Weymouth School

Education institution number:

1570

School type:

Contributing

School gender:

Co-Educational

Definition:

Bilingual Year 7 and Year 8 School

Total roll:

465

Website:

http://www.weymouthprimary.school.nz

Telephone:

09 269 0588

Address:

23 Evans Road, Weymouth, Auckland

View on map

Weymouth School - 21/05/2018

21 May 2018

School Context

Weymouth School in Manurewa is a multi-cultural school and caters for 539 children who are mostly in Years 1 to 6. Te Manu Tukutuku the Māori bilingual unit, currently provides for tamariki in Years 1 to 8. Māori children make up 38 percent of the roll, 15 percent are Samoan, 10 percent are Tongan and eight percent Cook Island Māori. Over the past year the school has managed rapid roll growth.

The school’s mission is for everyone at Weymouth School to ‘Strive for the best’. Key to this vision are the values of respect and honesty. The Weymouth Way aims to nurture children to think, to help, to learn and to care. The direction of the school and the values it holds are embedded and well understood and supported by parents, teachers and students. In 2017 a specialist teacher taught te reo Māori across all classes. Classroom teachers have assumed responsibility for strengthening and extending children’s knowledge of and confidence to use te reo Māori.

Current targets for improvement and learner success are focused on reading, writing and mathematics. The focus to embed relationship-based learning across the school is being supported through significant professional development and learning.

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
students with additional learning needs
students who are learning English as an additional language
engagement and wellbeing for success
outcomes related to identity, culture and language.

The school is a member of the South Manurewa Community of Learning (CoL) Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

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

The school is making progress towards achieving equitable and excellent outcomes for all. School information over the last three years indicates that just over half of students achieve at curriculum expectations in reading, writing and mathematics. Overall, achievement is higher in reading and mathematics than in writing.

Data show good progress over time for those children who have had all of their schooling at Weymouth School. School leaders have identified patterns in achievement data where good progress is made by Years 3 and 4 followed by times when the rate of progress is slower at the senior level.

Despite ongoing gender disparity in literacy, particularly for boy’s writing, the school has been successful in achieving parity in achievement for some groups of children.

School achievement information indicates that Years 7 and 8 children learning in Te Manu Tukutuku achieve very well. Leaders now plan to monitor and report separately the progress and achievement of Māori children learning in Te Manu Tukutuku to those learning in mainstream classes. This could provide a broader overview of Māori learners’ progress and achievement schoolwide.

Leaders gather considerable student, staff and whānau voice during the course of their internal evaluations. This information tells them that most children:

are proud to attend the school
understand the school’s vision, values and the Weymouth Way
are well engaged in their learning.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school has some good evidence that they are successful in accelerating the learning of children.

The school sets high achievement targets. These targets reflect the aspirations and expectations leaders have for children’s learning.

School leaders have developed more effective and reliable assessment systems and practices to better respond to students’ learning needs. Leaders and teachers work collaboratively to analyse achievement information to inform teaching and learning programmes.

Teachers identify six students in reading, writing and in mathematics who need to make better progress. They inquire into the impact of their practice on these students’ learning. Collaborative processes within teaching teams provide supportive, yet challenging forums for professional discussions. This practice is helping teachers to respond to students’ diverse learning needs.

Leaders have clear expectations of teacher aides to ensure the purposeful use of their time. Teacher aides participate in school wide professional development that enhances the consistency of teaching and learning programmes. This good practice promotes a collective responsibility for improving outcomes for students.

The school has customised support programmes to better meet children’s learning needs. Children benefit from both their in class literacy programme and additional literacy support. School data indicate that most children who participate in these programmes make accelerated progress.

Parents are well informed about their children’s learning. Teachers report achievement information and explain what it means, how the school will be supporting the child, and how the whānau can help at home.

2 School conditions for equity and excellence – processes and practices

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

A strong school culture is evident. The vision and values are well understood by children, teachers and whānau. Children’s identity, language and culture are nurtured. Displays promote the school’s Weymouth Way, ‘we think, we help, we care and we learn’. A powerful sense of community and collaboration is evident. This collective responsibility enrich opportunities for children to strive for their best, - ‘every child, every day, with everyone responsible.’

The school’s holistic support for whānau enables teachers to activate educationally powerful connections. Whānau are welcomed and involved in school activities as respected and valued partners in learning.

School leadership is inclusive and highly effective. Leaders bring drive, energy and integrity to their roles. Students are encouraged to take on leadership roles. The board of trustees provides sound governance and is positive about the future of the school. Trustees are representative of the school community and many have strong connections to the school.

