Education REVIEW REPORT:
MOTUROA SCHOOL

MARCH 2009

= 1............=20 About the School

= 2............=20 The Education Review Office (ERO) Evaluation

= 3............=20 The Focus of the Review

= 4............=20 Areas of National Interest

= 5............=20 Board Assurance on Compliance Areas

= 6............=20 Recommendations

= 7............=20 Future Action

&nbs= p; =20 Community=20 Page

Disclaimer

Individual ERO s= chool and=20 early childhood centre reports are public information and may be cop= ied or=20 sent electronically. However, the Education Review Office can= =20 guarantee only the authenticity of original documents which have bee= n=20 obtained in hard copy directly from either the local ERO office or E= RO=20 Corporate Office in Wellington. Please consult your telephone = book,=20 or see the ERO web page, http://www.ero.govt.nz, for ERO office=20 addresses.

<= /A>This report has been prepared in accordance with stan= dard=20 procedures approved by the Chief Review Officer.

1. = =20 About the School

Location

New Plymouth

Ministry of Education profile number

2203

School type

Contributing (Year 1 to 6)

Decile rating[1]

Teaching=20 staff:
Roll generated entitl= ement=20
Number of teachers

5
1

School roll

105

Gender composition

Female 52%, Male= =20 48%

Ethnic composition

NZ European/P= 7;kehā 65%,=20 Māori 32%,
Other ethnic groups 3%

Review team on site

November 2008

Date of this report

23 March 2009

Previous ERO reports

Education=20 Review          &n= bsp;      =20 June 2005
Education=20 Review          &n= bsp;      =20 May 2002
Effectiveness=20 Review          &n= bsp; =20 May 1997
Assurance=20 Audit          &nb= sp;         September=20 1995
Assurance=20 Audit          &nb= sp;         April=20 1992

2. = =20 The Education Review Office (ERO) Evaluation

Moturoa School is a contr= ibuting=20 school situated near the port in New Plymouth. Since the June 2005 E= RO=20 report, Montessori classes have been established at the school. The = school=20 continues to enjoy high levels of community support.

Significant developments = in=20 environmental education are a distinctive feature of the curriculum at Mot= uroa=20 School. The overall environmental curriculum, consisting of the =91T= rees for=20 Survival=92, =91Enviro Schools=92 and general nature-study programmes, equ= ips students=20 with the skills and knowledge to increase their learning about topical=20 conservation and environmental issues. Students develop expertise in= , and=20 take responsibility for, the propagation and care of various flora. = The=20 school=92s many gardens and trees, along with a worm farm and propagation = unit,=20 provide students with an ideal setting for their learning. =20

Teachers cater well for t= he needs=20 of an increasingly diverse student group. The Montessori teachers, a= nd the=20 students in the Montessori classes, are thoroughly integrated into the=20 school. Montessori staff and students make a large contribution to t= he=20 vitality and success of the school=92s environmental and general school=20 programmes. The virtues behaviour management programme, Montessori=20 teachers introduced, results in many positive changes to the management of= =20 student behaviour and overall school tone.

Effective governance and= =20 leadership continues. Preparations to implement the New Zealand Curr= iculum=20 by 2010 are thorough and systematically led by the principal. The bo= ard=20 ensures that the environmental programme, as well as the general school=20 curriculum, is well resourced and funded. The principal and staff ha= ve=20 systematically addressed all the areas for improvement identified in the=20 previous ERO report.

Future Action

ERO is confident that the board of trustees c= an=20 manage the school in the interests of the students and the Crown and bring= about=20 the improvements outlined in this report.

ERO is likely to review the school again as part of = the=20 regular review cycle.

3. = =20 The Focus of the Review

Student Achievement Overall

ERO=92s education reviews focus on student=20 achievement. What follows is a statement about what the school knows= about=20 student achievement overall.

Following numeracy testin= g and=20 analysis in March 2008, initiatives were put in place to address areas of= =20 underachievement. Intensive professional development for teachers, a= focus=20 on improving students=92 knowledge and use of number strategies and teache= r aides=20 support for individuals and groups were implemented. Senior students= =92 use=20 of information and communication technologies (ICT) was encouraged. = Year 6=20 students, retested in October, made significant gains in multiplication,=20 division and subtraction achievement. Māori student achievement= mirrors=20 this trend. Teachers attribute the gains to strategies developed thr= ough=20 self review and students=92 increased use of ICT.

