Onehunga Primary School

Onehunga Primary School - 07/05/2018

School Context

Onehunga Primary School caters for children in Years 1 to 6. Of the approximately 460 students, 12 percent are Māori and 40 percent have Pacific heritage. Children who identify as Pākehā comprise 30 percent of the roll. Since the 2015 ERO external evaluation, there has been a 12 percent increase in the student population.

The school’s vision of ‘confident, connected, life-long learners’, supports students to embrace opportunities and challenges that equip them to achieve their dreams and aspirations. The school’s values: ‘We CARE – Te Manaakitanga’ foster curiosity, aiming high, respect and empowerment.

Key school targets have focused on increasing the number of students achieving above curriculum expectation in mathematics; boys achieving above curriculum expectation in writing; and English language learners in reading.

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

  • achievement and progress in reading, writing and mathematics
  • engagement and wellbeing
  • the school’s curriculum, including health and physical education, science and the arts.

Schoolwide professional learning and development (PLD) initiatives have focused on Positive Behaviour for Learning (PB4L), and increasing staff capability to lift achievement levels for learners who are at risk of not achieving in literacy.

The school is part of the Te Iti Kahurangi Kāhui Ako|Community of Learning (CoL). 

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 equity and excellence for all students. The majority of students including Māori and Pacific, achieve expected curriculum levels in reading, writing and mathematics. There is persistent disparity for Pacific children compared with other groups in the school, and an upward trajectory in achievement for Māori. Girls are achieving better than boys in mathematics and literacy. In mathematics boys are gaining greater parity with girls, however school data show a widening achievement gap for boys in reading and writing.

Students achieve very well in relation to other school valued outcomes. Most students:

  • are curious and confident learners
  • feel well challenged in their learning
  • demonstrate high levels of engagement.

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

The school is working well towards accelerating learning for those Māori and other students who need to make accelerated progress. Positive acceleration shifts are evident for students who have been identified as being at risk of underachieving. The school has numerous accelerated teaching and learning strategies to address in school disparity.

Most students in the Accelerating Literacy Learners (ALL) target group have made accelerated progress. Teachers have implemented a writing-focused teaching inquiry for targeted English Language Learners. Collated achievement information shows very good accelerated progress for these learners.

Data indicate that target groups of children working with teachers make accelerated progress, particularly Māori students who make significant gains in writing and reading. This positive trend between 2015 and 2017 has resulted in the school successfully gaining parity for Māori students in reading.

School-wide professional learning has contributed to positive student outcomes, particularly in PB4L and Learning to Learn. These strategic initiatives have strengthened the school’s culture for learning. Leaders are beginning to use an inquiry approach to evaluate initiatives used to address in-school disparity for Pacific students. Good systems for monitoring student progress and achievement are helping staff to recognise and respond quickly to students who require accelerated learning.

There is good provision for children with additional learning needs. Staff work collaboratively with parents and with external personnel who have expertise. Leaders monitor these children well, and evidence shows that they are making progress in their learning. 

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?

Very good strategic leadership and governance prioritises ongoing improvement and promotes a strong school-wide culture of learning that is consistent with ‘We CARE – Te Manaakitanga’.

Good processes support children’s transition into, through and beyond the school in collaboration with parents. A reception class provides a rich context for children to begin their school learning journey. Children have good opportunities to explore and discover, and their sense of belonging is well supported. Leaders and teachers enable students to become increasingly capable leaders of their own learning. These processes and initiatives have helped to develop meaningful learning partnerships with whānau and families.

The board is committed to improving educational outcomes for students. Trustees scrutinise school information to inform decision making in the interests of improving student outcomes. They are strategically managing property development to improve the learning environment for staff and students.

External professional learning is aligned to the school’s strategic goals, and enables teachers to collaboratively implement effective teaching and assessment practices. Teachers have a good understanding of their students as learners, and closely monitor their progress. They increasingly share their practice, and implement strategies to build confident learners who have a clear understanding of their learning.

Leaders and teachers provide a broad range of curriculum experiences to enhance student engagement and success. These include sports and cultural opportunities that reflect children’s diverse interests, capabilities and backgrounds. There is a deliberate focus on increasing boys’ engagement in learning activities.

