To the Parents and Community of Marton School

These are the findings of the Education Review Office’s latest report on Marton School.

Marton School, located in the Rangitikei district of Marton, caters for Year 1 to 8 students from the township and surrounding areas.  At the time of this review the school has a roll of 187 students, 30% of whom are Māori and 8% Pacific.  Positive interactions between staff, students, whānau and trustees contribute to an environment where adults and students pursue learning experiences that are purposeful and fun. 

A respectful and inclusive ethos is strongly evident within the school.  Students celebrate learning.  Teachers motivate and stimulate them to engage using an extensive range of successful approaches.  Based on current research and evidence of best practice, teachers adopt flexible, responsive strategies designed to support students’ different levels of understanding.  In classrooms students understand and talk enthusiastically about what they are learning and what they need to do to progress.  A culture of ongoing improvement is evident in all aspects of school life. 

High quality teaching supports all groups of students, including Māori, to be successful learners.  They are actively involved in classroom processes and practices that assist them to improve.  Teachers build strong personal relationships with students who are well taught and enjoy learning.  Pacific students who are new to New Zealand are well prepared to actively participate in all the school offers.  Progress for them is evident in their increased levels of achievement. 

An ongoing process of self review identifies priorities for improvement, monitors progress and evaluates effectiveness.  Students are prepared to take risks.  Staff share and discuss well-analysed school-wide achievement information that sets direction for teaching and learning, while guiding trustees’ planning and resourcing decisions.  Students make significant progress and achievement has improved.  Students self and peer assess their learning using criteria that are clearly understood.  They expect to improve.  At student, family and teacher conferences successes are shared with goals set for the next stage in learning. 

Senior management provides a model of leadership that includes all teachers as leaders and learners.  The principal allocates responsibilities and assists staff to effectively collaborate as a team.  School visions, values and goals are strengthened by the principal who oversees all school activity, maximising success for students and staff.

Trustees knowledgably undertake their roles and responsibilities.  They are focused on student achievement, challenging senior leaders to better understand school direction and their role in continuous improvement.  Trustees, principal, staff and whānau provide a stimulating student-focused environment. 

Future Action

ERO is very confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report.  ERO is likely to carry out the next review in four to five years.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues.  The aim is to provide 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, www.ero.govt.nz.

 

 

 

 

Kathleen Atkins

National Manager Review Services
Central Region