= =20 the impact of the school=92s environmental education on stude= nt=20 engagement.

ERO=92s findings in this area are set out below.

The Impact of the School=92= s=20 Environmental Education on Student Engagement

Background

Significant developments occurred in environmental education = at=20 Moturoa School since the previous ERO report. The school now offers= =20 inter-related environmental education programmes including =91Trees for Su= rvival=92,=20 =91Enviro Schools=92 and nature study. Staff and students have=20 undertaken extensive training to increase their knowledge of the principle= s=20 underlying environmental education, and in linking practical environmental= =20 activities to learning areas such as science, social studies, mathematics = and=20 written language. An external environment educator, who was a fo= rmer=20 deputy principal at the school, runs the =91Trees for Su= rvival=92=20 programme. Identified students are helped to gain expertise in plant= and=20 tree propagation, the conservation of rare species, and caring for the man= y=20 plants and trees on the school property. Another external consultant= has a=20 major input into the =91Enviro Schools=92 programme. Teachers implem= ent the=20 nature study programme.

Environmental programmes are closely integrated into= the=20 general school curriculum. The board suggested, and ERO agreed to an= =20 evaluation of how well the school=92s environment programmes contribute to= overall=20 student engagement.

Areas of good performance

=B7 = =20 Student engagement:
Students are achie= ving=20 well and display great enjoyment in their environmental education. T= hey=20 gain valuable knowledge of the various plants and trees in their school=20 environment. They are increasingly able to make valid connections, a= nd=20 apply what they learn in science, social studies, written language and=20 mathematics, to the many practical activities they undertake in the school= =92s=20 gardens, clusters of native trees, and propagation unit. Students he= lped=20 to develop a vision map for the future direction of the =91Enviro Schools= =92=20 programme, and this was a valuable experience in planning and developing=20 strategies for their future learning.

Environmental learning is wel= l=20 integrated into the curriculum. Students have many opportunities to = take=20 part in individual and class environmental projects. They help produ= ce and=20 use worm by products, propagate and cultivate plants, vegetables, trees, a= nd=20 gain expertise and knowledge in the characteristics and life cycle of vari= ous=20 plants and native trees.

The environmental programme positiv= ely=20 impacts on student morale, engagement and enjoyment. Students confid= ently=20 and increasingly use complex, technical vocabulary associated with their=20 environmental studies. Their understanding extends to word meanings = beyond=20 scientific terms. Many students know the Latin names of the native t= rees=20 and plants in the school. The environment educator plays a crucial r= ole in=20 developing expertise in learning and teaching about the environment. = The=20 school is recognised in the community as a repository of some rare plant=20 species. Well-planned and taught environmental classroom programmes= =20 contribute to high levels of student engagement and motivation. =20

=B7 = =20 Relationships:
Students benefit from the warm and affirmin= g=20 relationships they enjoy with their teachers, and the external educator.&n= bsp;=20 Clear expectations for student behaviour and achievement are reinforced by= the=20 thorough implementation of the school=92s virtues programme. Student= s show=20 respect for one another and are able to learn without distraction. A= n=20 encouraging tone is in all classrooms. A positive learning environme= nt=20 supports improved learning outcomes for students.

= =B7 = =20 Teaching strategies:
Environmental education teaching stra= tegies=20 are closely targeted to student interests and prior knowledge. Caref= ully=20 planned practical activities, both in and out of the classroom, result in= =20 increased motivation and willingness of students to learn. Increasin= g=20 students=92 capacity to learn through inquiry learning is appropriately=20 emphasised. Teachers skilfully incorporate environmental concepts an= d=20 ideas into each =91rich topic=92 study. Teachers make good use of mo= delling=20 books to model and record student learning.

Teachers closely monit= or the=20 impact of environmental programmes on improving overall student=20 achievement. Incidental learning is a key component of the nature= 209;study=20 programme, where teachers are encouraged to capture the moment if a new le= arning=20 opportunity occurs. Record sheets in some classes show clearly the=20 development of environmental skills and understandings. Most student= s=20 successfully use information about their achievement to help future=20 learning.

