Matipo Road 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 

Matipo Road School, in Te Atatu Peninsula, West Auckland provides education for students in Years 1 to 6. Tamariki in Te Puawaitanga o Te Wairua experience a reo rua approach to learning in te reo Māori and te ao Pākehā.

In 2019, a commissioner was appointed to replace the School Board. In term 3 2024 the school will move to a self-governing School Board supported by a Limited Statutory Manager.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation. 

Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Previous Improvement Goals 

Since the November 2022 ERO report, ERO and the school have been working together to evaluate how a systematic and sustained approach to effective teaching and learning in mathematics, contributes to achieving equitable and excellent outcomes for all tamariki.

Expected Improvements and Findings

The school expected to see:

Improved student engagement and achievement in core curriculum areas, particularly for Māori, Pacific and priority learners.

• School data shows that almost all learners have made progress and are achieving in reading, writing and mathematics.

A consistent school wide approach in teaching and learning with clear progressions at each level.

• The school has developed learning progressions in mathematics, writing and reading for school wide consistency.
• The learning progressions are well used in mathematics teaching and learning and continue to be strengthened in reading and writing.

Other Findings

During the course of the evaluation, it was found that developing explicit curriculum planning, teaching and learning expectations strengthened teacher practice and capabilities. Teachers’ confidence improved. Clear expectations are now evident in all classes resulting in, improved outcomes for most students.

The greatest shift that occurred in response to the school’s action is the systematic approach by leaders to coaching and mentoring teachers through planned professional development cycles in reading, writing and mathematics.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

Students are engaged in learning and achieving increasingly equitable and excellent outcomes.

• Most students are achieving at or above the expected curriculum level in reading and mathematics; a majority of students are at the expected level in writing. 
• Outcomes for Māori and Pacific students are becoming more equitable.
• Students know and express the school values and have a strong sense of wellbeing.
• School attendance rates meet the Ministry of Education 2024 targets for regular attendance; leaders and teachers use a range of strategies to encourage attendance.

Conditions to support learner success

School leaders work collaboratively and strategically to improve outcomes for all students.

• Leaders foster a culture of inclusiveness that promotes high achievement for all students.
• Professional learning for teachers aligns to the school’s strategic priorities and the needs of all students so that learners experience success.
• Leaders are continually engaged in professional knowledge building with teachers that enhance teaching effectiveness and improved outcomes for all students.

Leaders and teachers collaborate well, and use agreed teaching strategies to support the needs of all students.

• Teachers identify the learning needs of students, and they increasingly plan and use responsive, effective teaching strategies to meet these needs.
• Teachers consistently create a positive learning environment where respect, inclusion, empathy and safety are ongoing priorities that allow most learners to achieve their best outcomes.
• Teachers engage students purposefully to build their knowledge, skills and progress their learning over time. 

Well aligned systems, structures and practices increasingly bring about success and improvement.

• School-whānau interactions focus on student success and wellbeing; fostering a collaborative approach to learning partnerships that build positive outcomes for all students.
• Whānau, families and students’ aspirations are sought; this information is used meaningfully to inform strategic priorities that guide ongoing school improvement.
• Leaders and teachers continue to partner with the local iwi to reflect the histories of the area in the Matipo School curriculum and enhance student knowledge of where they live. 
• Leaders systematically monitor and evaluate processes and practices to set priorities that focus on better outcomes for all students. 

Part C: Where to next? 

The agreed next steps for the school are to: 

• review and evaluate effective teaching and learning practices that improve outcomes for all students
• continue to strengthen the consistency of teaching and learning practices in writing across the school
• collaborate with local iwi and other agencies to maintain, improve and refine the Matipo School curriculum to reflect community knowledge and aspirations
• support kaiako in Te Puawaitanga o Te Wairua to build their professional knowledge, capabilities and use of te reo Māori in the classroom.

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

Within three months:

• re-establish self-governance of the school through the community elected school board
• leaders will work with the local iwi education lead to use the Poutama Reo resource to strengthen the school’s Māori education plan.

Every six months:

• continue to find ways to meaningfully engage with whānau and families to strengthen shared learning partnerships and improve attendance rates 
• leaders and teachers will use assessment information to plan and implement targeted teaching and learning programmes to accelerate student achievement, particularly in writing
• leaders and teachers participate in professional development to learn about the local histories of the area.

Annually:

Leaders evaluate and report to the board in relation to:

• attendance, progress and achievement of all students, including accelerated achievement
• progress and achievement of writing across the whole school for all students
• progress against the Poutama Reo dimensions and the impact this is having for students on their language, culture, and identity.

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

• equitable outcomes and improved regular attendance for all students, particularly Māori and Pacific students
• all teachers consistently delivering an effective writing programme that promotes language rich student writing
• a well-established local curriculum that promotes knowledge and understanding of the area and engages students to be active participants in their learning
• kaiako in Te Puawaitanga o Wairua who confidently speak te reo Māori often in the classroom.

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

29 August 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