School Context
Maoribank School, located in Upper Hutt, caters for children in Years 1 to 6. Of the 101 students attending, 55% are Māori and 10% are of Pacific heritage. The school roll has increased substantially since the last ERO review in May 2017.
The school’s vision is for students to be self-directed, motivated learners who show respect for themselves and others. The school’s W.A.K.A. values are ‘Whakaute|Respect, Akohia|Learning, Kotahitanga|Togetherness, and Atawhai|Kindness’.
Academic achievement, wellbeing of students and whānau/family/aiga engagement are the strategic aims. In 2020 the school has a goal to improve achievement in mathematics. Staff are in the second year of professional development (PD) to strengthen teaching and learning in this area. Student and whānau wellbeing is a key focus.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- wellbeing
- key competencies
- progress in reading, writing and mathematics
- attendance.
Maoribank is part of the Upper Hutt cluster of schools.
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?
The school is progressing towards achieving equitable and excellent outcomes for all students. Achievement data for 2019 shows that most students achieved at or above school curriculum expectations in reading and the large majority achieved these expectations in writing and mathematics.
School data shows that the majority of Māori students achieved at or above school curriculum expectations in reading, writing and mathematics. Most Pacific students achieved at or above expectations in reading and writing, with the majority achieving at or above in mathematics.
The school values and monitors student progress within the key competency framework. Evidence shows students make substantial progress against school-devised indicators. Wellbeing information shows almost all students feel safe and happy at school.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
Trend data shows overall increases in achievement over time and indicates that some students have shifted from below to expected levels. However, the school does not have well-analysed information about the rates of progress students below expected levels make. This means that ERO cannot confidently comment on this.
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?
The school has a strong focus on student wellbeing. Positive, respectful relationships are evident between students and teachers. A range of initiatives and actions are taken to remove barriers to learning and to foster students’ engagement with school learning opportunities, and to support their whānau.
Students participate in a caring, collaborative and inclusive community where difference and diversity are valued. Relational trust, cooperation and team work are evident. Those with specific learning needs are provided with appropriate learning opportunities to support their learning.
Culturally responsive teaching practices effectively support and promote students’ learning. Māori children’s culture and language are well integrated throughout the curriculum. Authentic connections are made to students’ lives.
Strategic aims appropriately focus on student achievement, wellbeing and partnership with whānau and families. Ongoing consultation is assisting teachers and leaders to actively involve whānau in children’s learning in meaningful ways.
The curriculum is responsive to whānau aspirations. Curriculum documents usefully guide coverage of the essential learning areas and support teaching practice. Emphasis is placed on integrating te reo me ngā tikanga Māori throughout the day and on providing opportunities for parent and whānau contribution and engagement.
Positive and consistent behaviour management strategies are evident across the school. Students work in settled classes. They know the W.A.K.A. values which are well embedded in teaching practice and in the culture of the school.
A useful appraisal system supports teachers to reflect on their practice and informs change.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Leaders and teachers are aware of the need to continue to work concertedly to raise student achievement. While the school is making progress in addressing wellbeing needs through an intensive focus on the key competencies, urgency is needed to raise the achievement of those children who the school has identified as currently below curriculum expectations. Leveraging off the substantial improvements made in addressing wellbeing needs and the high focus on key competencies should support this. More regular reporting of the progress of priority learners is needed, along with increased cohort reporting.
Teachers are reflective, and improvement focused. Adopting and implementing a clear framework for internal evaluation has the potential to better support evaluation and inform decision making to further raise student achievement. The school has trialled a range of initiatives as teachers seek to enhance outcomes for children. Leaders and teachers need to evaluate the effectiveness of these initiatives.
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 Children’s Act 2014.
4 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Maoribank School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
5 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- culturally responsive practices that promote student and whānau engagement
- supporting students’ acquisition of key competencies that enables them to access the curriculum with more confidence.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- raising student achievement in core curriculum subjects to enable students to access the breadth of the wider curriculum
- increased documentation of internal evaluation to inform ongoing decision making and to fully identify and sustain effective practice.
Areas for improved compliance practice
To improve current practice, the board of trustees should:
- improve the detail in their in-committee minutes, including listing those present and recording meeting times
- ensure reporting includes confirmation that fire drills occur at least six monthly.
Dr Lesley Patterson
Director Review and Improvement Services Southern
Southern Region – Te Tai Tini
3 June 2020
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.