ERO Report

Matatoki School provides good quality education for students from Years 1 to 8 and most students achieve well. Parents, students and staff experience an inclusive and welcoming environment where students take responsibility and care for each other. The board, principal and staff are committed to continual school improvement.

The school uses achievement information well to improve student engagement, progress and achievement. In particular, teachers and the board of trustees use the data effectively to accelerate the progress and achievement of students who are yet to achieve at their expected levels. Most students throughout the school achieve at or above the National Standards in reading, writing and mathematics.

The school’s curriculum is increasingly broad and includes learning in science, the performing arts, and careers education for students in Years 7 and 8. Students throughout the school have good access to digital devices as a tool for learning.

The school’s curriculum is based on a strong promotion of children’s wellbeing and supports student learning well. It provides good opportunities for students to be leaders, to participate and succeed in varied co-curricular activities, and to experience learning outside the classroom.

The principal works collaboratively with staff and the board and is careful about how changes are introduced and managed throughout the school. He has positive relationships with staff, parents and children and engages all groups with clear and consistent communication.

Parents are very well informed about their children’s learning. They receive clear written reports that sit alongside the regular progress conversations they have with their children’s teachers. Teachers continue to strengthen learning partnerships with parents, including sharing more specific and individualised strategies with parents based on their children’s achievement information.

Teachers conference and discuss learning information regularly with students and parents. They use varied approaches and strategies to support individuals and small groups of students to learn and succeed. These include deliberately engaging parents in the learning process. A good example includes teachers supporting parents of new entrants to understand how children learn to read and how they can make reading at home enjoyable