Significant professional learning that is aligned to school priorities builds teachers’ capability for ongoing improvement. Classroom observations and opportunities to develop evidence-based solutions to improve their professional practice, encourages teachers to take responsibility for improving student achievement and wellbeing.

The school makes good use of internal evaluation to improve practice and student outcomes. Leaders and teachers use relevant tools for reflecting on and evaluating the outcomes of initiatives.

Strengthening in-school communication has been a priority. As a result, staff feel well informed to improve individual and collective practice, and to maintain a shared responsibility for raising student achievement.

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

Professional learning focused on relationship-based learning is a key catalyst for changing elements of teaching practice. The school is keen to increase students’ access to digital learning. Leaders could now review how well the documented curriculum reflects the focus on relationship-based learning and the use of digital technologies.

The school has a clear commitment to biculturalism and promoting success for and as Māori. Te Manu Tukutuku provides a cultural setting where Māori language, culture and identity are celebrated. Senior leaders and whānau are reviewing the Māori bilingual pathway. This evaluation will help to guide a strategic approach for the unit to realise its vision for Māori students to enjoy educational success as Māori.

Continuing to refine systems and processes that successfully accelerate children’s progress and achievement, and extending the focus on a wider group of students who need to make accelerated progress could improve educational outcomes for children.

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 had 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:

leadership that holds high expectations for everyone and promotes the school vision
a school culture that supports and includes children and their whānau
the alignment of building staff capacity and capability to the school direction.

Next steps

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

reviewing and adapting the school’s curriculum so that it better reflects teaching approaches used and the role of digital technologies
developing and implementing an action plan to guide Te Manu Tukutuku pathway to the future
continuing to prioritise teaching and learning practices that successfully accelerate children’s progress and raise overall achievement.

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

21 May 2018

About the school

Location	Manurewa, Auckland
Ministry of Education profile number	1570
School type	Contributing (Years 1 to 6)
School roll	539
Gender composition	Boys 51% Girls 49%
Ethnic composition	Māori Pākehā Samoan Tongan Cook Islands Māori Indian Niuean other Asian other Pacific Peoples other	38% 9% 15% 10% 8% 6% 4% 3% 3% 4%
Total number of students in Māori language in English medium (MLE)	0
Number of students in Level 2 MME	62
Number of students in Level 4b MLE	477
Review team on site	February 2018
Date of this report	21 May 2018
Most recent ERO report(s)	Education Review Education Review Education Review	May 2015 February 2012 December2008

Weymouth School - 20/05/2015

20 May 2015

Findings

Weymouth School provides children with good quality education in a supportive, learning-focused environment. Teachers support learners to be confident and engaged. Teachers have been developing their use of achievement information to improve learning. They are strengthening student-led learning and supporting students to think deeply about the world around them.

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?

Weymouth School, in South Auckland, caters for Year 1 to 8 students from ethnically diverse backgrounds. Most students are either Māori or Pacific. The school has a history of positive ERO reports. The positive learning environment and effective pastoral care referred to in the 2012 ERO report, continue to be evident.

Since the 2012 ERO review, the formation of a new leadership team has provided the school with a new direction that is focused on improving student outcomes. The school’s deputy principal was appointed principal mid-2014. She has been joined by another two new deputy principals at the start of 2015. Senior leaders have complementary skills and a shared understanding of the actions required to achieve the school’s goals.

The board of trustees and staff value the contributions of whānau and the community. The board has used parent/whānau perspectives and aspirations to help develop the school charter and strategic goals. This development builds on, and strengthens the positive relationship that the school has with its local community.

For many people in the community, Weymouth School is viewed as a hub for learning and bringing people together. In response to community aspirations the school has established two bilingual classes, Manu Tukutuku.

2 Learning

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

The school has begun to use achievement information in a more focused way to improve student engagement, progress and achievement.

Senior leaders have responded appropriately to a downward trend in student achievement in relation to National Standards, particularly for reading. Senior leaders have coordinated a school-wide review of teaching and learning practices to identify areas for development. This inquiry approach has had a transformative effect on the way achievement information is used to improve student learning.

Since mid-2014, significant changes have been made to teaching practices throughout the school. The new senior leadership team has successfully implemented systems to support teachers to raise student achievement, particularly for those students who are underachieving. ‘Doing things differently for improved student outcomes’ drives school initiatives and motivates staff to contribute to the success of the school’s achievement targets. Refinements made to assessment moderation processes, and teachers’ professional learning, position the school well for meeting school targets.

Pacific students of Tongan, Samoan, Cook Island Māori and Niue heritages represent 38 percent of the roll. Their progress is monitored and reported to the board. School leaders, trustees and teachers are aware of the need to support Pacific students and their families to sustain the positive gains in areas such as mathematics.

