Moawhango 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

Moawhango School is a rural primary school in the Rangitikei district. The school provides level two bilingual Māori education for students in Years 1 to 8. The school’s vision for learners is that they will ‘achieve success and realise their potential as confident, culturally strong, lifelong learners'.

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 achieving at or above expectation in mathematics and the large majority in literacy.
• Learners requiring additional support are identified through early intervention and provided with additional support to learn and make progress. 
• Learners are confident in their identity, language and culture and demonstrate a strong sense of belonging and wellbeing. 
• Most learners attend school regularly, although attendance rates are not yet consistently meeting the target set by the Ministry of Education; staff work closely with families to encourage regular attendance.

Conditions to support learner success

• Leaders use evidence to plan and monitor the school’s strategic goals and increasingly involve whānau, hapu and iwi in decision making.
• Leadership sets appropriate goals and targets, including the acceleration of progress for those learners at risk of underachievement. 
• Leadership works collaboratively with local education networks to promote Māori achieving success as Māori. 

• Students participate and contribute confidently within a wide range of cultural and local learning contexts that promote their engagement.
• Staff know learners well and work together to provide purposeful, well-paced learning opportunities for all learners.
• Teachers regularly gather, analyse and use evidence to improve their individual and collective teaching practice.

• Reciprocal partnerships with mana whenua, iwi and whānau support implementation of the school’s localised curriculum that is guided by Mōkai Pātea Education Strategy.
• Trustees and staff demonstrate a strong commitment to revitalising te reo Māori me ōna tikanga Māori; building culturally responsive practices is an ongoing priority.
• A range of professional learning is in place to promote growth and development of teaching capability, aligned with the school’s identified priorities that includes development of the localised curriculum.

Part B: Where to next? 

The agreed next steps for the school are to: 

• embed structured literacy and mathematic approaches within the school to improve student outcomes in literacy and mathematics
• evaluate the effectiveness of structured teaching practices in literacy and mathematics to inform areas for further improvement
• continue to work alongside Mōkai Pātea to develop and implement the localised curriculum and the graduate profile
• further investigate and make use of assessment tools to support te reo Māori from Years 1 to 8. 

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

Within six months:

• participate in professional learning and development for structured literacy and mathematics approaches and localised curriculum development
• continue to develop a graduate profile and curriculum progressions to support teaching and learning
• find out what tools are available to support the assessment of te reo Māori.

Every six months:

• track and review student learning and progress in mathematics, reading and writing
• undertake a literacy and te reo review of strategic and improvement plans to determine future direction and next steps
• analyse and report student attendance, wellbeing, progress and achievement information to whānau and to the board
• collaboratively inquire into recently implemented structured literacy and mathematics approaches to determine effectiveness to date.

Annually:

• leaders evaluate the impact of interventions to ensure the most effective strategies are consistently
• used to improve all students’ progress and achievement 
• use student learning, attendance and wellbeing data to inform annual reporting and statement of variance 
• use findings from consultation and evaluation to inform the annual improvement plan. 

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

• further building of teacher and leadership capability to promote accelerated learning for all students
• structured literacy and mathematics approaches that are further implemented and embedded
• development and implementation of a graduate profile and curriculum progressions that support teaching and learning
• increased attendance and achievement outcomes for all 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

Shelley Booysen
Director of Schools

25 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