Henderson Valley School

School Context

Henderson Valley School provides learning programmes for students from Years 1 to 6. The school is located in a semi-rural setting in west Auckland. It currently has a roll of 360 students who are mainly NZ European/Pākehā. Approximately one-fifth of the student population identify as Māori, and small groups identify as Asian or Pacific. There are also smaller numbers of students from other cultural backgrounds.

The school’s recently reviewed vision is for students to be curious, creative, connected, successful learners and is defined through the guiding principles. The school’s values of whakaute/respect, takohanga/responsibility, manaakitanga/caring, and whanaungatanga/relationships underpin the practices and behaviours of students and staff.

The school’s strategic goals prioritise maximising learning opportunities and raising student achievement. Other strategic goals involve growing capabilities, strengthening home and school learning-focused partnerships, and enriching school facilities and resources.

Leaders and teachers regularly report to the board and/or commissioner, schoolwide information about outcomes for students in the following areas:

• achievement in reading, writing and mathematics
• achievement in the arts, science and sports
• student engagement and wellbeing
• the environment and sustainable practices. 

ERO’s 2016 report commented about the newly appointed principal providing capable leadership. It noted that trustees were committed and developing capacity for continued and sustained improvement. The report highlighted positive community engagement through purposeful consultation. Since that review, relationships between parts of the community, the principal and the board, and within the board, became untenable. As a result, in November 2018 the board resigned and requested Ministry of Education support. In early December a commissioner was appointed to govern the school under Section 78N (1)(2) of the Education Act 1989. The principal is working with the commissioner to rebuild relational trust with the school community with the aim of re-establishing community governance.

Henderson Valley School is part of the Henderson Community of Learning | 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 working well towards achieving equitable and excellent outcomes for all its students. Good quality analysis of student achievement data provides leaders and teachers with rich information about student learning strengths and needs.

Recent achievement information indicates that a large majority of students achieve well in reading and mathematics, and the majority achieve at expected levels in writing.

Analysed achievement data show achievement for Māori and Pacific students separately. It shows that Māori achieve very well as a group in reading, writing and mathematics. Close tracking of the achievement of year and cohort levels provides leaders and teachers with evidence of the effectiveness of learning programmes. This process enables them to specifically target year levels where learning progress needs acceleration.

Leaders and teachers prioritise learning appropriately for students who are not yet achieving expected curriculum levels. Specific strategies are in place to bring about parity for groups of Pacific students, and students with additional learning needs.

Leaders have appropriately identified that greater consistency in making overall teacher judgements in mathematics is a focus for building teacher capability.

Students achieve well in other valued outcomes including:

• participating and contributing confidently in a range of learning contexts
• showing passion and pride in their learning
• demonstrating commitment to environmental sustainability
• increased independence as students progress through the school.

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

The school is well placed to accelerate learning for Māori and other students who need it.

The school has good evidence that shows accelerated progress made by some students who need it, including Māori. Students with additional learning needs engage in relevant and inclusive learning programmes.

Leaders and teachers analyse and use data effectively to identify students whose learning needs acceleration. They develop individualised acceleration plans, meet regularly to monitor, collaborate and adapt programmes that often result in accelerated learning. Ongoing collaboration and review enable teachers to share effective practices and contribute to building collective capacity to accelerate student achievement.

Lifting achievement for Māori, Pacific and others who need it, is a school strategic goal and is aligned to the Henderson Kāhui Ako goals. A strong focus on building teachers’ and leaders’ capability to accelerate progress and learning is a priority.

Leaders and teachers engage in assessment practices that ensure data is valid and reliable. Teachers use a variety of assessment information. They engage in moderation practices that support sound teacher judgements.

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?

Students learn, achieve and progress in the breadth and depth of the New Zealand Curriculum. They engage in purposeful and authentic learning contexts. Students participate in enviro learning that provides opportunities for them to participate, contribute and lead school and local developments. Students in the senior classes have multiple opportunities to inquire and lead their own learning. Students learn in caring, collaborative and inclusive learning environments.

Leaders build collective capacity in inquiry for sustained improvements. They guide the effective planning, coordination and evaluation of the curriculum. Leaders have sustained their focus on the delivery of teaching and learning programmes responsive to students’ identified learning needs, strengths and talents.

Leaders and teachers are benefitting from a variety of approaches to build teachers’ professional practice. They actively engage in recently established collaborative inquiry approaches and decision making. Good use is made of the professional capability within the school, and coaching strategies. Leaders and teachers engage in quality professional learning opportunities. A strengthened teacher appraisal process is likely to contribute positively to greater consistency of teaching practice.

Leaders and teachers are improvement focused. Coherent organisational conditions promote evaluation, inquiry, and knowledge building. Leaders recognise the importance of student and community feedback and make good use of this when making decisions.

