Macleans Primary School - 08/05/2015

ERO's findings about the school

Macleans Primary School provides high quality, holistic education for all students. The school places the learner at the centre of all decisions. Students learn and achieve within an inclusive environment that supports diversity and student leadership. High expectations and a focus on excellence are integral to the school’s success.

ERO is likely to carry out the next review in four-to-five years.

1. Context

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

Macleans Primary School, in the east Auckland suburb of Bucklands Beach, continues to provide high quality education for students. Since ERO’s 2010 review, the Māori roll has remained constant and constitutes eight percent of the school roll. The school is very multi-ethnic and approximately 33 percent of students are learning English as an additional language.

A continued feature of the school is the inclusive and welcoming culture that it provides for students and their whānau. Students respond well to the school’s high expectations for their progress and achievement. The school supports the wellbeing of students and staff and fosters a strong sense of belonging within the school community.

A school ethos of placing the learner at the centre of decisions guides all operations. The school vision ‘Together-the best we can be’ sits alongside the school values of respect, responsibility and cooperation. The school vision and values underpin a holistic approach to learning and pastoral care that values and respects the dignity of students, staff and whānau.

The school is led by an experienced and successful principal. High quality professional leadership drives the school vision, underpinned by a strong research base. A shared vision is held by senior staff, teachers and trustees. Trustees, the principal and senior staff work together very well. They share a genuine desire to continue to sustain and further develop high quality school practices.

2. Learning

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

Student achievement information is used very effectively to make positive changes to learners’ engagement, progress and achievement. Robust professional inquiry underpins teacher practice. Senior staff and teachers work collaboratively and have a high degree of capability to evaluate the impact of programmes. They undertake highly effective analysis of achievement information. They also use the findings well to set appropriate targets for student progress and focus their teaching and learning programmes on areas of need.

The school’s National Standards achievement in reading, writing and mathematics compares favourably with other schools locally and nationally. School information clearly shows that Māori and Pacific achievement is above national comparisons. The school places a high value on inclusive learning programmes. Students are highly engaged in their learning and are supported by respectful relationships with teachers.

Parents have a variety of opportunities to discuss their children’s engagement, learning and progress in relation to the National Standards. Well developed and continually refined reporting gives students and parents a clear and comprehensive indication of how students are achieving.

The board of trustees makes good use of the analysed achievement information provided by the principal and senior staff. Their understanding of data and in-depth discussions enable them to make carefully considered decisions about future priorities to improve outcomes for students.

3. Curriculum

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

The curriculum is highly effective in promoting and supporting student learning. It reflects and responds extremely well to diverse groups of students in inclusive ways. Students who need support or extension are well catered for. Features of the school’s curriculum include:

  • ongoing curriculum review that is aligned with the principles of The New Zealand Curriculum and focuses on meeting the learning needs of all students
  • high quality teaching practice that supports a professional culture of reflection and ongoing learning
  • a broad curriculum where students experience a variety of opportunities to participate and show leadership
  • teachers and students working together to develop programmes so that students can lead their learning
  • the board’s commitment to resourcing an environment that prepares students for future learning, including digital technologies as teaching and learning tools
  • an emphasis on supporting students to produce high quality work
  • an affirming school culture that enables students to succeed through a sense of self belief and belonging.

Senior staff have identified appropriate next steps for this high quality curriculum continuing to:

  • strengthen the school’s engagement and relationships with its multi-cultural community to nurture partnerships that promote positive outcomes for students
  • empower students to lead their learning.

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

The principal, senior staff and teachers effectively promote educational success for Māori students, as Māori. There is a shared vision and a genuine commitment by staff to value the language, culture and identity of Māori students in the school. To further promote Māori success, Tātaiako, the cultural competencies for teachers of Māori learners, has been integrated into teacher appraisals.

Meaningful interactions with whānau Māori result in positive outcomes for students. A recent and highly effective strategy to gather whānau aspirations about their children’s learning has consolidated relationships between staff and Māori families.

Māori students have positive attitudes to school and learning. They achieve very well across all curriculum areas. They are confident and competent learners and are represented in leadership roles. A school kapa haka group and Māori school waiata contribute to supporting Māori student success.

There is a long term commitment to developing bicultural practice in the school. As part of a whole school focus in 2014 senior staff developed and are leading a school wide teaching plan to support and enrich educational success for Māori, as Māori.

4. Sustainable Performance

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

Macleans Primary School is very well placed to sustain and improve its performance.

The school has strong professional leadership. The principal is instrumental in building leadership capacity and fostering excellence in all areas of the school. He is well supported by experienced and very able senior leaders who plan to continue supporting staff leadership development.

A highly reflective school culture informs ongoing initiatives and improvements. Trustees, the principal, senior staff and teachers are relentless in their pursuit of excellence. Self-review processes are very effective. The school has a robust teacher appraisal system which reflects best practice. The system promotes high expectations and supports teachers to continually improve their practice.

The board’s governance is strategic and improvement focused. Trustees have a good knowledge of school policies and procedures. The board achieves a clear alignment of school values and vision with its strategic and annual plans and this is reflected in curriculum delivery. Trustees are well informed through very good reporting processes that support and guide their decision making.

Positive interactions to engage with whānau are supporting relationships between school and the Māori community. The board has agreed that next steps for the school include engaging in Treaty of Waitangi training and continuing to strengthen success for Māori students across the curriculum.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. At the time of this review there were no international students enrolled at Macleans Primary School. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

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

Macleans Primary School provides high quality, holistic education for all students. The school places the learner at the centre of all decisions. Students learn and achieve within an inclusive environment that supports diversity and student leadership. High expectations and a focus on excellence are integral to the school’s success.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

Deputy Chief Review Officer Northern

8 May 2015

About the School

Location

Bucklands Beach

Ministry of Education profile number

1388

School type

Contributing (Years 1 to 6)

School roll

259

Gender composition

Boys 55%

Girls 45%

Ethnic composition

Māori

NZ European/Pākehā

African

British/Irish

Cambodian

Chinese

Filipino

Indian

Middle Eastern

Samoan

Sri Lankan

Tongan

other Asian

other European

8%

17%

6%

2%

2%

24%

4%

17%

4%

1%

3%

1%

8%

3%

Review team on site

March 2015

Date of this report

8 May 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2010

July 2007

April 2004