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

School leaders continue to build on successful partnerships with whānau Māori and parents of Pacific children. Leaders acknowledge that promoting children’s language, culture and identity, and whānau engagement are key to improving students’ educational outcomes. Staff roles and responsibilities have been strategically allocated based on these developments.

Leaders recognise that strengthening internal evaluation will help measure the effectiveness of targeted teaching to accelerate the progress of Māori and Pacific students, and boys. 

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:

  • strategic leadership that is deliberately building teacher capability to address in-school disparity
  • the strong school culture of learning that is supporting students to be confident and competent learners
  • the school values that are well understood and promote wellbeing for learning.

Next steps

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

  • developing a strategic approach to sustaining positive school developments to ensure equitable outcomes for Māori and Pacific learners
  • internal evaluation to determine what is working well, and what needs improving in the provision for learners at risk of not achieving. 

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

7 May 2018

About the school

Location

Onehunga, Auckland

Ministry of Education profile number

1399

School type

Contributing (Years 1 to 6)

School roll

460

Gender composition

Girls       51%
Boys      49%

Ethnic composition

Māori
Pākehā
Tongan
Samoan
Indian
Niuean
Cook Islands Māori
Chinese
Fijian
other Asian
other ethnicities
other Pacific peoples

 12%
 30%
 15%
 10%
   6%
   6%
   5%
   3%
   3%
   6%
   3%
   1%

Provision of Māori medium education

No

Review team on site

March 2018

Date of this report

7 May 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

 May 2015
 October 2011
 June 2008

Onehunga Primary School - 15/05/2015

Findings

Onehunga Primary School’s increasing and ethnically diverse roll includes a large number of Pacific students. Student wellbeing is fostered through a learning environment that promotes a strong sense of whānau and community. Overall students achieve well. However Māori and Pacific students achieve less favourably. Learners with special educational needs are well supported.

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?

Onehunga Primary School continues to provide good quality education for students from Years 1 to 6. Students and families are proud of the school and the long-standing and inter-generational connections it has with the community. The school’s increasing and ethnically diverse roll includes a large number of Pacific students. About a quarter of the roll are NZ European/Pākehā students while Māori students make up 11 percent. Many students have English as an additional language.

The school’s vision and values support student wellbeing and are reflected in the positive, settled school tone. The school values of We CARE are well known to students and families. The board is committed to meeting the aspirations of parents and whānau. Trustees ensure the school environment is attractive and well maintained. Significant property work is due to start soon. At the beginning of 2014 a new principal was appointed.

The school has a history of positive ERO reports. The 2012 ERO report noted effective leadership and governance and increasing community engagement. These areas continue to be noteworthy. The report recommended improvements to the quality of student achievement information and to teachers’ performance management processes. Good progress has been made in these areas.

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 by the board and leaders to identify priorities to help make positive changes to learners’ engagement, progress and achievement. These worthwhile priorities include:

  • relevant goals for future direction and achievement targets
  • well-documented action plans
  • professional learning focused on developing teaching practices especially in writing.

Students value and are enthusiastic about learning. They comment that their ‘learning involves appropriate challenge’. Teachers use effective teaching strategies to engage students. Good transition processes help learners coming into and leaving the school.

The school is well placed to achieve Ministry of Education National Standards achievement targets. Overall, school achievement data shows that students achieve well especially in reading and mathematics in relation to the National Standards. Māori and Pacific students achieve less well. School information shows that over time the achievement of all students has improved. School leaders plan to strengthen processes to help teachers make more reliable assessment judgements, especially in writing.

Teachers of Years 2 to 6 students are participating in professional learning that promotes teaching mathematics through local and culturally relevant contexts. Learners work in small groups and comment that they ‘help each other to work out the answers.' Recent school information in mathematics shows that students are making positive achievement gains.

Reporting processes to students, parents and whānau are being reviewed. Reports to parents are comprehensive. School leaders acknowledge that developing students’ understanding of their own learning, progress and achievement is a next step. Students will then be better placed to set regular learning goals, talk about how they will achieve these and confidently share this work with their peers and parents/whānau.

