Macraes Moonlight School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Macraes Moonlight 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 

Macraes Moonlight School’s strategic priorities for improving outcomes for learners are:

• Students will progress throughout their education and be equipped to discover and explore their full potential through valuable learning experiences.

• Every Macraes Moonlight student and staff member will work in an environment where they are valued, feel confident, are resilient and have a high level of well-being.

• The Macraes Moonlight community is engaged in supporting student learning in our unique environment.

You can find a copy of the school’s strategic and annual plan on Macraes Moonlight School’s website.

ERO and the school are working together to evaluate the extent to which the local curriculum and teaching practice support all students’ engagement in learning, agency, and equity and excellence in achievement.

The rationale for selecting this evaluation is:

• The school has a strategic goal to develop and review the local curriculum and is in the process of curriculum change and development.

• The New Zealand Curriculum refresh programme need to be reflected in the school curriculum.

• The school has introduced a structured literacy approach in response to improving achievement data for reading and literacy.

The review of the local curriculum will provide a coordinated approach to teaching and learning by incorporating the changes in the national curriculum and reflecting the local context. The Board and teaching staff expect continued student progress in literacy and mathematics.

Strengths

The school can draw from the following strengths to support the school in its goal to support students’ engagement in learning, agency, and equity and excellence in achievement:

• a collaborative approach to teaching, learning and curriculum development

• the Board, school community and teachers share high expectations of student achievement

• students portray a high level of student agency and resilience.

Where to next?

Moving forward, the school will prioritise:

• developing coherent, school-wide practices for planning, delivering, and evaluating the curriculum

• collecting whānau and ākonga perspectives on how well the curriculum supports all students' sense of belonging and engagement in learning

• using school learning pathways to monitor and inform student progress and achievement. 

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.

Kathy Lye
Acting Director Review and Improvement (Southern)
Southern Region | Te Tai Tini

8 March 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