Mangamahu Primary School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 6 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. June 2018

   7

   Counted while ERO’s review team was at the school. Education Review Office, report of 17 July 2018

2. August 2014

   5

   Counted while ERO’s review team was at the school. Education Review Office, report of 16 July 2015

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 27 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

Mangamahu Primary School is a full primary school located in the rural setting of the Whanganui district and provides education for students in Years 1 to 8. The school vision of ‘ Learning for life ’ is supported by the values of responsibility, respect, empathy, perseverance and honesty.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Outcomes for learners are improving and show progress over time.

Achievement information shows some students are meeting expected curriculum levels for reading, writing and mathematics; continuing to focus on sustained progress and achievement for all learners is a priority.

Students requiring additional support with learning are identified and provided with effective teaching to progress and meet goals.

Attendance information shows the school is not yet meeting the Ministry of Education targets; leaders and teachers work closely with the community to improve attendance rates for all learners.

Conditions to support learner success

School leadership works collaboratively and strategically to improve outcomes for all learners.

Leaders set well-considered improvement goals and targets that focus on increasing and accelerating the progress and achievement of learners at risk of not achieving.

Teachers and leaders use evidence well to plan and implement actions for school improvement that enhance learner outcomes.

Leadership builds educationally focused relationships with other education providers that increases opportunities for improving students’ learning and success.

Teaching is intentional and increasingly responsive to the learning needs and interests of students.

Staff know learners well and work together to provide purposeful, well-paced learning opportunities for all learners.

Teachers effectively adapt learning strategies for the different ages and levels in the classroom.

Learners are supported to engage, inquire and apply new learning within an inclusive, positive learning environment.

Key conditions to build and sustain improved outcomes for learners are strengthening.

Students benefit from positive relationships within the school that promote a calm, learning-centred classroom environment.

Internal evaluation systems and processes use reliable evidence, such as achievement and wellbeing data, to affirm and refine strategic direction.

Leadership purposefully gathers and responds to the feedback of learners and whānau and uses this information to make changes for improved student learning, attendance, engagement and wellbeing.

Leaders and staff are developing partnerships with mana whenua to strengthen learners’ connectedness to the local community.

Part B: Where to next?

The agreed next steps for the school are to:

improve achievement outcomes for all learners in reading, writing and mathematics

increase whānau engagement in their child’s learning and partnerships with the school to improve attendance and achievement outcomes

strengthen partnerships with mana whenua to guide strategic direction and curriculum development and enhance learner connections with their local environment.

The agreed actions for the next improvement cycle and timeframes are as follows:

Within six months:

work with parents to assist understanding about the importance of regular attendance and the correlation between attendance and academic progress and achievement

Every six months:

continue to track and monitor progress of all learners and use this information to inquire into and adapt teaching practice to improve learner outcomes, particularly in reading and writing

collaborate with parents and whānau to enhance learning partnerships and ensure their active involvement in the planning and decision-making processes of the school, with the aim of improving attendance and achievement outcomes for students

connect and consult with mana whenua to sustain active participation and engagement in the decision-making of the school

Annually:

analyse and report schoolwide attendance, progress and achievement data to the school board to strategically plan actions that will improve outcomes for all learners

leaders evaluate the impact of teaching and learning programmes on accelerating student achievement and recommend next steps

gather and review whānau and mana whenua voice on the success of partnerships with the school and improving engagement with children’s learning.

Actions taken against these next steps are expected to result in:

improved levels of attendance, progress and achievement for all learners

active participation and sustained levels of engagement with whānau and mana whenua , that contribute to the depth and breadth of teaching and learning programmes.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children

Shelley Booysen Director of Schools

27 September 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Read this report on ero.govt.nz →