Mata 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 

Te Kura o Mata is located inland from Tokomaru Bay, north of Tūranga Nui ā Kiwa/Gisborne. The whakataukī, He raukura kei ōku ringa - My hands are adorned with feathers, guides the school’s work in te ao Māori and te ao whānui. From the beginning of 2024, te reo Māori Level 2 immersion has been offered, alongside English medium learning. A new tumuaki was appointed at the start of 2023. 

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 

A small number of tamariki are achieving at expected curriculum levels. 

• In pānui, tuhituhi and pāngarau | literacy and mathematics, some tamariki progress and achieve; using assessment and evidence informed practices are areas for staff development.
• Tamariki who require additional support are well supported and progress against appropriately challenging goals; staff co-construct these goals with them and whānau. 
• Tamariki have a strong sense of belonging, evident in their enthusiasm for learning in an environment that nurtures, promotes and celebrates te ao Māori; wellbeing is fostered. 
• Attendance is not consistent and does not meet Ministry of Education attendance targets; factors that impact on regular attendance include the isolated location and challenging weather conditions. 

Conditions to support learner success

Leadership fosters a professional culture focused on high-quality teaching and learning that is grounded in te ao Māori. 

• Leadership sets and intentionally pursues a small number of relevant improvement goals, with a particular focus on learner progress within a kaupapa Māori framework that supports the cultural connectedness of tamariki. 
• Kaiako are taking steps to strengthen teaching practices through targeted professional learning to improve outcomes for all tamariki, particularly in literacy. 
• Leaders and kaiako engage whānau in kura life and decision making through a a wide variety of opportunities. Kaiako provide relevant and meaningful learning opportunities focused on tamariki experiencing success. 
• Te reo Māori, tikanga Māori and mātauranga Māori are embedded throughout school practices and the curriculum, supporting learner engagement and cultural connectedness. 
• Kaiako increasingly use the kura-wide learning progression framework, so tamariki know where they are in their learning, and to identify their next steps. 
• Learning programmes are increasingly tailored to the individual strengths and aspirations of tamariki and their whānau.

The school is strengthening systems, processes and the organisational conditions for improved outcomes for all tamariki.

• Kaiako have a good understanding of evaluation for improvement and use systems and processes in place to inquire into their practice; better use of data and evidence is a next step.
• Appropriate and targeted professional learning opportunities, aligned with strategic intentions support teaching capability building.
• Kaimahi are building educationally focused relationships with whānau, hapū and iwi so all can contribute to decision making and the growth and sustainability of the kura. 

Part B: Where to next?

The agreed next steps for the school are to:  

• grow kaiako capability in data analysis and evidence-informed practices to further strengthen teaching and learning for improved learner outcomes 
• have learning progressions for English and Māori literacy and mathematics learning embedded across the curriculum, to support tamariki to know and identify their next steps to progress their learning
• continue to monitor and support for improved attendance 
• have the school board develop a process of self-evaluation to ensure the effectiveness of their own performance.

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

Within six months:

• embed targeted structured literacy programmes in both languages across the school to accelerate the learning of those most at risk of underachieving  
• consolidate use of literacy and mathematics progressions and assessment in teaching and learning programmes to better inform tamariki and their whānau of next steps in learning 
• to continue to provide opportunities to broaden and deepen whānau confidence and participation in decision-making in the learning of their tamaiti, and in the governance of the kura

Every six months:

• kaiako rigorously analyse and scrutinise schoolwide achievement and wellbeing data to understand the impact of teaching practice and programmes on learner outcomes and to inform planning  
• analysed learner attendance, progress and wellbeing data is reported to the board, scrutinised and used to inform decisions 

Annually:

• board and kaiako rigorously analyse and scrutinise schoolwide achievement, progress and wellbeing data to understand the impact of teaching practice and programmes on learner outcomes and to inform decision making for the next school year  
• review assessment tools and teacher practices to ensure effective use of assessment tools and explicit instruction to improve learner outcomes
• the board uses a process of self-evaluation to ensure the effectiveness of their own performance and to adapt practice and decisions accordingly. 

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

• improved outcomes in attendance and the foundational areas of English and te reo Māori, with accelerated progress for those learners most at risk of underachievement
• kaiako having high levels of data and assessment knowledge and evidence-informed practices
• through working with whānau, a localised curriculum that is embedded and empowers tamariki to be kaitieki of the whenua they live on 
• realising the school’s goal to have whānau and tamariki as equal partners in decision making.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all tamariki. 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

1 November 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