Motupipi 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

Motupipi School, a semi-rural school situated in Mohua, Golden Bay, provides education for students in Years 1 to 6. The school vision of making a difference together is supported by the school values of respect, resilience, responsibility and connections.

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 expected curriculum levels in reading and mathematics; a large majority achieve at or above expected curriculum levels in writing.
• Staff continue to improve their teaching practice to better support those groups of learners who are not achieving as well as their peers, particularly Māori learners in reading, writing and mathematics and boys in writing.
• Approximately half of students attend school regularly and the school is not yet meeting the Ministry of Education attendance target; a range of interventions are now in place designed to bring about improvements in attendance.

Conditions to support learner success

• Staff effectively analyse student achievement data to inform appropriate priorities for improvement.
• Leaders and teachers engage in meaningful professional development that targets identified priorities and impact on learning outcomes is well monitored.
• Leadership clearly communicates with parents and whānau, so that the school vision and goals are well known.

• Teachers and leaders are embedding a curriculum that meaningfully reflects the local area and its histories.
• Teachers reflect well on their practice to know what strategies have the most impact on progress and achievement, and what needs to be improved.
• Initiatives and programmes that draw on tikanga Māori and te ao Māori are being implemented; students can increasingly see their culture, language and identity in the curriculum.

• Schoolwide consultation with whānau and the wider community ensures a wide range of perspectives well informs strategic priorities.
• Teachers and leaders have a strong focus on continuing to enhance culturally responsive practices schoolwide, including the development of a sequential te reo Māori teaching and learning plan.
• Responsive and inclusive practices support students to enjoy a sense of belonging and connection to school, whānau, friends and the community.

Part B: Where to next?

The agreed next steps for the school are to:

• improve student achievement in writing, especially boys
• continue to strengthen teaching practice to improve outcomes for Māori students' achievement in reading, writing and mathematics
• improve rates of regular attendance schoolwide.

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

Within six months:

• teachers undertake professional development to improve the impact of their practice on raising achievement in writing
• leaders and teachers review current strategies in use for addressing attendance concerns to identify what is working and what is not
• with whānau develop and implement a plan to bring about improvements to regular attendance

Every six months:

• leaders report to the board on student progress and achievement in reading, writing and mathematics to show the impact of planned actions and intended response to emerging trends
• report to the board and community progress towards improving regular rates of attendance
• review the strategies used to improve attendance and writing to inform next steps

Annually:

• analysis of student attendance, progress and achievement is reported to the board and the community and used to adapt strategies for ongoing improvement
• the school board scrutinises achievement and engagement reporting to inform improvement priorities and resourcing decisions
• teachers share best teaching practice in literacy across the school, to promote excellent and equitable outcomes for students
• evaluate initiatives implemented to improve attendance to inform next steps in improvement.

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

• increasing equity in achievement between groups of students
• improved outcomes for all students in writing
• more students attending regularly.

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

13 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