Matamata Christian 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

Matamata Christian School is in the township of Matamata and provides education for students in Years 1 to 8. The school draws upon its special Christian character and values as the guiding principles in all its operation. These values underpin teaching, learning and governance, embodying what the school is and how it functions.

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 achieve at or above the expected curriculum levels for reading and mathematics and the majority in writing.
• Māori students’ achievement rates have improved over time; the school has yet to address disparity for these students in reading, writing and mathematics.
• Students have a strong sense of belonging and wellbeing that results in high expectations for positive behaviour and engagement.
• The large majority of learners attend school regularly; the school meets the Ministry of Education’s 2024 target for regular attendance.

Conditions to support learner success

• Leaders value and nurture a culture of professional growth and development among staff, to continually strengthen curriculum knowledge and teaching practices.
• Leadership supports teaching teams well, to be effective through a collaborative approach to teaching and learning across the school. 
• Leaders undertake regular and detailed reviews of programmes and initiatives, to inform their decision making and contribute to positive outcomes for learners.

• Students experience inclusive learning environments where mutual respect and trust between learners and teachers supports high engagement in learning activities.
• Teachers implement relevant curriculum programmes that help students make progress, particularly those with additional learning needs.
• Leaders and teachers recognise, value and cater for the diverse identities, languages and cultures of students through meaningful learning.

• Leaders and teachers facilitate positive and purposeful opportunities for parents and whānau to engage in school life and share their aspirations for learner success.
• The board and leadership together, regularly evaluate evidence about learner progress and achievement to inform improvement priorities.
• Leaders and teachers continue to strengthen and refine assessment practices to provide increasingly accurate student progress and achievement information.

Part B: Where to next?

The agreed next steps for the school are to: 

• strengthen teachers’ shared understanding and use of student assessment information in literacy and mathematics to accurately inform teaching and learning
• continue to improve the achievement of Māori students in reading, writing and mathematics
• sustain and improve regular attendance for all students.

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

Every six months:

• continue to provide staff with professional learning opportunities that strengthen their understanding and use of assessment practices and information
• review school initiatives and actions with a focus on how these are raising the achievement of Māori students

Annually:

• monitor and evaluate how well teachers use student assessment information to guide planning and teaching to ensure equitable and engaging opportunities for all learners 
• review and report to the board on student attendance, progress and achievement, with a lens on Māori learners.

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

• teachers confident in using assessment knowledge and practices that continue to improve learner outcomes
• increased progress and achievement for all learners for equity of outcome, particularly for Māori students
• sustained and increased regular student attendance.

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

3 September 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