Pre-review Information January 2014

Education Review Office
Pre-review Information
Schools 2014
ERO is interested in your school’s self-review and developments since your previous ERO
review and in what you know about student progress and achievement. We are gathering
background information about your school context and curriculum, what you know about
student learning: engagement, progress and achievement, and about the success of Māori and
Pacific students.
1. Statistical information

School: MATAMATA PRIMARY SCHOOL

Total roll: 406 (as at 9 May 2014)

Chairperson BOT – name and phone contact DEBBIE NOWELL 0274 424050

Proprietor, if applicable N/A

Number of International Students 0

Special features [eg. host to attached personnel, satellite classes, off site education provision, school hostel}
Nil
2. Developments since previous ERO review
Please comment on recent changes / developments that have impacted on your school’s
performance.

Revised/New Resources – Revision of the Matamata Primary Curriculum Implementation
Plan, Assessment programme (including implementing National Standards programme)

Organisational Developments - Enrolment Scheme implemented, Registered Teachers
Criteria, Tataiako competencies integrated

Initiatives to Support Student Learning – ‘Springboard’ orientation programme, Rock
Band, Golf Academy, Electives, Literacy Achievement Teachers, Additional Teacher Aides,
Whanaungatanga Relationships programme, Rock On programme Student Led Learning
Conferences

Professional Learning and Development – Involvement in MOE contracts – ICTPD,
Maths, Literacy, Professional Inquiry action plans, a reference textbook provided annually for
all teachers, school focus areas (ICT, Reading, Creative Arts, Maths, Writing)

Pastoral Care - Health and Safety focus (bus safety, kea crossing, emergency procedures)
Fonterra Milk In Schools programme, investigating after school care programme

Property Developments - New junior classrooms and administration block, newly
landscaped environment (gardens, hardcourt, playgrounds), interactive whiteboards and
sunfilter blinds in all classrooms, Kaimai Base Camp

Pre-review Information January 2014
Education Review Office
3. Your school’s context
Context can be defined as the setting or set of circumstances, conditions or factors that characterise a school.

(a) What are the important features of your school’s context that have an impact on
student learning and achievement?

School Setting - We are a large contributing rural school in the Matamata township, currently with
406 students. Steady influx of approximately 100 students annually, with a net school roll total on
average of 450 students each year.

Supportive Community - There are strong community connections with many long-standing families
that have respectful and supportive relationships with the school. Whanaungatanga is highly valued
resulting in productive, positive involvement of our community, with the school.

Dedicated Staff - All are passionate about improving children’s learning and bring a range of talents
and special interests to the school curriculum. They are involved in providing co-curricula and extra
curricula activities to support holistic development of students. They undertake a comprehensive
personalised programme of continuing education.

Responsible Students – Display an enjoyment of school, experience success in their learning, have a
wide range of opportunities to develop interests and talents, all of which leads to high levels of
engagement.

Strong School Culture – positive, respectful and inclusive. Based on vision to Inspire Learning
Whakamanawa Wananga with the guiding principles centred on our motto to ‘Endeavour, Achieve,
Excel – Tohenga, Taea, Tino Hira’ through the following elements: Inclusion of All, High
Expectations for Success, Effective Teaching Practice, Quality Resourcing and the Community and
Whanau Engagement.

(b) How have you used the features of your school’s context to shape your school’s
curriculum?

Utilised Community Resources – Programmes closely linked to community resources - both
physical and local personnel are integrated into supporting learning experiences. Reciprocal
partnerships developed within community eg expert mentors support our children (Electives, Reading
Tutors, Men’s Shed,) and our children are involved in performing/presenting at various groups within
the community (Kindy, Resthomes, Greypower, Local Arts Society).

Harnessed Teacher Expertise and Enthusiasm - Teachers have contributed to and led the
development and implementation of curriculum. They have developed purposeful contexts for the
learning which resulted in student-led social actions – murals, landscape planning, garden
maintenance, performances, enviro-monitoring, tuakana/teina buddy activities.

Students Contribute To Developing the Learning Contexts - Themes are tailored to student
interests, needs and aspirations. Students influence the direction of learning by sharing prior
knowledge and questions. Our students’ world view and experiences are the starting points for the
curriculum which is experienced based and holistic. Student endeavours and actions create the
authentic learning – kapahaka, leadership roles, assembly talent items, fundraisers, sports events.

Values Underpin Curriculum Themes – expected behaviours our school community such as
collaborative teamwork, perseverance, valuing one another’s opinions/perspectives are modelled and
reinforced through our curriculum. These shared beliefs strengthen self-esteem and community spirit.