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

Stewardship of the school is currently well managed by the commissioner and the principal. They are working effectively to provide good strategic direction and commitment to ongoing improvement. They are continuing to work with the Ministry of Education to plan for transition to self-governance through an elected board.

Leaders have plans to continue to strengthen culturally responsive practices, to gain a deeper understanding of te ao Māori and of the cultures of all students. Leaders have started to consult and share information with Māori whānau, and plan to continue to develop this collaborative relationship. They have also identified the need to continue to build learning-focused partnerships with families, particularly of those students most at risk of not achieving. 

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 Children’s Act 2014.

4 ERO’s Overall Judgement

Overall school conditions support positive outcomes for students. There are some significant opportunities for the future board of trustees to develop sound stewardship and community partnerships.

On the basis of the findings of this review, ERO’s overall evaluation judgement of Henderson Valley School's performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

• the breadth and depth of the school curriculum, particularly learning in the enviro contexts
• leadership that is focused on achieving equitable outcomes
• the ongoing commitment to developing professional capability and collective capacity to improve outcomes for children
• evaluation and inquiry that is focused on continuous improvement. 

Next steps

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

• establishing an elected board of trustees
• strengthening partnerships with parents, whānau and community
• continuing to build leaders’ and teachers’ culturally responsive practices.

Henderson Valley School is making good progress towards self-governance.

ERO recommends that the principal continues to work with the commissioner to rebuild relationships between the community and the school. In addition, ERO recommends that the Ministry of Education continues to support the school in ensuring an effective transition back to self-governance.

Steve Tanner
Director Review and Improvement Services Northern
Northern Region
30 July 2019   

About the school 

1 Context

Henderson Valley School in West Auckland is a focal point for its semi-rural community and benefits from strong parent and whānau support. Over the past three years teachers have continued to strengthen children's writing skills and implement digital e-learning approaches.

The new principal, appointed at the start of 2016, provides capable educational leadership. Senior managers, together with committed trustees, are developing capacity for continued and sustained school improvement. Positive community engagement, through purposeful consultation, is a feature that is promoting success for all learners.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are "Growing Unlimited Learning" so that "Everyone is Empowered to Succeed".

The school’s achievement information shows that, in relation to the National Standards, the majority of children achieved the standard in reading, writing and mathematics in 2015. Over the past three years the percentage of children at and above the standards has been reasonably consistent. School data shows that Māori and Pacific children overall achieve less well.

Over the past three years the percentage of Māori students on the roll has been around 20 percent. Public achievement data shows that the percentage of Māori learners at and above the standards in reading has increased from 56 percent to 63 percent. In writing and mathematics those at and above the standard have averaged around 75 percent and 68 percent respectively. The schools current focus is on accelerating the progress and achievement of Māori students who are below the standard.

Discrepancies and patterns in achievement are identified, and analysed in the principal's reports to the board. School leaders are closely examining achievement information to ensure that teacher judgements in relation to the National Standards are consistent. School-wide curriculum plans, aligned to the National Standards, have been developed to support internal moderation practices. The school's planned involvement in a Community of Learning (CoL) with other local schools could also help to ensure that achievement information is consistent.

Since the last ERO evaluation the school has developed systems to better identify and target learners who are at risk of continued underachievement. Teachers have developed accelerated learning plans and individual strategies and interventions for each of these priority learners. The progress of each of the targeted children is closely tracked and monitored by team leaders.

Other key actions that the school has taken to accelerate the progress of children at risk of not achieving equitable outcomes have focused on:

• strengthening partnerships around learning with Pacific families and whānau Māori
• refining targets and plans for accelerated learning
• reflective and inquiry-based teaching practice

3 Accelerating achievement

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

The school is responding more effectively to achievement information. Targets and goals for Māori children in relation to accelerated learning are stated in the school's charter as actual numbers at each year level, rather than school wide percentages. Actions and reporting expectations are explicit in the annual plans.

Māori learners whose learning and achievement need acceleration are identified accurately using teachers' progress and achievement data. Teachers track the progress of these children individually and determine the type and level of support and intervention required. Judgements about achievement levels and rates of progress are moderated with the support of team leaders.

Systems have been strengthened to respond to accelerated learning progress. The school's new student data management system is better able to identify Māori learners and record what teachers know about their progress and achievement. Teachers use an Accelerated Learning Plan (ALP) as part of their classroom planning that includes Māori learners whose progress and achievement need acceleration.

Māori whānau feel supported by the school's recent efforts to strengthen relationships through whānau hui meetings, and to better recognise the culture and identity of their children.

