings

Mangaweka School positively involves students, parents and whānau. The majority of students achieve at or above in relation to the National Standards for reading and writing. Strengthening evaluative inquiry and developing shared understandings of effective practice should increase knowledge to support student progress, engagement and achievement.

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?

Mangaweka School is a small rural primary school situated south of Taihape. At the time of the review the school had a roll of 27 students with two identifying as Māori. A new principal was appointed in 2013.

Students are confident, articulate and supportive of each other’s learning. Classrooms have a calm and settled tone.

The board of trustees and community are highly involved in fundraising to support all students to equitably participate in school events and access the curriculum.

There have been significant changes to buildings since the May 2012 ERO report. A new administration block has been built and all classrooms have been refurbished.

Improving and increasing students’ access to information and communication technologies (ICT) has been a focus. The school is taking part in the Learning Digital Technologies initiative in 2015 to develop students’ understanding and confidence with ICT. It is also part of the Gumboot Learning and Change Network of schools from Taihape and the wider Rangitikei district.

2 Learning

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

The school needs to improve how it uses achievement information to identify what is making the positive changes to learners’ engagement, progress and achievement.

A range of data is collected to measure students’ learning. The school reports that 80% of students achieve at or above the National Standards for reading, 76.6% in writing and 66.7% in mathematics. Mathematics has been identified by the school as an area for development.

School leaders use data to set broad targets focused on improving student achievement. New resources and initiatives have been introduced to teaching and learning programmes to raise engagement and achievement. Defining more specific targets and measures should help with evaluating the impact of changes to teaching and learning programmes.

Teachers use data to group students according to needs and achievement levels. Leaders need to foster shared understanding about using this data effectively to identify what is successful in promoting student learning, engagement, progress and achievement.

3 Curriculum

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

The school’s curriculum promotes student learning well. Redeveloping and localising the Mangaweka School curriculum has been a focus for leaders and teachers. The Learning to Learn initiative is establishing inquiry-learning that integrates other curriculum areas. Evaluating how well the curriculum design meets the needs and interests of all students should further promote and support student learning.

Students engage willingly in activities prepared for them. They are beginning to direct some of their own learning. Many are confident to ask and collaborate with their peers during lessons. They know the routines and expectations for working independently and cooperatively in a multi-level classroom. A culture of high expectations for students is being developed.

Parents and whānau are well informed through regular communications. The school reports that student-led conferences with parents are having a positive impact on building learning partnerships with families. Strengthening formal consultation should improve self review to better integrate the views and aspirations of the school community into curriculum planning.

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

Māori students achieve at similar levels to their peers. The school has identified a need to strengthen bicultural practice. Understanding of Māori language and culture is primarily being supported for students through an external agency.

Building teachers’ capability in and understanding of te reo me ngā tikanga Māori, and consulting with whānau and kaiako should help with developing a culturally-responsive curriculum that better meets the needs of tamariki.

4 Sustainable Performance

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

Review is occurring and informing change in aspects of school practice and operation. School leaders report that this had led to some improvements for students. Achievement information is reported to the board of trustees.

There is a need to develop a shared understanding of effective self review that enables leaders and teachers to know what strategies are having a positive impact on student progress and achievement. More robust information should support improved board decision-making about resourcing.

A new teacher appraisal process has been in place since the beginning of 2014. The principal has identified that teachers are becoming more reflective about their practice.

Teachers need to continue to build their shared understanding of what effective teaching is at Mangaweka School, based on current best practice and research. Strengthening the appraisal process should help with building the quality of teaching to more effectively meet the needs of all students.

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.

To improve current practice the board of trustees should:

  • ensure policies cover all National Administrative Guidelines (NAGs) and implement a regular cycle of policy review
  • through the principal, systematically review and implement procedures in line with school policies
  • ensure that a system for the regular police vetting of non-teaching personnel is implemented in a timely manner.

Conclusion

Mangaweka School positively involves students, parents and whānau. The majority of students achieve at or above in relation to the National Standards for reading and writing. Strengthening evaluative inquiry and developing shared understandings of effective practice should increase knowledge to support student progress, engagement and achievement.

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

Joyce Gebbie

Deputy Chief Review Officer Central

16 April 2015

About the School

Location

Mangaweka

Ministry of Education profile number

2392

School type

Full Primary (Years 1 to 8)

School roll

27

Gender composition

Male 15, Female 12

Ethnic composition

Māori

Pākehā

Pacific

2

23

2

Review team on site

March 2015

Date of this report

16 April 2015

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

May 2012

October 2008

November 2005