Pre-review Information January 2014
Education Review Office
(c) Describe how you have sustained school performance since your last ERO review?
(structures, strategies, self-review processes)

Undertook Follow-up Action From Previous External Review – developed schoolwide
formative assessment practices and fostering of independent learners.
Collaborative Approach - with staff, students and parents working together. All
participating and contributing to strengthen performance within the class, school and cluster
Future Focused Leadership - emphasis on improvement and innovation, setting next steps
through the school vision, strategic development and succession planning
Sharing Good Practice – staff, students and parents involved in reviewing, informing, and
disseminating effective actions. Reinforced through professional development programme
and collective decision-making. Past pupils involved in celebrating impact of good practice.
Reflective Thinking – self-review occurs regularly, formally and informally.
Quality Resourcing - focus on funding student learning, recruiting skilled personnel,
classrooms and programmes enhanced with additional equipment.
Community Commitment to Making the School the Best it can Be – A significant number
of current staff and families have remained a constant feature in maintaining and continuing
school performance and activities - inducting of new staff and parents, appraisal, carrying
out policy audits, and maintaining an ongoing focus on health and safety practices

List your involvement in current MoE initiatives or PLD contracts.
- Maori Achievement Collaborative – Te Arahou
- PLD Literacy – Matamata Cluster
- Accelerated Literacy Learning
- Accelerated Learning in Maths
- PB4L Incredible Years Teachers
- Matamata Learning and Change Network
- Matamata District Maths Cluster

Pre-review Information January 2014
Education Review Office
Priority groups of students
4. Success for Māori students

(a) Briefly describe the context of your school in relation to Māori students, staff, whānau
and key partnerships in the wider community.
Maori Students – 65 students or 16% of our school population. Most significant group are
Ngati Ruakawa – 20%. Twelve students unable to identify their iwi.
Maori Community – supportive, involved in classroom and Te Reo programmes
Learning Programmes - Kaumatua and kaiawhina have been involved in the school for
several years working as specialist tutors working alongside Maori students for literacy and
numeracy, supporting delivery of Te Reo and Tikanga Maori programmes, and supporting
teachers to integrate kawa and te reo into the school.
Professional Learning and Development – Staff participate in the Maori Achievement
Collaborative, enrolled in the Open Wananga Mauri Ora certificate, discussed and auctioning
Ka Hikitia principles. History of area shared at staff meeting by community representative.
Partnership - Termly hui. Sharing how to support your child at home, discussing issues for
our Maori community, consulting on curriculum developments, reporting of achievement of
Maori students to Maori community as a group and individually at interviews, celebration of
learning and shared kai. Students share their success as a kapahaka group by performing for
family, at kindys and community groups, and at local community events.
2013 Achievement results:
Reading at/above 70%, below 22%, well below 7%
Writing at/above 62%, below 33%, well below 5%
Maths at/above 61%, below 29%, well below 10%

(b) List and briefly explain the three most important points that you hope to highlight to
ERO when you present your story of Māori Success at the beginning of the onsite
review.
1. Whakawhanaungatanga - engagement with our Maori community and close links and
communication with whanau, developing partnership and reciprocal provision of support.

2. Building on strengths of our Maori students and responsiveness to their needs –
utilising skills of our kaumatua and kaiawhina to work with our Maori students on literacy
and numeracy, providing leadership opportunities for our Maori students, celebrating
success and achievements of our Kapahaka Roopu. Students have a positive attitude
towards school and learning and a high standard of behaviour.

3. Teachers support and awareness of Tikanga and Te Reo Maori - valuing and
respecting Maori culture, willingness to learn more and co-construct processes and
strategies with our Maori community.
Familiarity and use of Ka Hikitia: Accelerating
Success 2013- (please tick one box)
(i) Considered Ka Hikitia and made changes to
practice as a result




(ii) Taken Ka Hikitia into account when revising
planning documents for this year

(iii) Discussed Ka Hikitia but not made any changes

(iv) Not yet discussed Ka Hikitia

If you ticked (i) or (ii) give examples of how this has impacted on your planning and/or
practice.



Pre-review Information January 2014
Education Review Office
5. Success for Pacific students

(a) What are the recent results or outcomes for this group of students?

Confident transitions - to this school from early childhood, in other cases from other
schools and within the school levels and onto Intermediate.
Interventions successful - Students involved in ESOL programme and additional support
programmes have made progress in their learning.
Close link between home and school – staff have good relationships with parents and
families of Pacific students, and provide support to assist in their success. Parents attend the
formal interviews and learning conferences, and willingly meet teachers informally.

