Findings
Newmarket School is consistently high performing. The school’s curriculum provides its diverse students with rich, varied learning opportunities. Affirming relationships, positive expectations and values create a sound foundation for students’ learning. Trustees, leaders and teachers help to ensure these positive features are sustained and grow through effective governance, leadership and teaching.
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?
Newmarket School is a consistently high performing school. It provides students from Years 1 to Year 6 with rich and varied learning opportunities within a vibrant atmosphere. The school’s overarching vision is “to grow connected, generous, thoughtful leaders who reach for the stars”. This vision is brought to life through caring and inclusive school relationships and practices. Staff, students, whānau and families are justifiably proud of their school.
The school actively promotes and supports students’ wellbeing. This impacts positively on students’ engagement and learning. Students are confident, friendly and respectful. Trustees, school leaders and staff hold high expectations for all students to experience and celebrate success.
The majority of students are from Asian backgrounds and eight percent are Māori. Students’ home languages, cultures and identities are strongly affirmed. The school curriculum draws on contexts that are culturally relevant to students. Seventy-five percent of students have home languages other than English. Many of the staff reflect the diverse cultural backgrounds and languages of the students.
Students learn in four age based ako groups; te ako Kowhai (Years 0 to 2), te ako Puriri (Years 2 and 3), te ako Ti Toki (Years 3 and 4) and te ako Kahikatea (Years 5 and 6). Students’ transitions into and through the levels of the school are well managed and successful. Students benefit from the school’s attractive setting and facilities which feature vegetable gardens, a native plants zone and a spacious, well resourced library.
ERO’s 2010 report noted that the school provided high quality education underpinned by high expectations for learning, effective leadership and governance and strong community engagement. Trustees and school leaders have sustained and further developed these positive features.
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 well to make positive changes that enhance learners’ engagement and success. Trustees and school leaders closely monitor student achievement at a school-wide level. They ensure that resources focus on the areas of greatest need.
Student-led learning is a significant feature of the school’s educational success. Students are active participants in their learning. They make decisions about learning programmes and can confidently talk about their progress and achievement and next learning steps. They are benefitting from focused learning environments, effective teaching strategies and good opportunities to follow their strengths and interests.
Many students progress and achieve well in relation to National Standards in reading, writing and mathematics. Students who remain at Newmarket School achieve very well over time. Year 4 to 6 second language learners make very good progress in relation to National Standards. Teachers make good use of the Ministry of Education’s resource, the English Language Learners’ Progressions. This helps them to identify the stages and patterns of progress in students’ English language development and plan appropriately for their language-learning needs.
Māori and Pacific students’ academic progress and achievement is well analysed and monitored. This information is regularly reported to the board. Māori students achieve well in reading and Pacific students achieve well in mathematics. School leaders acknowledge that Māori and Pacific student achievement, particularly in literacy, remains an area of focus. School leaders and teachers place a high priority on developing and using strategies that support these learners to make accelerated progress.
The school’s rich assessment information gives trustees, senior leaders, teachers and parents a very good understanding of students’ learning. School leaders and teachers have worked well together and with local schools to ensure that their assessment judgements are comparable and accurate. These moderation processes are enhancing the reliability of the school’s achievement information. Leaders and trustees agree that it could be useful to broaden the school’s charter targets to include more groups of students who are at risk of not achieving well.
Students with high and special learning needs are well supported. Student wellbeing is a priority. Students’ sense of belonging is promoted through carefully considered and individualised approaches.
Close relationships between the school and its community benefit students’ learning. Mutukāroa, the school’s partnership programme, is a new initiative. It involves teachers and families working closely to develop and review personalised learning programmes for students. This is enhancing learning partnerships with whānau and families. Parents value this initiative highly and appreciate having resources available to support children’s learning at home.
3. Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is very responsive and effective in promoting and supporting student learning. It is closely aligned to The New Zealand Curriculum (NZC) and is focused on empowering students for the future. Learning environments are student-centred and designed to promote their self management skills. Students’ achievements and successes are acknowledged and celebrated.
School leaders provide high level curriculum leadership. The curriculum guidelines of Whanaungatanga – leading self, Manaakitanga – leading with others, and Kaitiakitanga - leading in our world, underpin teachers’ curriculum decision-making. Curriculum leaders aim to give students as many opportunities as possible to learn locally, nationally and globally.
