Matapu 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 148 — 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. April 2018

   98

   Counted while ERO’s review team was at the school. Education Review Office, report of 30 May 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 21 October 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

Matapu School, in rural South Taranaki , provides education for students in Years 1 to 8. The school’s vision for lifelong learning is underpinned by the values of ‘respect, ambition, integrity, sustainability and effort’.

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 show improvement over time and are increasingly equitable.

A large majority of learners achieve at or above expected curriculum levels in reading, writing and mathematics; reduced disparity in outcomes for groups of learners is evident.

Students with additional needs are provided with effective assistance to progress and achieve their learning goals.

Students express a strong sense of belonging and pride in their school that supports their wellbeing and engagement in learning.

Regular attendance is below the Ministry of Education target; leaders and teachers work closely with parents and whānau to improve attendance rates for learners.

Conditions to support learner success

Leaders work well strategically to improve outcomes for learners.

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

Leadership ensures teaching expectations are clear, well implemented and responsive to support all learners.

Leaders are engaged in professional knowledge building (PLD) with teachers, to enhance teaching effectiveness and learner outcomes.

Leaders and teachers collaborate well, using the curriculum and agreed teaching strategies to support the needs of all learners.

Learners are supported by positive and affirming learning environments characterised by a culture of respect and inclusion.

Curriculum planning and scheduling prioritises literacy and mathematics teaching to effectively support ongoing improvement in learning outcomes.

Learners experience a curriculum that provides them with authentic and relevant learning opportunities, reflects the aspirations of the community and incorporates the culture and heritage of the local environment.

Planning for school improvement is increasingly informed by evidence, and in partnership with parents and whānau .

The board and school leaders seek the aspirations of parents and whānau to set strategic and annual goals that align to their shared vision for learner success and wellbeing.

Information provided to the board ensures resourcing decisions support agreed priorities and drive school improvement strategies and actions.

Well established, reciprocal education connections with whānau , hapū and iwi support the weaving of te reo Māori and mātauranga Māori through the curriculum, supporting knowledge building and learner outcomes.

Leaders continue to strengthen the use and understanding of evaluation to measure the impact of initiatives designed to improve learner outcomes.

Part B: Where to next?

The agreed next steps for the school are to:

further strengthen the use of achievement information to inform responsive teaching practices and improve achievement outcomes for all learners, particularly for boys in literacy

continue with the provision of professional learning opportunities for leaders and teachers, aligned to the school’s teaching and learning philosophy, improvement goals and learner needs

use a systematic evidence-based approach to evaluate school improvement initiatives and monitor their impact on learner outcomes

embed current strategies and whānau partnerships to improve the rate of regular attendance.

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

Within six months:

develop efficient systems for the ongoing collection, collation and analysis of learner progress and achievement information

leaders and teachers will continue to participate in effective, targeted ongoing professional growth and development opportunities

design and implement a systematic evidence-based approach to evaluate school improvement initiatives and monitor their impact on learner outcomes.

Every six months:

collect, moderate, analyse and use data to report on the attendance, progress and achievement of all learners

gather and use evaluative evidence to review the effectiveness of selected school initiatives designed to improve learner outcomes.

Annually:

analyse and report school wide achievement data to the board, to strategically plan actions that will improve attendance, achievement and learner outcomes

report on the effectiveness of selected school initiatives designed to improve learner outcomes to inform future planning decisions.

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

improved and sustained attendance, progress and achievement for all learners

consistently effective and responsive teaching, learning and assessment practices schoolwide, supporting improved and equitable outcomes for all learners

a shared understanding of systems, processes and practices that support learner progress, achievement and wellbeing.

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

21 October 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 →