Everglade School

Education institution number:
1164
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
459
Telephone:
Address:

64 Everglade Drive, Manukau Central, Auckland

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Everglade School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Everglade School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz

Context 

Everglade School is in Manukau, South Auckland catering for learners in Years 1-6. The school serves a diverse community. Everglade School partners with the Alfriston Kāhui Ako. 

Everglade School’s strategic priorities for improving outcomes for learners are:

  • to develop learners who are capable, effective communicators and responsible citizens

  • to ensure all learners achieve success through equitable and excellent learning opportunities.

You can find a copy of the school’s strategic and annual plan on Everglade School’s website.

ERO and the school are working together to evaluate the extent to which Everglade School is accelerating the achievement of learners in their first year of school.

The rationale for selecting this evaluation is for:

  • all learners in their first year of school to have excellent and equitable opportunities to make accelerated progress and achieve at curriculum expectations

  • all learners to experience a curriculum that is positive and culturally responsive to promoting their engagement and achievement

  • for teachers to identify and utilise approaches and strategies that lead to accelerated learner outcomes.

The school expects to see teachers using a systematic approach to strengthening evaluation, learners in
Year 1 making accelerated progress, and parents and whānau involved as valued learning partners,
contributing to strategic planning and consultation processes.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the extent to which the achievement of learners in their first year of school is accelerated.

 The strengths are:

  • learners demonstrate a strong sense of belonging and connection to the school

  • teachers engage in professional learning that increases their knowledge and skills and develops their adaptive expertise

  • leadership teams build the capability of teachers to be leaders, who promote and support the improvement of teaching and learning.

Where to next?

Moving forward, the school will prioritise:

  • teacher use of mid-point evaluation data to promote ongoing progress and achievement for learners and modifying professional development as needed

  • utilising evaluation findings to support whole school development and learner outcomes

  • strategic planning and consultation that includes the community’s vision, values, and aspirations for their tamariki.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

6 December 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Everglade School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of July 2022, the Everglade School Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Everglade School Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

6 December 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Everglade School - 26/09/2016

1 Context

Everglade School in Manukau Heights, Auckland provides very good quality education for children from Years 1 to 6. The school roll reflects the ethnic diversity of the local community and about a third of all students have English as an additional language.

Everglade School has a history of positive ERO reports. The school has a long serving principal, school leadership team and stable staffing. The recently elected trustees are experienced and provide very good continuity to their stewardship roles and responsibilities.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are stated in the school charter and aim to develop capable learners, effective communicators and responsible citizens. School values are linked to attitudes such as curiosity, open-mindedness, perseverance and empathy. Valued concepts also noted in the school's charter include diversity, fairness and sustainability.

The school’s achievement information shows that over the past three years most children achieve well in relation to the National Standards. Data for 2015 show that Māori children achieve slightly below other groups. They achieve close to 70 percent at or above the National Standards in reading and mathematics, and just over 60 percent in writing. For the first half of 2016, this disparity of achievement for Māori children is showing improvement.

School data show that 75 percent of Pacific children achieve at or above the National Standards in writing and mathematics and just over 80 percent in reading. Overall,close to 80 percent of children at Everglade School achieve the National Standards in reading and mathematics and about 70 percent in writing. The school's data indicate that boys' achievement in writing and reading is lower than girls' achievement.

Since the last ERO evaluation the school has strengthened the use of evaluation, inquiry and knowledge building to improve the effectiveness of teaching and learning. Leaders have developed a structured and deliberate approach to assessment, planning and evaluation. Professional learning has improved formative teaching practices and is engaging children more in the learning process. There is an increasing focus on children understanding and talking about their progress, achievement and next learning steps.

3 Accelerating achievement

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

The school responds very well to Māori children whose learning and achievement need acceleration. Strategies and processes used to accelerate progress include:

  • use of well linked plans to raise achievement that guide leaders' and teachers' actions
  • relevant school charter targets aimed at accelerating learning progress so that all children, including Māori, enjoy similar levels of success
  • strong relationships with other professionals to enhance outcomes for children with diverse learning and wellbeing needs.

Robust systems are in place for identifying, monitoring and responding to those students at risk of not achieving. Priority learners, including Māori children, are well known to leaders and teachers. Teachers use evaluation very well to guide appropriate planning for priority learners.

Strong foundations have been established for teaching and learning. Teachers are well supported to develop teaching practices that accelerate children's learning. They collaborate well, engage in professional discussions and share responsibility for accelerating children's learning.

The school's moderation practices have improved and robust processes are followed. These practices include use of a range of assessment tools, team discussions and school-wide discussions to ensure overall achievement judgements are valid and reliable. Teachers have also moderated assessment samples with local schools.

