Henderson South School

School Context

Henderson South School in West Auckland caters for students in Years 1 to 6. Since the 2014 ERO review, the school roll has remained stable. Twenty-nine percent of learners are Māori, and sixty percent have Pacific heritage.

The school’s vision is to create cultural, creative, and critical thinkers. The school aims to create the conditions for students to be collaborative, resilient, focused, inquiring, and self-directed.

Henderson South School offers Samoan bilingual education in the O le Fetu Oso unit, which focuses on students learning in gagana Samoa, from Years 1 - 6.

School leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• progress and achievement in reading, writing and mathematics

• bilingual achievement in gagana Samoa in relation to the literacy learning progressions

• progress and achievement for students with additional learning needs

• outcomes related to engagement and wellbeing for success.

The board of trustees consists of an experienced chair, and a mix of newly appointed and longer serving members.

Henderson South School is a member of the Henderson Kāhui Ako/Community of Learning (CoL).

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Leaders and teachers are achieving high and equitable outcomes for the majority of students. School data show the school is effectively maintaining and slightly improving achievement results over time. Schoolwide results in writing and mathematics have increased, and have been maintained in reading. Overall, girls tend to achieve better results than boys in writing and reading, and the same in mathematics. By Year 6, most students achieve at the expected national levels in all three areas.

Schoolwide achievement data from 2016 show that the majority of students achieve at expected levels. Māori and Pacific students achieve very well in writing, and have made some significant gains in this area during 2016. Māori and Pacific achievement results in reading and mathematics have been maintained over time.

Information shows that Māori students have parity with their peers in mathematics, and the school is reducing disparity for Māori students in writing and reading. Significant achievement gaps between Pacific students and their peers remain, and the board should ensure close monitoring of this disparity.

The school vision has well documented descriptions of other valued outcomes for students. Staff are in the process of designing ways to determine how well students are achieving in relation to these valued outcomes.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school responds very well to students whose learning and achievement need acceleration. Leaders and teachers have identified a definition for acceleration. School data show students make good progress when receiving additional support, and for some there is evidence of accelerated progress.

The school has in-depth knowledge of the progress and achievement of all students individually. Teachers use this information to identify Māori, Pacific and other students who need additional support. Senior leaders and classroom teachers are aware of the acceleration needed for each student and their progress is closely monitored.

The school continues to develop well defined systems to ensure parents can be actively involved in their children’s learning.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

The school’s responsive curriculum and teaching approaches are effectively enabling the achievement of equity and excellence. The school has well established assessment and moderation practices. Reliable data inform teaching programmes, support effective teacher reflection, and inform school decision making.

A positive school culture, based on the values of the ‘Henderson South Way’, promotes students’ sense of wellbeing, belonging, and their engagement in learning. Numerous leadership opportunities for students support their developing self-esteem and self-confidence. Effective teaching strategies result in settled, productive classrooms, and are enhancing opportunities for students to be more involved in decisions about their learning.

Senior leaders have successfully maintained an ongoing focus on building teacher capacity to deliver high quality education. Professional learning opportunities are linked to the school’s direction and targets, and are strategically timed and well planned. Teacher development goals are aligned to professional learning groups and mentor support to promote consistency of teaching practice. Senior leaders offer appropriate opportunities to enhance teachers’ skills, which contributes to building school sustainability.

School practices enact its significant commitment to education that affirms students’ languages, cultures, and identities. Students and their families value highly the Samoan bilingual unit, O le Fetu Oso. The number of students in the unit continues to grow. Students experience good opportunities in gagana Samoa and aganu’u Samoa to enhance their learning. Aiga are highly supportive and view the unit as a measina. The learning of te reo Māori is well planned and used purposefully during class time by teachers. Kapa haka is well established, and students lead powhiri and other school celebrations that enhance their understanding of tikanga. Planned school-wide topics celebrate the many cultures in the school.

The board and senior leaders have successfully managed the construction of a new innovative learning block that will open in 2018. Teachers who will work in this environment have received very good professional learning in preparation for the opening of this block.

School leadership and stewardship enable equity and excellence in the school. Leaders are consultative and responsive. They are outward looking, and network well to help retain currency with best practices.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence?