In recent years, senior leaders have better aligned the school’s assessment practices with the National Standards. Parents receive two written reports over the course of the year that indicate how well their children are progressing and achieving in relation to the National Standards for reading, writing and mathematics.

The board uses achievement information to make resourcing decisions for the benefit of all students. Trustees set targets and goals that are relevant to students who are at risk of underachieving. These targets and goals are focused on improvement and reflect the school’s high expectations for staff and students. They respect and value advice from school leaders.

3 Curriculum

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

The school’s broad curriculum supports student learning by making good links with students’ cultures and identities. Tuakana/teina relationships are evident throughout the school. Students’ connectedness to each other and to people in the school community promotes successful learning.

Students report that teachers are interested in them as individuals. Teachers use each other’s expertise and cultural experiences to enhance their practice and to deepen their knowledge of students. They respect and value advice from school leaders that supports the development of their culturally responsive teaching practice. Parents speak highly of the school, the ways their children are supported in their education and the values they are taught.

Teachers build on students’ interests in curriculum themes that consider the local community in the context of the wider world. The principles of The New Zealand Curriculum (NZC) are evident in the school curriculum. For example, science programmes offer students opportunities to apply their literacy and mathematical skills. Students confidently share their views and opinions. They consider future possibilities and ways that they can contribute to a sustainable world. The introduction of a school-based inquiry model helps students to think about how they learn.

Staff have focused on ways they can build on student capabilities. Professional learning in literacy teaching and promoting student wellbeing has positively influenced teaching practices. The concept of ako helps teachers appreciate themselves as learners as they continually reflect on ways to modify their practice. Teachers have a greater sense of the important role they have in supporting learners to accelerate their progress.

Professional learning and development focused on the learning requirements of Pacific students has helped teachers understand ways they can be more culturally responsive to the diverse learners in their classrooms.

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

Māori students represent 38 percent of the school roll. They experience success as Māori in a variety of meaningful ways. Biculturalism is an integral part of school life. Teachers value and build on Māori student cultural identity and language. The school has strengthened its link to a local community marae. Senior leaders are committed to supporting teachers to increase their use of te reo Māori.

Senior leaders provide opportunities for whānau knowledge to contribute to and enhance the recognition of te Āo Māori in the school. In response to community aspirations the school has established two bilingual classes, Manu Tukutuku, since the 2012 ERO review. This option is available to Year 5 to 8 Māori and non-Māori students. The school regularly monitors the progress of students in these classrooms and across the school. The board is assured that Māori students, particularly in Years 6, 7 and 8 achieve very well compared with local and national levels of Māori student achievement.

The board plans to explore with the school community ways to strengthen the school’s provision of bilingual education. An option being considered is extending Manu Tukutuku to provide opportunities for younger students to learn through te reo Māori.

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. There is strong alignment between the school’s vision, strategic direction and action plans. The board, staff, students and parents support and promote the school motto of ‘strive for the best’.

The school is well served by:

a well established, strategic board and a highly motivated leadership team
coherent systems and processes
a highly involved school community.

The board and principal demonstrate integrity in their governance and leadership roles. Their positive influence in the school and in the community is developing meaningful learning partnerships at all levels, including the wider educational community. Networking is viewed as essential to continuous school improvement.

Teachers are reflective, respond well to change, work collaboratively and are focused on achieving positive outcomes for students. Senior leaders respect the positive contributions staff make to school developments.

Self review is integral to the school’s successful operation and is beginning to positively impact the school’s strategic direction. The school’s self review is evidence based, informed by parents, community, staff and students, and focused on improving student outcomes.

The board and senior leaders use external review and professional expertise to determine areas for development. ERO is confident that the board, senior leaders and staff have the capability to use the school’s well-developed self-review processes to lead and sustain good quality education.

Areas identified by the school and endorsed by ERO for further review and development include:

progressing student-led learning across the school
strengthening partnerships with parents/whānau to help them support their children’s learning.

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

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

Dale Bailey
Deputy Chief Review Officer Northern

About the School

Location	Weymouth, Auckland
Ministry of Education profile number	1570
School type	Contributing (Years 1 to 6)
School roll	487
Gender composition	Boys 51% Girls 49%
Ethnic composition	Māori Pākehā Samoan Indian Tongan Cook Island Māori Niue other ethnicities	38% 10% 19% 8% 8% 7% 3% 7%
Special Features	Bilingual unit for Years 5 to 8 students
Review team on site	March 2015
Date of this report	20 May 2015
Most recent ERO report(s)	Education Review Education Review Education Review	February 2012 December 2008 May 2006