The school strategy known as MASAM (Māori Achieving Success As Māori) is aimed at promoting greater educational success for Māori children. Leadership of this strategy is focused on developing teachers' cultural competencies to better support Māori children and their whānau.

Leaders and teachers have engaged well with Ministry of Education research, such as Ka Hikitia: Accelerating Success 2013 – 2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners, to strengthen their own understandings. Resources have been developed, including action plans that align well to the MASAM strategy. Plans focus on promoting positive outcomes for Māori learners, as Māori.

How effectively does this school respond to other children whose learning and achievement need acceleration?

The school responds very well to other children whose learning and achievement need acceleration, including students with special educational needs and children who have English as an additional language. The strategies and processes used to accelerate the learning of Māori children are used successfully with Pacific learners, boys and other children at risk of not achieving.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum, processes and practices are highly effective in developing and enacting the vision, values, goals and priorities for equity and excellence.

Knowledgeable trustees bring a range of expertise to their roles. The school charters' priorities support the enactment of equity and excellence through the school's key improvement strategies. The charter contains goals, targets and actions focused on accelerating student progress. These goals include identified, specific actions to improve equitable outcomes for all learners, including Māori.

Leadership is child-focused, distributed and responsive. School leaders promote clear and consistent school expectations that are designed to support teaching and learning. Professional capability is fostered very well through the use of external professional learning and internal expertise. Evidence-based inquiry and evaluation encourages leaders and teachers to think and do things differently to foster equity and improve outcomes for children.

The school's curriculum themes and a range of extra-curricular activities build on children's interests and prior knowledge. The school's inquiry model known as SPICE provides an opportunity for children to have greater ownership of their learning. Children have good access to information communication technologies (ICT) to support their learning. Leaders and teachers plan to undertake a comprehensive review of the school's curriculum.

The quality of teaching is very good. Relevant and well-coordinated performance management processes support teachers' professional practice and growth. Self and peer critique is integral to improving teachers' professional practice. This evaluative staff culture encourages teachers to adapt teaching practice to improve outcomes for children.

Capable teacher aides work with teachers to provide targeted learning support for individual children and small groups. Children with special learning needs and those with English as an additional language are well supported by leaders' and teachers' responsive and flexible approaches to their wellbeing and education.

Parents have regular opportunities to discuss their child's progress and achievement. The school's digital platform provides further opportunities for teachers to communicate with parents and whānau. School leaders plan to strengthen consultation processes, and home/school partnerships that support children's learning.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

There is good evidence of a high degree of coherence between the school's planning, processes and practices to guide efforts to promote equity and excellence for all children. The principal and leaders have purposeful, adaptive and collaborative approaches to accelerating children' progress.

Leaders have identified relevant priorities for curriculum development that include continuing to:

  • develop a bicultural curriculum
  • consider how the diverse cultures of the school are reflected in the curriculum
  • support children to take greater ownership of their learning.

Leaders and the board have also identified the potential of establishing whānau and aiga engagement groups to:

  • make further contribution to the strategic direction of the school
  • increase opportunities for fostering children's language, culture and identity as valued strengths in the school.

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

6 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

7 Recommendation

ERO recommends that the leaders, trustees, teachers continue to use internal evaluation, inquiry and knowledge building to achieve excellence and equity in outcomes for all children. 

Graham Randell

Deputy Chief Review Officer Northern

26 September 2016

About the school

Location

Auckland

Ministry of Education profile number

1164

School type

Contributing (Years 1 to 6)

School roll

501

Gender composition

Boys 52%, Girls 48%

Ethnic composition

Māori

Pākehā

Indian

Samoan

Cambodian

Chinese

Tongan

Vietnamese

other Pacific

other Asian

other

14%

14%

30%

14%

3%

3%

3%

3%

7%

3%

6%

Review team on site

August 2016

Date of this report

26 September 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2013

October 2010

November 2007

 

Everglade School - 27/09/2013

1 Context

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

Everglade School is located in Manukau Heights and caters for students from Years 1 to 6. A caring and welcoming culture has built a strong sense of pride in the school that is shared and expressed by staff, students and the wider school community. Since ERO’s 2010 report the roll has increased and the ethnic diversity of students continues to be a feature of the school. Many students have home languages other than English.

Students benefit from a settled and positive school tone. They are keen and willing learners and enjoy positive relationships with each other as well as staff.