Internal evaluation processes could be further developed through improved documentation, including clear action plans and timelines. The board could evaluate its effectiveness in relation to charter goals.

Learning programmes could be extended to help embed the school’s vision of developing inquiring, self-directed learners. Students could receive more opportunities to develop the key competencies for learning and to have more agency over that learning.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they have taken all reasonable steps to meet their legislative obligations related to the following:

• board administration

• curriculum

• management of health, safety and welfare

• personnel management

• finance

• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

• emotional safety of students (including prevention of bullying and sexual harassment)

• physical safety of students

• teacher registration and certification

• processes for appointing staff

• stand down, suspension, expulsion, and exclusion of students

• attendance

• school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• inclusive practices that support students to feel secure and have a strong sense of belonging

• a strong commitment to building teacher capability that enhances professional practice and promotes high expectations for learning and student efficacy

• dual language pathways that value and nurture students’ languages, cultures and identities, and enhances their learning and wellbeing

• positive relationships, structures and processes that promote equity and excellence.

Next steps

For sustained improvement and future learner success, development priorities are in:

• continuing to develop more robust internal evaluation that promotes ongoing school improvement

• broadening students’ learning opportunities by developing a curriculum design that challenges their thinking and promotes creativity.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

1 March 2018

About the school

Findings

Henderson South School has a culture of high expectations for students and staff. A caring, inclusive environment promotes student wellbeing and learning. Students have many opportunities to participate in a broad range of co-curricular activities. They are proud of their language, culture and identity. Senior leaders plan to further strengthen self review.

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

Henderson South School caters for students in Years 1 to 6, in West Auckland. Most students are of Samoan or Māori heritage. The school has three Samoan bilingual classes for students in Years 1 to 6. The school roll is predicted to continue growing with nearby housing development planned for the near future. The school grounds are attractive and welcoming with art work which reflects the cultures of the community.

Students, staff, the board and community have a shared commitment to the school ethos of ‘caring, sharing and learning’. There are good systems and processes to ensure students’ pastoral needs are well met.

Strengths that were acknowledged in previous ERO reports have been embedded. Positive relationships continue in an inclusive environment that is focused on student wellbeing and learning. Students demonstrate a strong sense of pride in themselves and their school.

The school has a cohesive and collaborative leadership team and staff who are embracing change. Teachers’ engagement in professional learning and development is helping to raise student achievement. They are led effectively by an experienced principal.

The board and principal continue to collaborate with the school’s community and are responsive to parents’ aspirations for their children’s education. Through a long-standing history of open consultation and close community links the school continues to strengthen its provision for effective Samoan bilingual education.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

There has been good progress made in the use of achievement data to promote student learning. School achievement compares favourably with other schools in the local area. Achievement information indicates that most students achieve at or above National Standards in reading and mathematics. Pacific student achievement compares favourably with other schools nationally in reading and mathematics. Most Pacific students are achieving at National Standards in writing. Senior leaders recognise the importance of reducing the gap that exists between the achievement of Māori and non-Māori students. They are closely monitoring Māori students’ progress.

The principal has a sound understanding of data analysis and makes well informed decisions based on this information. He has comprehensive plans to meet identified student needs. The deputy principals have continued to strengthen their leadership in these areas.

Professional learning in writing has helped teachers to make greater use of achievement data to inform classroom programmes. Students at risk of not achieving at National Standards are identified and their progress is closely monitored over time. Teachers discuss achievement information to identify strategies to accelerate the progress of these students.

Teachers are continuing to strengthen the consistency of their judgements about student achievement. They work with colleagues within the school and across a local school cluster to compare work samples, consider indicators and to share judgements about student work. Teachers are now using a wider range of assessment to inform their judgements.

The board makes timely, informed resourcing decisions to raise student achievement. There is a planned approach to specifically supporting students who have been identified as requiring additional learning support. The board funds personnel and programmes to provide students with good opportunities to accelerate their progress.

The school has increased opportunities for parents to be involved in their children’s learning. Community meetings in English and Samoan inform parents of useful literacy and mathematics strategies. Written reports provide useful information about how students are achieving in relation to National Standards. Senior leaders now intend to strengthen the contribution that students make in reporting achievement to their parents.

