Ngatimoti 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 

Ngatimoti School is located near Motueka and provides education for learners in Years 1 to 8. The school is a part of the Motueka Kāhui Ako. The school’s vision Navigating together, with purpose and pride is underpinned by its RIVER (Respect, Innovation, positivity, Excellence, Responsibility) values.

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 

Outcomes for learners are equitable and excellent.  

• Most students achieve at or above curriculum level expectations in reading, writing and mathematics. 
• Māori learners achieve higher than non-Māori learners.
• Most students report a sense of connection and belonging to the school. 
• Regular attendance varies greatly term to term and the school is yet to meet the Ministry of Education 2024 target for regular attendance.

Conditions to support learner success

Leaders build and sustain high levels of relational trust, effective collaboration and continuous improvement.

• Leaders ensure effective planning, coordination and evaluation of the school’s curriculum and teaching expectations are clear, shared and systematically monitored.
• Leaders and teachers recognise, affirm, value and cater for the diverse identities, languages and cultures of learners in pastoral care systems and learning.
• Leaders strategically focus on a small number of targeted and coherent improvement targets, including acceleration of progress for learners identified as at risk of underachieving.

Teachers effectively use evidence-based teaching practices and knowledge of learners’ strengths, needs and interests to support achievement outcomes.

• Leaders and teachers provide purposeful, meaningful learning opportunities linked to the local environment that build on learners’ experiences, knowledge and understanding.
• Leaders and teachers regularly and systematically gather, analyse, monitor and act on, wellbeing data to develop learners’ confidence and learning capabilities.
• Leaders and teachers create an inclusive collaborative environment that supports high expectations for learners’ wellbeing, engagement and achievement.

Key conditions that support learner success are well embedded in the school.

• Strong partnerships and connection with the local community enhance learners’ wellbeing and provide relevant learning opportunities.
• Parents and whānau are respected and valued partners in their child’s learning through well-developed relationships with teachers, leaders and the board. 
• Te reo Māori, te ao Māori, tikanga Māori and mātauranga Māori are increasingly woven through all aspects of the school’s curriculum.
• The board regularly reviews learner data to identify strategic priorities and inform decisions for future improvements. 

Part B: Where to next? 

The agreed next steps for the school are to: 

• maintain the school’s community-focused and nurturing environment, building on creative opportunities that connect with the local environment and histories to further develop learner success
• embed a structured literacy framework and teaching practices to provide a clear progression for literacy learning across the school
• update the schools’ literacy and mathematics teaching expectations, assessment and programme of work to reflect national curriculum changes and recent professional learning
• action strategies to improve attendance to meet the Ministry of Education attendance targets for regular attendance.

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

Within six months:

• review initiatives and develop a plan to improve attendance as a priority in strategic and annual planning

Every six months:

• continue to monitor, analyse and report on progress, achievement and wellbeing data and respond to any emerging trends
• monitor the impact of strategies to improve attendance

Annually:

• evaluate the impact of strategies to improve attendance and achievement
• collectively analyse, evaluate and report on schoolwide achievement and attendance data, to strategically plan actions that will improve progress and achievement outcomes for all learners.

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

• highly effective literacy teaching and assessment practices and coherent pathway for learners’ literacy progress and achievement
• sustained improvement in attendance, wellbeing and achievement for all learners.

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 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