= =B7 = =20 Learning environment:
A systematically-organised learning= =20 environment, in and outside all classrooms, supports student learning.&nbs= p;=20 Displayed student work and external murals associated with environmental t= opics=20 are effectively used as a learning resource. The various environment= s=20 outside the classroom provide many opportunities for students to observe,= =20 discuss and make predictions about how native flora influence their lives = and=20 their community. Students supported the Department of Conservation, = the=20 New Plymouth District Council and the Taranaki Regional Council by plantin= g=20 seedlings on the local coastal walk way and gain pleasure from providing o= ther=20 schools with gifts of their own plants.

= =B7 = =20 Montessori classes:
Students in the two Montessori classro= oms are=20 closely involved in, and make a significant contribution to, the school=92= s=20 environmental programme. Concern for the environment is an integral = part=20 of the Montessori philosophy. Judicious use of community experts and= other=20 people outside the school, and enthusiastic Montessori teachers are signif= icant=20 factors in the quality of education received by students in these classes.= =20 Teach-the-parent evenings enable staff and students to educate parents abo= ut the=20 environment. A particular strength of Montessori students is their=20 capacity to set personal behavioural and learning goals to monitor their=20 progress.

=B7 = =20 Opportunities for Gifted and Talented Edu= cation=20 (GATE):
The educational needs of students requiring extension are clear= ly=20 identified and their achievement is closely monitored. GATE students= =20 undertake special environment research projects. They work towards=20 presenting their work to a wider audience through various media such as ar= t,=20 drama, making DVDs and producing booklets. They are involved in many= =20 school and community activities, such as arts and drama festivals, which=20 motivate and challenge them.

Areas for improvement

= =B7 = =20 Quality of presentation of work:
The presentation and prid= e=20 displayed by students in their environmental education studies and other=20 learning areas is of uneven quality throughout the school. The princ= ipal=20 acknowledged that he and the teachers have plans to improve the quality of= =20 presentation, and encourage greater student pride in their work. =20 Developing clearer learning objectives (learning intentions) and purposes = in all=20 classes should be a priority to further enhance student capabilities. = ;=20

=B7 = =20 Assessment:
Student self-assessment pr= actices=20 are not evident schoolwide. Staff should share existing good practic= es=20 seen in classes that develop indicators for student self assessment. = A=20 next step is to review assessment rubrics to encourage students=92 increas= ed=20 awareness of the purposes for learning. Work begun on establishing l= inks=20 between the =91Enviro Schools=92 programme and the key competencies in the= New=20 Zealand Curriculum should enable staff to refine learning intentions and=20 assessment practices.

4. = =20 Areas of National Interest

Overview

ERO provides information about the education = system=20 as a whole to Government to be used as the basis for long-term and systemi= c=20 educational improvement. ERO also provides information about the edu= cation=20 sector for schools, parents and the community through its national reports= .

To do this ERO decides on topics and investigates th= em for a=20 specific period in all applicable schools nationally.

During the review of Moturoa School ERO investigated= and=20 reported on the following areas of national interest. The findings a= re=20 included in this report so that information about the school is transparen= t and=20 widely available.

The Achievement of M= 57;ori=20 Students: Progress

In this review, ERO evaluated the progress th= e school=20 has made since the last review in improving the achievement of Māori = students=20 and in initiatives designed to promote improved achievement.

= =20 Supporting achievement:
Annual targets establish direction= for=20 achievement improvements each year. Collated and separately analysed= Māori=20 achievement data contributes to planning and resource allocation. Pa= rents=20 have regular formal discussions about their children=92s progress and=20 opportunities to be involved in class and across-school activities.=

Areas for further improvement

=B7 = =20 Consultation:
Plans to explore and extend opportunities fo= r more=20 in-depth consultation with whānau are in the early stage. Linki= ng future=20 consultation to the planned integration of school values and culture with = the=20 intent of the New Zealand Curriculum should enhance relationships already= =20 established within the community.

Implementing the New Zealand Curriculum in 2010

Progress to date

In preparing for teaching the New Zealand Cur= riculum=20 in 2010 the school has:

= =B7 = =20 reviewed the arts curriculum and aligned it to the New Zealan= d=20 Curriculum;

= =B7 = =20 carried out analysis of the school=92s mathematics programmes= and=20 started to review the mathematics curriculum;

= =B7 = =20 investigated where inquiry learning fits in to the New Zealan= d=20 Curriculum; and

=B7 = =20 aligned the school=92s virtues programme = to the=20 values of the New Zealand Curriculum.