The principal, staff and board of trustees are collaboratively focused on the school’s educational direction. The experienced principal continues to lead a cohesive and professional staff. He works with the board and senior leaders to prioritise the interest of children in all of the school’s developments. The community has recently celebrated the 25th year anniversary of the school.

2 Learning

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

School leaders and teachers are increasingly using student achievement information to strengthen teacher practice and monitor student progress. Teachers group students according to their strengths and learning needs. They collect and collate information about student achievement levels in reading, writing and mathematics. The data gathered helps staff to identify achievement targets aimed at raising the level of overall student achievement. It gives direction to teachers’ professional development.

School achievement information shows that students achieve very well overall in relation to the National Standards in reading, writing and mathematics. Pacific students achieve well in all three areas. Māori students achieve well particularly in reading and mathematics. Students who require additional help participate in programmes that directly support their next learning steps.

Students are highly engaged in learning and are able to work independently and collaboratively. They are confident and enthusiastic learners who benefit from a range of curriculum, leadership, and co-curricular learning opportunities. Students use achievement information to set goals for themselves. Increasingly they are able to talk about their learning and how to improve it.

The board receives regular, evaluative reports on student achievement. Charter targets are intended to increase the percentage of students meeting National Standards. ERO, trustees and school leaders agree that setting more specific and measurable charter targets would help accelerate the progress of groups of students who are not achieving the standards.

Parents receive relevant information about their child’s progress and achievement. This information includes useful ways they can support their children’s learning at home. School leaders are continuing to refine reports to parents ensuring teachers are using plain language and are more specific about students’ progress and achievement in relation to the National Standards.

3 Curriculum

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

The school curriculum is effective in promoting and supporting student learning. Students benefit from a broad based curriculum. Central to the design of the curriculum are the school’s vision and values. These are clearly defined. They are well-embedded in the curriculum and meaningful for students.

Learning programmes give priority to literacy and mathematics. They include well managed learning support programmes and encourage students to participate in inquiry learning.

Students benefit from teachers’ high levels of collegiality and their willingness to share their expertise. Some good quality teaching practices are evident. Interesting classroom learning environments and good use of information and communication technologies (ICT) support and enhance classroom programmes.

Specific teacher-led teams guide school wide initiatives. These initiatives focus on strengthening the teaching practices that are most likely to raise student achievement. Well planned professional learning underpins curriculum development and helps teachers to make ongoing improvements to their practice.

Senior leaders have identified, and ERO agree, that it would be useful to:

  • increase opportunities for students to take a greater lead in their learning
  • use the principles of the New Zealand Curriculum as a review tool to promote a more culturally responsive curriculum
  • strengthen teacher practice to promote self managing learners.

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

Sixteen percent of the students at Everglade School identify as Māori. Prominent in the factors promoting Māori student success are the development of a school kawa, the increased te reo Māori signage and the weekly timetabled te reo Māori programme.

It could now be useful to continue building teachers’ confidence to use te reo Māori and integrate tikanga Māori into their programmes.

Māori students take pride in the recognition and acknowledgement of Māori values and tīkanga. They participate in powhiri and the kapa haka group performs at school assemblies and community events.

ERO, the board and principal agree that the development of a school-wide plan for Māori success would support a more coordinated approach to further raising success for Māori. The plan should identify whānau aspirations for success for Māori students as Māori and should specify achievement targets.

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. Strong foundations have been established to underpin the next phase of school development and improvement. The board and school community are very supportive of the principal. They value the work of teachers and support staff.

The school is well led by the principal, whose strategic approach to leadership guides ongoing school improvement. Members of the executive leadership team are capable and have accessed external advice and guidance to strengthen their roles as leaders of learning.

Performance management systems have been refined to promote improvements to teaching practice. Teachers are given opportunities for leadership. These good practices are sustaining and building educational leadership capability.

Trustees have complementary skills. They ensure the school is well resourced to achieve its strategic goals. Accessing targeted professional development to further develop trustees’ understanding of their roles and responsibilities is underway. ERO, trustees and school leaders agree that evaluating progress against strategic goals and more evaluative reporting would better assist the school’s self review processes.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

27 September 2013

About the School

Location

Manukau, Auckland

Ministry of Education profile number

1164

School type

Contributing (Years 1 to 6)

School roll

530

Gender composition

Boys 50% Girls 50%

Ethnic composition

Māori

NZ European/Pākehā

Indian

Samoan

Cambodian

Chinese

Cook Island Māori

Vietnamese

African

Tongan

Niue

Other Asian

Other

16%

15%

28%

11%

5%

5%

4%

3%

2%

2%

2%

1%

6%

Review team on site

August 2013

Date of this report

27 September 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2010

November 2007

December 2004