We had the pleasure of hosting a team from the Education Review Office during
Week 2 of Term 2, 2005.

The following outlines their findings. For more details, visit www.ero.govt.nz

1 July 2005

To the Parents and Community of Mapua School

These are the findings of the Education Review Office's latest report on Mapua School.

Mapua School is a semi-rural primary school catering for students in years 1 to 8. The school is attractive and well maintained, and includes spacious open-play areas that are fully utilised during Kiwi Dex, a programme of physical fitness enjoyed by the whole school at the start of each day. This programme provides, as one of its benefits, opportunities for children to develop relationships with teachers and other children across the school.

Recent initiatives that have improved the learning environment include the introduction of specialist learning spaces for music and information and communication technologies (ICT) that has been made possible by the relocation of the newly constructed administration area. The library development is also underway, with alterations to the library imminent.

The school has become a focus for the community, and parents take an active role in school activities by providing help in classrooms, in the delivery of school programmes such as the Primary Enterprise Programme (PrEP), and on school trips. The open-door policy of the principal and teachers encourages communication with parents on a day-to-day basis. Consultation with the Maori community has begun, and the Board of Trustees is considering ways to extend this process.

The 2001 ERO report recommended that the school, through a range of assessment practices, gather information to enable the progress and achievement of students to be evaluated. Since then, staff have been working towards providing effective learning programmes and using assessment information to improve learning outcomes. As a result, there have been significant changes in planning, assessment and reporting. In 2003, staff participated in the Assess to Learn (AToL) professional development contract through an external provider. Recent staffing changes have resulted in five out of seven teachers being new to the school and, consequently, staff are working towards developing a shared understanding of what quality planning, assessment and evaluation looks like.

After discussion with the board, ERO agreed, in this review, to focus on how effectively staff use achievement information to promote outcomes for students across all curriculum areas. In consultation with the principal it was later decided to scope the review in order to provide a more in-depth analysis. The report includes an evaluation of how the school is improving Maori student achievement. Areas of compliance, particularly as they relate to student safety, were also investigated. No concerns are identified.

Teacher have a cooperative approach to planning and teaching. Good relationships exist between staff and students and, during the review, positive interactions were observed by ERO in classrooms. Students are assisted to set goals to help establish acheivement information to inform planning. Good quality teaching is evident in the majority of classrooms. Students relate well to each other, to teachers and other adults. There are numerous opportunities for leadership roles within the school. These include being a house leader, a member of the ICT group that maintains the internet site and prepares the school magazine. Teachers and students access school notices and messages through the electronic day book on classroom computers. All students run assemblies and some act as bus monitors. The senior school is involved in the PrEP, which involves students working across age groups to carry out a business venture of their choice, within set parameters. They also took part in a programme of second language learning that offers Spanish, French and Japanese. Many students experience educational opportunities outside the classroom by attending highly sucessful school camps.

During the review the student population were articulate, polite, happy and showed pride in their school. They warmly welcomed review officers into their classrooms and were mature and considerate in their responses to questions posed to them. Student achievement is generally high. Some achievement information informs board planning, but reports to trustees do not always document recommendations designed to address any issues arising from achievement data, not their intended outcomes.

The principal models a collaborative approach to curriculum management and is well supported by the senior management team. A sound performance management system is established, however, implementation would be strengthened by including documented formal classroom observations for all teachers, which could be used to identify personal improvement goals.

The board is made up of experienced and newly appointed members. It is supportive of staff and students and is guided by the outcomes of community consultations. The board undertakes its responsibilities well, and sound systems exist to ensure school policies and procedures are reviewed regularly. Currently, it is in the third year of a three-year cycle of review for all policies, plans and procedures.

Future Action
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.

ERO will review the school again as part of the regular review cycle.

Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to providce information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz

Signed
Lane Mohi
Area Manager for Chief Review Officer