Te Matauru Primary

What ERO wrote in its latest report

This is ERO’s report of 19 November 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

Te Matauru Primary provides education for Years 1 to 8 and is located in West Rangiora . It opened at the start of the 2020 school year. The school’s name was gifted by Ngāi Tūāhuriri , this is reflected in the school’s vision: Ekea Kā Taumata Ki Te Uru - look to the peaks of the alps and ascend to great heights . The school has a technology centre, Maukatere , that caters for a number of schools in Rangiora . The board appointed a new principal in 2023.

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 make sustained progress and achieve well across the curriculum.

Achievement information shows that the majority of learners are meeting curriculum expectations in reading, writing and mathematics.

Students know and express the school values and have a strong sense of belonging and wellbeing, further promoted through well-established restorative practices.

The school is not yet meeting the Ministry of Education’s 2024 attendance target; the majority of learners attending school regularly.

Conditions to support learner success

Collaborative leadership sets and evaluates clear achievement and wellbeing goals for ongoing improvement.

The strong senior leadership team value and nurture a professional culture committed to high quality teaching, professional growth and development to support ongoing improvement in teaching and learning.

Senior leaders and teachers have developed and successfully implemented an engaging schoolwide local curriculum.

Strategic and annual goals are well informed by regular analysis and evaluation of student progress and achievement data.

Curriculum and teaching practices are increasingly responsive to learner’s needs, interests and cultural identities.

Expectations for high quality teaching, that values diversity and seeks students’ ideas, are clearly outlined in the curriculum; these expectations increasingly guide consistent teaching and learning practices.

Mathematics extension and interest programmes offered to all children across the school, strengthens learners' engagement and interest.

Inclusive teaching practices support students with additional learning needs to progress and improves their achievement and wellbeing outcomes; well organised learning support provision for students with specialist needs benefits students and their families.

Key organisational conditions that improve learner outcomes are increasingly embedded in practice.

Leaders systematically monitor and evaluate processes and practices to set priorities that focus on achieving better outcomes.

Leaders and teachers draw on community resources to extend and enrich the local curriculum; this broadens the wide range of learning experiences for students.

Strong community consultation practices inform the school’s vision and strategic improvement actions.

Part B: Where to next?

The agreed next steps for the school are to: attendance?

review and evaluate teaching and assessment practices to ensure consistency for learners and their transitions through the school

implement the national mathematics and English curriculum changes alongside embedding the local curriculum

continue to strengthen data driven and evidence informed evaluation to inform where to next for school improvement

continue to engage with the school community to identify and implement strategies to improve regular attendance.

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

Every six months:

review and evaluate the effectiveness and use of assessment in literacy and mathematics across the school and adapt teaching practices accordingly

gather and analyse student feedback and ideas to inform improvements and modifications to the local curriculum

review attendance strategies to prioritise those that are having the most impact on improving attendance.

Annually:

evaluate and report to the board the impact the local curriculum has on improving students' attendance, engagement and achievement to inform ongoing strategic priorities

use reliable assessment information to inform and plan consistent teaching and learning programmes in structured literacy and mathematics.

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

improved and sustained learner attendance, engagement and achievement

students experiencing successful transitions across the school

teachers consistently using high quality assessment practices

a well-established local curriculum through which students engage and their knowledge and understanding of the area promoted.

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

19 November 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 →