Matauri Bay School

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 

Matauri Bay School is located in Te Tai Tokerau and provides education for students from Year 1 to 8. The school’s vision is ‘Mā te mahi ngātahi ka akō ka tupu, (By working together we learn and grow)’ and its values are ‘Whanau (Together), Ahuatanga Ako (Achievement), Rangatira (Leadership), and Manāki (Kindness)’. An acting principal was appointed in 2024.

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 

• Less than half of students are achieving at curriculum expectations in reading, and writing; few are achieving at expectation in mathematics.
• Students’ have a strong sense of belonging in the school and their language, culture and identity are valued.
• Learners with additional needs make some progress in their learning and achievement; tracking their progress is an area for improvement
• Few students attend school regularly.

Conditions to support learner success

• Leaders increasingly foster a school culture committed to better quality teaching and improving learner outcomes.
• School leaders build educationally focused relationships with other education providers and community groups to support students’ learning.
• Leadership is strengthening relational trust and collaboration to achieve the school’s strategic vision and priorities.

• The design of the curriculum increasingly reflects relevant contexts to build on prior knowledge.
• Teachers plan learning and use knowledge of students’ strengths, needs and interests to promote their learning.
• Teachers are strengthening their use of a range of responsive practices in the junior school to engage learners purposefully.

• Learning relationships between staff and students are supportive.
• Leaders and teachers value the cultural background of their learners and provide learning opportunities in the curriculum and through school practices.
• The school is giving effect to Te Tiriti o Waitangi through building partnerships with mana whenua.
• The board has contributed to developing the school’s vision, values and strategic direction, and improvement priorities related to teaching and learning and students’ success.

Part B: Where to next?

The agreed next steps for the school are to: 

• implement effective teaching and learning strategies in reading, writing and mathematics and te reo Māori schoolwide to improve students’ learning outcomes
• improve students’ regular attendance to support their active engagement in learning.

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

Within three months:

• document teachers’ expectations for effective teaching strategies in reading, writing and mathematics and te reo Māori to support consistent practice and improve students’ learning outcomes
• separate and document progress and achievement data for learners with additional needs
• document an effective attendance plan

Within six months:

• complete schoolwide assessment for students' progress and achievement in reading, writing and mathematics and te reo Māori
• implement effective teaching strategies schoolwide in reading, writing and mathematics and te reo Māori for all students 

Every six months:

• monitor the effectiveness and consistency of expected teaching approaches in reading, writing and mathematics
• monitor and report on the level of students’ regular attendance.

Annually:

• review and evaluate the extent to which effective teaching strategies schoolwide improve students’ learning outcomes
• analyse and use students’ achievement data for all students and those learners with additional needs to respond and resource to meet needs
• analyse and report to the board on students’ regular attendance and plan next steps to sustain improvement.

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

• improved levels of students’ attendance, engagement and learning outcomes in reading, writing, mathematics and te reo Māori
• improved teacher capability and consistency in effective teaching schoolwide
• increased levels of progress and achievement for learners with additional needs.

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide tailored support for:

• implementing the consistent use effective teaching and learning strategies in reading, writing and mathematics including support for learners with additional needs
• providing effective support for high needs students.

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

Sharon Kelly
Director of Schools (Acting)

30 April 2025

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