The Education Review Office (ERO) Evaluation
2007
To the parents/caregivers and community of Matata Public School.
These are the findings of the ERO latest report:
Matata Public School is a full primary school in the coastal township of Matata, approximately 25km west of Whakatane. The school is situated in an attractive and well-maintained environment.
Since the last Education Review in 2004, property improvements have continued with the installation of a computerised library lending system and additional information technology equipment. The establishment of an early childhood facility within the school grounds has been a significant achievement for the school community. Centre school relationships are well established and effective through ongoing communication and a strong transition to school programme.
In spite of the impact of roll decline and the natural disaster that occurred in 2005, management and the board have maintained a positive focus on improving educational outcomes for students and reversed the roll decline so that the pattern, at the time of writing, is one of substantial and steady growth. During the time directly following the natural disaster the management and board conducted the affairs of the school in a timely and professional manner.
The school's achievement information for literacy indicates that ninety four percent of students, including a significant number of MĿori students, are reading at a level that is above the national average for students of their age. Of this group eighty five percent of non-MĿori and twenty percent of MĿori are achieving levels significantly above the national norm. This trend shows significant improvement when compared with schools of a similar size, location and decile rating.
This report focuses on the impact of professional development on the school-wide achievement of boys, especially in the area of numeracy. The board of trustees agreed to this focus area in consultation with the Education Review Office. The report also includes evaluations of the quality of health and safety compliance, the achievement of MĿori students, the provision for students who are underachieving, strategies for the prevention of bullying and the school's engagement with parents, whĿnau and communities.
The new initiatives to support boys' successful engagement with education through school-wide professional development are having a positive impact on student achievement. Numeracy results indicate an overall improvement in achievement of boys. Reporting to parents on actual levels of achievement against national levels could be further improved.
High quality teaching in numeracy is a feature throughout the school. Teachers ensure that learning is meaningful and meets the differentiated needs of students. Classroom environments are attractively presented and well resourced to support numeracy learning. Students are confident to participate and demonstrate independence in problem solving. Teachers should continue to strengthen student feedback and next steps for learning enabling students to set realistic goals for achievement.
Relationships between students and adults are positive, respectful and reflect the strong values-based culture of the school. Students work in settled environments where they are encouraged to become independent learners and achieve success. The board has systems in place that enable students and staff to work in a safe physical and emotional environment.
The principal continues to provide effective professional leadership. He identifies issues and uses research-based evidence to promote appropriate solutions. His inclusive style of leadership empowers teachers to contribute to agreed strategies for improvement. Staff are responsive to the ongoing reflection and challenges emerging from professional dialogue and debate.
A stable, highly skilled and experienced board of trustees support the school's strategic direction for improving student achievement. Trustees have actively participated in the teachers' professional development to better understand and support student learning. The provision of an appropriate career guidance and education plan for all students from Year 7 and above now needs to be addressed.
Good progress has been made in meeting the annual targets for planning and reporting related to literacy and numeracy, particularly in improving boys' achievement.
This school is well supported by parents and the wider community. Parents and visitors find the school accessible and welcoming. Strong links with the local iwi continue to be strengthened and their participation valued. Opportunities for them to participate in the range of school activities provide other avenues for meaningful interaction.
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
If you would like a copy of the full report please visit www.ero.govt.nz