Meeanee School

The same report — the board assurance report of 2 October 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 has identified the following areas of non-compliance during the board assurance process:

safety checking of workforce: undertake sufficient identity checks on the appointment of staff [Children’s Act 2014]

requirement to notify the Ministry of Education on the use of physical restraint. [Education and Training Act 2020]

The board has since taken steps to address 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 102 — 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. December 2018

   90

   Counted while ERO’s review team was at the school. Education Review Office, report of 30 January 2019

2. December 2015

   90

   Counted while ERO’s review team was at the school. Education Review Office, report of 23 February 2016

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 2 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

Meeanee School is situated on the rural outskirts of Napier and provides education for students in Years 1 to 8. The school’s vision is to prepare learners today, to meet tomorrow.

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 students are engaged in learning and achieve well.

Most students achieve at or above expected curriculum levels in reading and mathematics, and the majority achieve at or above expected levels in writing.

The school is working towards Māori students achieving as well as other groups in reading and writing; and improved achievement for boys in writing.

Student wellbeing and a strong sense of belonging are evident.

The majority of students attend school regularly; the school is meeting the current Ministry of Education target for regular attendance.

Conditions to support learner success

Leaders work effectively to implement a shared vision that reflects what the community wants for its children.

Leaders use a range of evidence to set and pursue goals that are focused on improving outcomes for all learners; professional learning is aligned to strategic goals.

Leaders and teachers work together to track the learning progress of students, responding with additional support for those who need this.

Student wellbeing, including physical health, is a priority; leaders are embedding a range of approaches and programmes that support this focus.

Teaching and learning opportunities increasingly support engagement and progress in learning.

Learners are supported by positive and affirming learning environments with clear expectations and established routines; explicit approaches guide the teaching of reading, writing and mathematics.

Assessment is increasingly used to plan next steps in learning; further strengthening teacher capacity to adapt practice to meet learner needs is an identified next step.

Leaders and teachers are embedding the delivery of the curriculum in ways that explore learning concepts in local, national and global contexts; strengthening the teaching of te reo Māori for all learners is a priority.

Well aligned systems and practices are in place to support the school as it pursues improvement goals for learner success.

Leaders and teachers use information from a range of assessments to plan and implement actions for school improvement; reviewing assessment processes to ensure alignment with developments in curriculum is ongoing.

Staff continue to build their capacity to respond to students’ cultural identities; the school is working towards implementing approaches that connect and reflect the range of iwi affiliations.

The school board represents and effectively serves the school community; strengthening self-review processes is a planned next step.

Well considered practices and processes guide an inclusive school environment that increasingly responds to the needs of learners.

Part B: Where to next?

The agreed next steps for the school are to:

undertake professional development in reading and writing to increase understanding of how evidence-based approaches in reading and writing can accelerate learning for those who need this

continue to develop staff understanding of culturally responsive practices; use an agreed tool to measure progress overtime in staff capacity in using and teaching te reo Māori

ensure the Meeanee School curriculum, including assessment processes, aligns with curriculum developments

strengthen the self-review processes of the school board.

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

Within six months:

identify and implement evidence-based reading and writing initiatives that are effective for Māori and boys

review assessment processes to ensure quality information is gathered to inform teaching and monitor progress of learning

plan the implementation of school-wide teaching of te reo Māori, including an assessment of quality of teaching using an agreed measurement tool

introduce a schedule of self-review for the school board to evaluate its own performance.

Every six months:

evaluate the impact of teaching and assessment practices on the achievement of Māori students in reading and writing, and boys in writing; successful initiatives are identified, and practice adapted as required, to accelerate student progress

critically review the implementation and progress made in te reo Māori teaching and learning for consistency of quality practices school-wide

the school board ensures it is undertaking a cycle of self-review.

Annually

use a range of data to analyse, evaluate and report on learner progress and achievement and in relation to school goals to inform decision-making about future improvement priorities

review assessment tools and practices to ensure that these continue to inform teaching decisions, are valid and reliable measures of student progress

monitor teacher progress in implementing culturally responsive practices and teaching te reo Māori.

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

consistently high-quality teaching and assessment practices across all classrooms resulting in improvement in the achievement of Māori students in reading and writing, and boys in writing

students who are developing their te reo Māori capability, using the language with increased confidence and fluency

the school board being knowledgeable about the effectiveness of its own performance against criteria for stewardship and governance

sustained high rates of attendance that continue to meet the Ministry of Education targets.

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

2 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 →