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

School leaders are developing capability to respond effectively. They have developed a useful visual tracking system. They identify individual priority learners, whose learning and achievement need acceleration, including Māori, Pacific, boys and girls, and children with special learning needs

Teachers also identify and respond to children's individual learning needs through differentiated classroom planning. Children have increasing ownership of their learning. More class time is given to students who are achieving below expectations. In addition, a number of literacy, numeracy, leadership and behaviour interventions delivered by teacher aides and support staff have proved successful with different priority learner groups.

The ALP is becoming a key component in teachers' reflective, inquiry-based practice. Teachers are taking greater responsibility for evaluating the impact of their practice in accelerating learners' progress. The ALP is now included in the updated teachers' appraisal process.

A key next step, in relation to accelerated learning, is to evaluate and report on the effectiveness of the various interventions and strategies implemented in relation to school goals. This review could include classroom practices, team approaches, withdrawal programmes and use of teacher aide time.

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 organisational processes and practices provide very good support for promoting goals and targets for equity and excellence.

Values of respect and responsibility are evident in the school culture, and in the trusting relationships children develop with their teachers. These values support all children's learning and enable them to work collaboratively alongside others. The school is welcoming of parents and whānau and is taking steps to recognise the increasing cultural diversity of the community.

Recent meetings for Māori whānau, and for Pacific parents, have been well received. Positive feedback has encouraged school leaders to continue this consultative approach to building relationships around learning. Sharing resources and strategies designed to support and enhance learning were appreciated by these groups of parents.

The school's curriculum provides meaningful and authentic learning opportunities. Children benefit from the school's semi-rural setting. They are confident, curious and inclusive. A central theme of the curriculum is the focus on environment and sustainability. Children participate enthusiastically in 'green' groups such as recycling, gardening, orchards, goats and bees.

Children enjoy a broad and inclusive curriculum resourced with additional staffing to support success for all learners. Specialist music lessons are valued, and contribute effectively to school productions. Health education and physical education, involving locally based expertise, support children's wellbeing. Programmes for children with learning difficulties and English language learners are well coordinated and implemented by trained staff.

Teachers are developing a more biculturally responsive curriculum. These new initiatives are likely to be enhanced and sustained now that teachers are aligning their appraisal documentation with the requirements of the Education Council, and with the Ministry of Education's resource Tataiako: Cultural Competencies for Teachers of Māori Learners.

Children are keenly engaged in learning programmes. The wellplanned implementation of digital technologies as tools for learning is enabling children to become independent, self-managing learners. High quality innovative teaching practice, particularly in senior classes, is enabling children to confidently lead their own learning, understand their progress and set appropriate learning goals.

Innovative modern learning practices are allowing some teachers to trial more flexible ways of grouping and responding to learners needs. Newly developed school-wide literacy and mathematics indicators are allowing teachers to differentiate their planning and better target learners who are achieving below expectations.

Trustees are very supportive of the new principal and of recent school development. Their priorities are strategically aligned to raising student achievement overall. They provide additional support for students with identified learning needs, and for reducing the disparity of educational outcomes for Māori learners. Experienced trustees helpfully guide new members to understand the board's role and responsibilities.

The trustees and principal have measurable targets and goals in relation to priority learners. Together with teacher development focused on evidence-based inquiry practice, the capacity to analyse and evaluate achievement and progress information is being increased.

Key next steps for school leaders in strengthening school-wide conditions for equity and excellence include:

• continuing to document a coherent school-wide curriculum referencing the learner competencies and principles of The New Zealand Curriculum
• strengthening inquiry learning approaches that include a thinking skills framework and integrating the key learning areas of The New Zealand Curriculum
• building a culture of evaluation in order to sustain current and new initiatives and inform strategic decision making.

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.

The principal is developing a wellcoordinated team of school leaders. Senior managers meet regularly with the four team leaders to respond to the strengths, needs and interests of each child. The leadership team is working to improve the consistency of teaching and assessment practices across the school and developing increased capability to evaluate plans and strategies to accelerate the achievement of all priority learners.

The leadership team has identified appropriate key steps to accelerate priority learners' progress and achievement, including:

• continuing to build consistent school-wide evidence-based teaching practice
• embedding inquiry and reflection through appraisal and performance management systems
• reviewing the impact of interventions and strategies designed to support priority learners
• strengthening school wide leadership in order to build accountability and sustainability.

Trustees should consider the benefit of additional curriculum expertise as part of the senior management team restructure. This role could be pivotal in providing school wide leadership for strengthening the focus on learner competencies and inquiry learning skills in the school curriculum.

ERO is likely to carry out the next review in three 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 school leaders continue to build capacity for responding to the needs of priority learners, through the deepening of evidence-based inquiry teaching and ongoing internal evaluation.

Graham Randell

Deputy Chief Review Officer Northern

11 November 2016

About the school