Mangaweka School

The same report — the board assurance report of 14 June 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO and the board have identified the following area of non-compliance during the board assurance process:

working towards offering students opportunities for learning second or subsequent languages (Years 7-10). [ The New Zealand Curriculum ]

The board has since addressed the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

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 44 — 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. February 2018

   14

   Counted while ERO’s review team was at the school. Education Review Office, report of 11 April 2018

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 14 June 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

Mangaweka School is a full primary school located in the Rangitīkei district and provides education for learners from Years 1 to 8. The school has a new principal and a newly established board of trustees. The school’s values Mana , Aroha and Whānau support the vision for learners to be kind in their relationships, curious about the world around them and creative with their thinking.

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

Most learners make sustained progress and achieve well at the appropriate curriculum level in reading and mathematics.

Achievement information from 2023 for Years 1 to 8, show that most learners achieved at or greater than the expected levels in reading and mathematics including Māori students; improved outcomes in writing for all, remains a focus for teachers.

Positive levels of attendance (above Ministry of Education targets) are achieved using a range of well-considered approaches; leaders and teachers closely monitor student attendance to respond and encourage engagement.

Conditions to support learner success

Leadership increasingly fosters an improvement mindset for high quality teaching.

Leaders set improvement goals and targets with focus on increasing the progress and achievement of learners at risk of not achieving.

Leaders and staff collaboratively set expectations for high-quality, evidence-based teaching that are monitored; evaluating the impact of these practices on learners’ progress and improvement is strengthening.

Leaders have built strong connections and trust between staff and whānau for a collaborative approach to school improvement, focused on learner outcomes.

The school’s curriculum and responsive teaching practice provides purposeful, challenging, and well-paced learning.

Learners engage, inquire and apply new learning within an inclusive, positive environment that acknowledges who they are.

To engage and meet the needs of learners, teachers access local context and resources and increasingly integrate tikanga Māori and mātauranga Māori in learning.

Leaders and teachers are strengthening the way they collect, analyse and interpret data to better inform teaching and learning.

The school has well aligned systems and practices for improvement and learner success.

Leaders, the board and staff continue to actively strengthen partnerships with whānau and mana whenua, to support Māori learners achieving educational success as Māori .

Leaders and staff seek and engage in ongoing professional development, including through the local Kāhui Ako , to support learner progress and wellbeing.

Collaborative learning partnerships with parents and whānau assist teachers to purposefully address any barriers to learner success; parents and whānau are respected for what they bring to their child’s learning and their views are actively sought and bring about school improvement.

Part B: Where to next?

The agreed next steps for the school are to:

further strengthen teachers’ shared understanding of effective strategies to enable learners to identify what their next learning steps are and how to go about achieving these

strengthen use of achievement information to inform teaching practice and improve achievement outcomes for all learners, particularly in writing

further modify the school's evaluation process so that it is more useable and focuses on what is most significant for improved learning outcomes.

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

Within six months:

identify learners at risk of not achieving and set targets to improve their progress and achievement

continue to investigate and transfer successful classroom practices across the school, to promote improved outcomes

explore progressions for writing, outlining key transition points and alignment to the curriculum

review and develop a systematic way to monitor the progress and impact of key improvement actions, particularly in writing

Every six months:

use assessment information to adjust programmes and practice, to achieve greater progress for learners

moderate, monitor and report on the progress and achievement of all learners, with a particular focus on writing targets

teachers review and share best teaching practice to support learner success

Annually:

look closely at achievement information and include the perspectives of whānau and learners, to identify initiatives that have been most successful in accelerating progress in reading, writing and mathematics

analyse and report schoolwide achievement data to the board, to strategically plan actions that will improve achievement and learner outcomes.

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

all learners can talk about their learning, next steps and what they have achieved

improved and sustained learner progress and achievement in reading, writing and mathematics

consistency of effective and responsive teaching, learning and assessment practices schoolwide, resulting in improved achievement outcomes for all learners, particularly in writing

embedded, systematic evaluation practice that effectively uses multiple sources of evidence to determine the impact of actions and deliberate decision making on the outcomes for learners.

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

14 June 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 →