Senior leaders agree that key priorities to further raise student achievement could include:

• improving documented analysis and evaluation of student achievement information
• continuing to build partnerships with families to support student’s learning.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum is effective in promoting student learning and engagement. Senior leaders and teachers are committed to providing a caring learning community that supports student learning and wellbeing.

Students have opportunities to participate in a broad range of co-curricular activities. They are proud of their language, culture and identity. Many students are confident in expressing their views. They are able to skilfully question, discuss and contribute to informative conversations with each other and with adults.

Senior leaders are implementing individualised professional development for teachers to promote student-directed learning. Teachers plan learning programmes that are interesting and purposeful, and that include student ideas and perspectives. They are increasingly using teaching approaches that promote students’ thinking skills and an understanding of themselves as learners. As a result there are high levels of student engagement throughout the school. Senior leaders plan to strengthen the consistency of student-led teaching practice throughout the school.

Senior leaders acknowledge that the school’s curriculum could be reviewed, documented and aligned clearly with The New Zealand Curriculum. They could also consider how well the school’s curriculum:

• includes e-learning opportunities for students
• reflects the school’s local environment and history
• aligns with the Ministry of Education’s Māori education strategy: Ka Hikitia - Accelerating Success and Pasifika Education Plan.

How effectively does the school promote educational success for Māori, as Māori?

There is an inclusive approach towards supporting Māori student success, as Māori. The school embraces a bicultural curriculum and acknowledges Māori protocol through celebrations and events such as Matariki, planting and welcoming ceremonies. Māori staff, whānau and students take a lead role in guiding protocol for these events and provide role models for Māori students.

Senior leaders have a good knowledge of their Māori whānau. They foster genuine partnerships with whānau. Senior leaders have incorporated Tātaiako - Cultural competencies for teachers of Māori learners, in the appraisal of teachers’ practice.

To strengthen Māori student success, as Māori, senior managers could further:

• encourage whānau to have greater contribution to initiatives that address their aspirations for their children
• improve self review, including documentation to promote improved outcomes for Māori students.

How effectively does the school promote educational success for Pacific?

Samoan students are provided with meaningful opportunities to learn and succeed using their home language. A key objective of the Samoan bilingual unit is for students to use their heritage language to strengthen their English learning. Families of students in the Samoan bilingual unit are working with the school to seek suitable pathways for their children to continue bilingual education beyond Year 6. Effective processes support students who are English language learners of English as an additional language.

Prior to 2012 the school’s data showed that students in the bilingual unit made greater accelerated progress than Samoan students in the rest of the school. Senior leaders are committed to ensuring that they continue to evaluate the impact of bilingual education on student engagement and progress.

Senior leaders continue to promote effective bilingual education by consulting and working alongside families to address their aspirations for their children.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance. Senior leaders and the board have collaborative and reflective working relationships to improve student outcomes. The principal provides very effective leadership for the school. He has strategically strengthened the school’s position to raise student achievement and is skilfully growing teachers’ capacity as professionals and leaders. The principal is well supported by experienced senior leaders and a staff committed to his vision for the school.

Trustees reflect the cultural diversity of the school community and bring a wealth of experience and expertise to their governance role. They access training and are mindful of effectively meeting the board’s obligations and responsibilities.

The board is committed to providing students with opportunities and experiences that support them to be successful achievers. They have implemented a useful strategic plan that acknowledges predicted shifts in the school roll and is informed by student achievement trends and patterns. The board is in the process of a comprehensive review of school policies and procedures.

Senior leaders agree that to strengthen the school’s sustainable performance they should further develop rigorous and evaluative self review processes. These should include more in-depth reports that evaluate the effectiveness of programmes, initiatives and interventions.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

Conclusion

Henderson South School has a culture of high expectations for students and staff. A caring, inclusive environment promotes student wellbeing and learning. Students have many opportunities to participate in a broad range of co-curricular activities. They are proud of their language, culture and identity. Senior leaders plan to further strengthen self review.

ERO is likely to carry out the next review in three years.

Dale Bailey National Manager Review Services Northern Region

3 December 2014

About the School