2013 Achievement results
Reading 100% at the National Standard
Writing 66% at the National Standard and 33% below
Maths 100% at the National Standard


(b) What three key strategies, programmes or initiatives do you have in place to support
Pacific students’ potential to progress and achieve?

1. Parental involvement – encouraging support in the classroom, teachers developing
positive relationships with parents so they feel welcomed, valued and connected to their
child’s learning and able to share their hopes and aspirations for their child.

2.Celebrating Effort and Achievement – students are acknowledged for their efforts
academically and progress steps they make.

3.Involvement in Performance Activities- Most of the students enjoy performing and are
involved in several opportunities – assemblies, kapahaka, guitar, golf, netball.


(c) Familiarity and use of The Pasifika Education Plan 2013 - 2017
(please tick one box)

(i) Considered The Pasifika Education Plan and
made changes to practice as a result

(ii) Taken The Pasifika Education Plan into account
when revising planning documents for this year

(iii) Discussed The Pasifika Education Plan but not
made any changes

(iv) Not yet discussed The Pasifika Education Plan

If you ticked (i) or (ii) give examples of how this has impacted on your planning and/or
practice.






Pre-review Information January 2014
Education Review Office
6. Students with special needs
(a) What strategies, programmes or initiatives do you have in place to address the identified
needs of students with special needs?

Communication with Whanau and Families – close links established early to discuss and
scope needs. Ongoing regular interactions between teacher, parents, student and agencies to
make changes or resolve issues as they arise, discuss and address concerns, follow-up on
progress and processes. Trusting, strong, honest relationships maintained.
Transition programme– for entry, to each new class and exit. Ensuring all stakeholders are
aware of needs, processes, expectations and form of support and interventions underway.
Awareness of Needs – IEP with precision step learning goals set. Regular updates shared
about any changes, progress and developments made.
Modified activities – ensuring full participation in all aspects of programme – with
additional support, equipment, processes or strategies put in place to make this happen.
Link with Agencies – sourcing of suitable agency support when need identified. Close
partnership established through regular communication and follow-up for the benefit of the
child. Support obtained for parents where respite care or counselling needed.
In School Support Provisions – SENCO and CWSA team leader, property modifications,
medical, pastoral care, specific CWSN professional development provided for staff (teacher
aides, class teachers and families)
Culture of Care and Respect – team effort, welcoming acceptance cultivated by peers, link
maintained with ex-pupils at Intermediate and College and their families. College students in
particular support our junior students

(b) What do you know about the impact of these strategies, programmes or initiatives?

Children are happy, actively involved in their learning and are valued members of our school.
Families and whanau feel supported.

7. Students from low income households
(a) Have you identified any students from low income households?
From time-to-time. We look for indicators of concern that can impact on student wellbeing –
health issues, absenteeism, neglect, inadequate clothing, lateness, personal hygiene concerns,
poor nutrition, fatigue - which we investigate more closely with the family to ascertain why
this situation has arisen. Sometimes this is caused by family relationship issues, neglect, poor
family routines, abuse, unexpected financial burden or on occasions as a result of low
income.

(b) What strategies, programmes or initiatives do you have in place to address the identified
needs of these students?

DP Pastoral Care focus
Meetings with families and whanau
Milk in Schools, School lunch programme,
Home visits
Sourcing Agency support – RTLB, CDC, SES, CYFS, PHN, Ministry Social Development,
Incredible Years parenting courses
Keeping Ourselves Safe programme


Pre-review Information January 2014
Education Review Office

(c) What do you know about the impact of these strategies, programmes or initiatives?

Increased Presence at School – student attendance and punctuality improvement
Trusting partnerships formed - Families and whanau feel supported by the school so they
share issues as they arise and we are able to assist them to resolve and seek professional
support
Awareness of support avenues - Families feel secure to follow this up themselves.
8. Any other comments you would like to add

During the week of you are in our school we are presenting our annual school production.
The scripts are always written by our Assistant Principal (a published author) and are a
culmination of skills and talents from our whole community (students, staff and parents)
combined – lighting, sound, costuming, makeup, digital presentations, choreography, live
music…. These are evening performances on Tuesday 27, Wednesday 28, and Thursday 29.
This year the show ‘The Mystery of the Missing Hobbit Ears’ is set in the local town of
Hobbiton.
This is a great example in one package of the points outlined in the pre-review information.
You are most welcome to join us for one of the evening shows to enjoy the community
spirit that exists at Matamata Primary.