Rāpare, 20 o Pipiri i te tau 2013 te ra Thursday, 20 June 2013
Marfell School 03/06/2011
3 June 2011
To the Parents and Community of Marfell School
This review evaluates the extent and effectiveness of actions the school has taken towards addressing issues specified in the previous review and/or any additional areas identified since that review.
The Education Review Office [ERO] evaluation of Marfell School follows.
Marfell Community School in New Plymouth caters for Years 1 to 6 students of whom 65% are Māori. ERO’s education review of the school in August 2009 found that progress had been made in the provision of a supportive learning environment and in the board of trustees’ understanding of its roles. However, concerns remained about levels of student achievement and some teaching, governance and leadership practices. This review shows that considerable progress has been made in these areas.
Teachers undertook schoolwide professional development in the teaching of reading in 2010 and writing in 2011. A Limited Statutory Manager (LSM) was appointed in November 2009 by the Ministry of Education (the Ministry) to support the board and school leaders. The board appointed a mentor and external appraiser for the principal. Three new trustees joined the board in March 2010. Board members and the principal have attended all training sessions provided by the Ministry to enhance their understanding of their roles. The community is increasingly engaged in school activities through the Marfell Supporters Group and Breakfast in Schools.
Teachers have a clear picture of achievement across the school. In classrooms, they use assessment information to implement programmes that cater for students’ needs through small group, guided instruction. Achievement in reading is successfully promoted by a strategy that includes planned professional development tailored to the individual needs of teachers. Clear, focused achievement targets and comprehensive action plans support improvement. Regular, purposeful and deliberate teaching strategies result in students, particularly Māori, showing accelerated reading progress with fewer achieving below expectation. However, trustees, school leaders and teachers recognise the challenge to urgently support a significant group of students whose achievement remains below expected levels in literacy and numeracy.
A constructive culture, featuring respectful relationships and clear expectations for behaviour, supports learning. Established routines and subtle prompts promote an environment where teachers focus on learning rather than behaviour. Collaborative relationships among teachers are a foundation for effective professional development, shared understandings and expectations for teaching and learning.
Trustees, school leaders, teachers and parents have successfully revitalised the school’s charter to reflect, and give ownership to, the vision, values and goals of the community. Strategic and annual planning is effectively based on charter goals and appropriately focuses on student engagement and achievement. Progress is regularly monitored. A collaboratively developed framework documents the roles, responsibilities and timeframes for the board’s work. Trustees confidently use self review to make decisions and allocate resources based on evidence.
Comprehensive, well-planned appraisal and professional development processes contribute to improved leadership and teaching capability. The increased confidence of leaders and teachers promotes engagement and achievement of students.
Trustees, school leaders and teachers are well placed to embed and consolidate improvements noted in this report to continue to promote positive outcomes for students.
ERO is likely to carry out the next review in three years.
When ERO has reviewed a school we encourage boards to inform their community of any follow-up action they plan to do. You should talk to the board or principal if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.