Learning programmes are relevant and flexible. Teachers make good use of information and communication technologies (ICT) to enhance learning opportunities for students. There is an extensive range of co-curricular activities, sports, cultural programmes, environmental experiences and education outside the classroom that engage students in real life and meaningful contexts for learning. Year 5 to 6 students told ERO that they value their extended opportunities to choose what and how they learn within the weekly ‘discovery programme’.
Curriculum leadership and teacher expertise continue to be strengths of the school. School leaders and teachers have well established systems and documented processes that promote high quality teaching. Professional learning and development for teachers is well considered and makes use of internal and external expertise to enhance teaching practices.
Students have opportunities to learn about and participate in the Māori dimension of New Zealand’s cultural heritage. For example, students engage in te reo Māori programmes and the Matariki celebration is a significant annual event.
The board receive information on the effectiveness of curriculum initiatives and might also benefit from having further evaluative information included in these reports.
How effectively does the school promote educational success for Māori, as Māori?
Newmarket School promotes educational success for Māori, as Māori. Eight percent of students identify as Māori.
Students take pride in the recognition and acknowledgement of Māori values and tikanga. They are confident to welcome visitors and lead waiata. The Māori enrichment programme offers increased opportunities for students to celebrate and enhance their language, culture and identity. Whānau appreciate these opportunities for their tamariki to be immersed in their culture. They are keen to support further Māori initiatives.
The board funds an external te reo Māori expert to increase teachers’ use of te reo Māori. School leaders have integrated Tātaiako - Cultural Competencies for Teachers of Māori Learners, into teachers’ appraisal to further strengthen their bicultural understanding and practice.
Trustees and school leaders are committed to promoting and realising Māori student potential. They acknowledge that developing a school-wide education plan would provide a more coordinated and strategic approach to further promote success for Māori, as Māori. The New Zealand School Trustee Association’s resource Hautū could be a useful self review tool to guide the development of this plan.
4. Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain and improve its performance.
The principal is highly effective in building leadership capacity and influence across the school. She promotes a culture of professional inquiry focused on improvement and innovation. Together with a competent senior leadership team, she has extended staff capability and capacity. Capable ako and curriculum leaders are pivotal to continuously improving classroom programmes and school approaches. Staff expertise is well used and valued.
Processes for teacher accountability and development are well established. These processes are complemented by more formal and documented supporting evidence of how well teachers meet teacher registration criteria. The senior leadership team and the board are keen to explore the possibility of having an external facilitator undertake the appraisal of senior leaders as a team. ERO affirms this intention.
Planned, reflective and insightful practices guide the school’s direction. Students and parents’ views and opinions are increasingly sought as part of school self review. School leaders recognise the value of continuing to develop this inclusive approach to self review.
An important school strength is the way leaders and teachers contribute to, and work with, the wider educational community. School leaders build networks with other schools. For example, they continue to foster relationships with local intermediate schools to support students’ transitions to their next school.
The board is well led. Trustees sustain high quality learning environments for staff, families and students. They bring professional expertise to their governance roles and make decisions that support and enhance the strategic direction of the school.
Provision for international students
The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school attested that it complies with all aspects of the Code.
At the time of the review there were two international students attending the school. These students receive a high standard of education. International students are successfully transitioned into the school and are well supported to succeed in their studies. They receive effective care and support, and are well integrated into school life and participate in extra-curricular activities. The school’s provision for international students is reviewed and reported to the board of trustees.
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
Newmarket School is consistently high performing. The school’s curriculum provides its diverse students with rich, varied learning opportunities. Affirming relationships, positive expectations and values create a sound foundation for students’ learning. Trustees, leaders and teachers help to ensure these positive features are sustained and grow through effective governance, leadership and teaching.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
12 August 2015
About the School
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Location
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Newmarket, Auckland
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Ministry of Education profile number
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1391
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School type
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Contributing (Years 1 to 6)
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School roll
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263
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Number of international students
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2
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Gender composition
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Boys 51%
Girls 49%
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Ethnic composition
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Māori
NZ European/ Pākehā
Chinese
South East Asian
Pacific
Indian
other Asian
other European
other
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8%
16%
28%
10%
6%
6%
19%
4%
3%
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Special Features
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Resource Teachers Learning and Behaviour Cluster
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Review team on site
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June 2015
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Date of this report
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12 August 2015
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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September 2010
August 2007
September 2004
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