The Education Review Office is the government department which reports publicly on the quality of education in all New Zealand schools and early childhood services, including private schools, kura kaupapa Mäori (Mäori language immersion schools), special schools and ngä köhanga reo (Mäori language early childhood groups). 

The latest Education Review Office was completed in September 2007. Section 2 of the resulting report is included below and the complete report is available on the ERO web site.

Education Review Office (ERO) Evaluation

Māori Hill School is located in the city of Dunedin.  It provides education for students from Years 1 to 6.  Since the last ERO review, there has been a number of staff changes.  A new principal, deputy principal and several new teachers have been appointed.  A major project of refurbishment of every classroom has taken place and a large adventure playground for senior students has been built.  These building projects were made possible by the generous support of the community through the Parent Teacher Association (PTA).  Parents are welcomed as active participants in the education of their children.  Some parents support students’ learning by regularly listening to them read, coaching sports teams and helping within the classrooms.

Since the 2003 and the 2005 ERO reviews, substantial progress has been made in developing collegial relationships, supportive guidelines and programmes to meet students’ needs, abilities and interests.  Teachers have clear directions for planning, teaching programmes and assessing student achievement.  Whole-school professional development has had a positive effect on the way teachers approach learning and teaching and the strategies they use to lift student achievement.

The focus of this review was on learning and teaching in numeracy and the impact of assessment practices on student achievement.  Along with all schools reviewed at this time, ERO reviewed the school’s preparedness for a pandemic, how the school engages with its parents/whānau and community, the achievement of Māori students, the provision for gifted and talented students, and foreign fee-paying students.  The school’s systems for providing a safe physical and emotional environment were also investigated and no concerns were identified.

Students’ achievement is measured in all curriculum areas.  Teachers also measure how well students are acquiring skills that help them in the learning process.  Achievement information shows that students are achieving well compared with students in similar schools nation-wide.  Teachers are involved in professional development in numeracy and inquiry learning.  This has resulted in significant improvement in student achievement over the last three years.  The school is part of a Ministry of Education initiative called Enhancing High Standards Across Schools.  This is further supporting the positive approach teachers are taking, and enhancing students’ learning.

The board receives regular, detailed reports on student achievement.  These include analysed data with concerns identified and recommendations made to address them.  Achievement information is used to set useful new targets for lifting student achievement.  The 2006 target to raise student achievement in numeracy across the school was well met.  Teachers have shifted the focus to include improving students’ skills in using mathematics strategies.  The achievement target for 2007 links to inquiry learning and aims to develop students’ knowledge and use of thinking and inquiry skills.  Given the high levels of achievement of many students in this school, the expectations for achievement could be lifted to provide further challenge.

Students receive a well-rounded, good quality education.  Teachers know students well and have comprehensive knowledge of their progress and achievement.  Teachers are caring about the well-being of the students and good relationships between teachers and students are obvious.  Students show high levels of motivation and engage well in their learning.  They experience a wide range of interesting learning experiences within and beyond the school.  Classrooms are visually interesting with a variety of students’ work displayed.  ERO recommends that teachers provide students with skills that help them to take more responsibility for their learning.

The school has some guidelines on what is giftedness and how gifted and talented students may be taught.  The next step is to consult with the whole school community to develop a shared understanding of how Māori Hill School will meet the needs of these students.

Māori students generally achieve well and are well supported in their learning.  There is room for greater inclusion of te reo Māori and Māori perspectives in classroom programmes.

The school community benefits from strong professional leadership.  Teachers are developing a culture of ongoing improvement through internal review and an involvement in intensive sustained professional development. 

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.