South Makirikiri School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and South Makirikiri School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

South Makirikiri School is in a rural setting south of Marton. The school caters for learners in years 1 to 8.

South Makirikiri School’s strategic priorities for improving outcomes for learners are:

• for all students to progress through quality teaching and learning, learn in safe environments and build positive relationships

• for the board, staff, whānau, community and iwi to engage purposefully in supporting ākonga in their learning and growth

• for trustees to develop a comprehensive understanding of student, staff and whānau wellbeing and effectively use gathered infomration to inform this decision making.

You can request a copy of the school’s strategic and annual plan from South Makirikiri School.

ERO and the school are working together to evaluate how well delivery of the South Makirikiri School curriculum achieves equitable and excellent outcomes for learners.

The rationale for selecting this evaluation is:

• to determine the impact for learners on achieving the agreed skills, capabilities, and attributes through their participation and engagement in a localised, culturally responsive curriculum.

The school expects to see

• equity and excellence for learners in reading, writing and mathematics

• highly effective teaching and learning aligned to the school’s shared expectations of effective practice and agreed curriculum delivery

• ongoing documented changes to the South Makirikiri School curriculum, including culturally responsive practice, as new approaches are shared and embedded

• evaluative information showing the impact of the school curriculum aligned to their shared vision for learner success and expectations contained in their graduate profile.

Strengths

The school can draw from the following strengths to support its goal to evaluate the impact of their localised curriculum:

• leadership decision making promotes continuous improvement aligned to the school priorities

• school conditions encourage the positive participation of students in learning, and provides appropriate opportunities to learn

• partcipation of staff in professional learning and development (PLD) is aligned to the schools’ identified priorities

• assessment systems, processes and practice enable the school to track, monitor and respond to the needs of individual learners.

Where to next?

Moving forward, the school will prioritise:

• further developing the professional capabilty and capacity of teaching staff through their partcipation in PLD and the provision of coaching and mentoring to support effective delivery of the curriculum

• documenting ongoing changes to the school’s localised curriculum as new approaches and shared expectations are embedded

• gathering information from students, staff, parents and whānau to inform evaluation into the impact of changes to the localised curriculum, delivery of culturally responsive practice and reporting systems.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

12 June 2023
 

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