Next steps

The school has decided that its priorities fo= r=20 preparation over the next three to six months are to:

= =B7 = =20 complete a review of mathematics programme by the end of 2008= and=20 align the programme to the mathematics learning statement in the New Zeala= nd=20 Curriculum;

= =B7 = =20 develop the school=92s vision statement;

= =B7 = =20 align the relevant aspects of the virtues programme with the = key=20 competencies; and

=B7 = =20 start revising and aligning the school=92= s health=20 and physical programme with the health and physical learning statement in = the=20 New Zealand Curriculum.

5. = =20 Board Assurance on Compliance Areas

Overview

Before the review, the board of trustees and= =20 principal of Moturoa School completed an ERO Board Assurance Statement= =20 and Self-Audit Checklist. In these documents they atteste= d that=20 they had taken all reasonable steps to meet their legislative obligations= =20 related to:

=B7 = =20 board administration;

=B7 = =20 curriculum;

=B7 = =20 management of health, safety and welfare;

=B7 = =20 personnel management;

=B7 = =20 financial management; and

=B7 = =20 asset management.

During the review, ERO checked the following = items=20 because they have a potentially high impact on students=92 achievement:

=B7 = =20 emotional safety of students (including prevention of bullyi= ng and=20 sexual harassment);

=B7 = =20 physical safety of students;

=B7 = =20 teacher registration;

=B7 = =20 stand-downs, suspensions, expulsions and exclusions; and

=B7 = =20 attendance.

Each school needs to acknowledge that bullyin= g is a=20 risk to be managed. To improve practice this school should provide=20 anti-bullying programmes that cover the following types of bullying: racis= t=20 bullying, bullying of students with special needs, homophobic bullying, an= d=20 sexual harassment.

Compliance

ERO=92s investigations did not identify any a= reas of=20 concern.

6. = =20 Recommendations

ERO recommends that the principal and teacher= s:

6.1 &nbs= p; =20 review assessment practices in order to make students more aware of= the=20 purposes for learning;

6.2 &nbs= p; =20 continue to improve the quality of presentation and encourage greater stud= ents=92=20 pride in their work.

7. = =20 Future Action

ERO is confident that the board of trustees c= an=20 manage the school in the interests of the students and the Crown and bring= about=20 the improvements outlined in this report.

ERO is likely to review the school again as part of = the=20 regular review cycle.

Signed

= Graham=20 Randell
Area Manager

for Chief Review Officer

23 March 2009

These are the findings of the Education Revie= w=20 Office=92s latest report on Moturoa School.

ERO is confident that the board of trustees c= an=20 manage the school in the interests of the students and the Crown and bring= about=20 the improvements outlined in this report.

ERO is likely to review the school again as part of = the=20 regular review cycle.

ERO reviews do not cover every aspect of scho= ol=20 performance and each ERO report may cover different issues. The aim = is to=20 provide information on aspects that are central to student achievement and= =20 useful to this school.

If you would like a copy of the full report, please = contact=20 the school or see the ERO website,=20 http://www.ero.govt.nz.

Signed

Graha= m=20 Randell
Area Manager

ERO is an independent, external evaluation ag= ency=20 that undertakes reviews of schools and early childhood services throughout= New=20 Zealand.

ERO follows a set of standard procedures to c= onduct=20 reviews. The purpose of each review is to:

Reviews are intended to focus on student achievement= and=20 build on each school=92s self review.

ERO=92s framework for reviewing and reporting= is based=20 on three review strands.

=B7 = =20 School Specific Priorities =96 the quality of educati= on and=20 the impact of school policies and practices on student achievement.

=B7 = =20 Areas of National Interest =96 information about how= =20 Government policies are working in schools.

=B7 = =20 Compliance with Legal Requirements =96 assurance that= this=20 school has taken all reasonable steps to meet legal requirements.

Most ERO reports include recommendations for= =20 improvement. A recommendation on a particular issue does not necessa= rily=20 mean that a school is performing poorly in relation to that issue. T= here=20 is no direct link between the number of recommendations in this report and= the=20 overall performance of this school.