3 Curriculum

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

Onehunga Primary School’s curriculum promotes and supports student learning well. The school’s curriculum is closely aligned to the New Zealand Curriculum (NZC). There is a strong emphasis in the curriculum on literacy, mathematics and environmental education programmes. The board have plans to improve the information communication technologies (ICT) infrastructure to further support student learning.

Culturally appropriate perspectives and events are part of the school’s curriculum. All students participate in bicultural learning activities. Reciting the school’s tauparapara is a daily ritual. Pacific language weeks provide leadership opportunities for students and are supported by parents. Parents, reading volunteers and members of the wider community contribute to the curriculum in many ways.

There is good support for students who have special educational needs. Capable learning assistants provide in-class and withdrawal support for individual students and small groups. There are also good programmes for students who are learning English as an additional language. Trustees and families provide financial support to enable all students to have access to a broad range of learning experiences.

A review of the curriculum is underway. Leaders and teachers are revising implementation plans, school expectations and approaches. This includes inquiry models that support learners to explore their own ideas and interests. Continuing to develop a culturally responsive curriculum is a priority for leaders.

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

Onehunga Primary School board and leaders are committed to promoting educational success for Māori, as Māori. The school has about 50 students who identify as Māori. Māori students comment that they value kapa haka and the daily ritual of the whole school reciting their tauparapara.

To further support success for Māori students, school leaders and ERO acknowledge the value of continuing to build teachers’ confidence to use te reo Māori within classroom programmes. Developing a sequential te reo Māori programme throughout the school would support this initiative.

4 Sustainable Performance

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

Onehunga Primary School is well placed to sustain and improve its performance. In 2014, the principal and board carried out extensive consultation with staff, students, parents and whānau and the wider community. This information has informed the review of all aspects of school operation including the 2015 Charter. High quality, strategic plans support the board’s planned direction for the school. School processes are becoming increasingly aligned to the charter and strategic planning.

The experienced board chair is highly knowledgeable about effective board processes and procedures. Trustees, although mostly new to their roles are committed to their responsibilities and to the community. They agree that ongoing training to support their governance understanding would be useful. The board have appropriately co-opted trustees who represent the diversity of the community.

The principal is highly professional and focused on enacting the school’s renewed direction. School leaders work well together and have complementary skills. They have high expectations of themselves, of teachers and students. Leaders recognise teachers’ leadership potential and would like to help build this emerging leadership.

Good use is made of internal and external expertise to facilitate teachers’ professional learning and development. Current professional learning is guiding teachers to target students at risk of not achieving and to consider carefully what difference they can make to accelerate their achievement.

Leaders have reviewed and developed teachers’ appraisal processes to align with Tātaiako - Cultural Competencies for Teachers of Māori Learners. This change is improving teachers’ understanding of teaching strategies that support Māori learners. Teachers have regular opportunities to reflect, critique, and adjust their practice to support learners.

The associate principal and other leaders regularly meet with Pasifika aiga. This provides opportunities for parents to be better informed about learning and how they might help their children at home. Discussions at these fono and aiga aspirations for Pacific learners are informing the school’s Pasifika Education Plan.

The principal has begun meeting with whānau Māori. These hui enable whānau to meet and share their views and aspirations for their tamariki. The principal is using this information to collaboratively develop a Māori Education Plan that aims to enhance educational outcomes for Māori students.

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

Onehunga Primary School’s increasing and ethnically diverse roll includes a large number of Pacific students. Student wellbeing is fostered through a learning environment that promotes a strong sense of whānau and community. Overall students achieve well. However Māori and Pacific students achieve less favourably. Learners with special educational needs are well supported.

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

Dale Bailey

Deputy Chief Review Officer Northern

15 May 2015

About the School

Location

Onehunga, Auckland

Ministry of Education profile number

1399

School type

Contributing (Years 1 to 6)

School roll

411

Gender composition

Girls 53%

Boys 47%

Ethnic composition

Māori

Pākehā

Tongan

Samoan

Indian

Cook Island

Niuean

Chinese

Fijian

other ethnicities

11%

28%

17%

9%

7%

6%

5%

3%

3%

11%

Review team on site

March 2015

Date of this report

15 May 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

June 2008

May 2005