Summary
Te Mātauranga, in Clendon Park, Manurewa, is a contributing primary school, with some Year 7 and 8 classes. Currently there are 412 children on the roll. Māori children make up 30 percent of the roll and 60 percent have Pacific heritage. Samoan children are the largest group in the school. Puna’oa o Le Atamai, the school’s Samoan bilingual unit, includes four classes and caters for children up to Year 8.
The board has an experienced chairperson and elected trustees from diverse community backgrounds. The experienced co-principals work alongside two recently appointed school leaders who are responsible for literacy and mathematics. Since the 2012 ERO evaluation, a staff member has been appointed to teach te reo me ōna tikanga Māori to all children in the school.
The school has a clear vision for future-focused education that values all children as capable learners. Most children, including those in Te Puna’oa o Le Atamai, achieve very well in relation to the National Standards. There has been sustained improvement in achievement levels over the past five years.
How well is the school achieving equitable outcomes for all children?
The school’s processes that enable achievement of equity and excellence are highly effective. Leaders and teachers have developed the capacity and capability to accelerate learning for all children at risk of not achieving their potential. Small levels of disparity between Māori learners and the rest of the school have been systematically reduced over time.
Leaders and teachers are committed to deliberate actions that support any child whose learning is at risk. Staff professional development continues to be targeted to support improved teaching practices and learning outcomes.
Tracking systems, internal moderation and evaluation are used well to support teachers’ judgements about achievement in relation to the National Standards. There are also opportunities for assessment moderation with other local schools and across the wider Auckland network of Samoan bilingual units.
To enhance the school’s processes for achieving equity and excellence for all, it would be beneficial to focus further internal evaluation around success for Māori learners, as Māori.
Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. The school has successfully addressed in-school disparity in educational outcomes.
ERO is likely to carry out the next review in four-to-five years.
Equity and excellence
How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?
The school responds very effectively to Māori and other children whose learning and achievement needs acceleration. Achievement information shows that most children achieve very well by the end of their time at the school. Approximately 80 percent of children achieve at or above the National Standards in reading, writing and mathematics.
Most Māori children achieve at or above the National Standards by the end of their time at Te Matauranga. Their achievement levels have consistently improved since 2012. Leaders and teachers evaluate achievement data deeply and plan deliberate actions with their staff at team and class teacher levels.
Target learners and groups are identified quickly at the beginning of and throughout the year. Leaders recognise the importance of prompt, planned responses to accelerate learning progress. Tracking and monitoring systems rigorously follow children’s progress towards achievement.
School leaders and teachers place a high value on knowing their learners and whānau well. Affirming and caring relationships are at the heart of children’s learning success.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
The school’s processes that enable achievement of equity and excellence are highly effective. Systems and processes are systematically evaluated to ensure good outcomes for children.
Children enjoy creative and innovative learning opportunities that engage them closely and contribute to their high levels of achievement in relation to the National Standards. School approaches promote student ownership of learning and children confidently articulate their ideas and opinions.
Curriculum programmes are inclusive and designed to enable all children, including those with additional learning needs, to participate and contribute. Parents are becoming increasingly involved with their children’s learning and participate in conferencing for goal-setting and home learning.
Learning activities are increasingly future-focused and solutions driven. Collaborative programmes that heighten critical and creative problem solving are positioned in the curriculum as essential for success. The digital environment in the school supports and enhances children’s connection to learning. Several classes now have opportunities to use robotics as a key driver for learning that stimulates students’ thinking and creativity. Children move quickly from local to global understandings that equip them to develop capabilities and competencies for the future.
The Puna’oa o Le Atamai unit offers clear benefits for children who are affirmed in their language, culture and identity. Readiness for learning and resilience to persevere are developed through school processes that support all learners. School leaders and teachers proactively support children and their families through pastoral care systems that utilise community organisations and agencies to address needs.
Through targeted professional development, teachers continue to strengthen their practices and adapt and use approaches and strategies that have the potential to make a difference for all learners. They openly reflect on and share best practice. All teachers engage in professional learning communities within the school.
The board is focused on its stewardship responsibilities. Trustees ensure that school policies and procedures guide and reflect school practices. They work hard to resource the requirements of leaders, teachers and learners so that all children have equitable opportunities to learn.
Sustainable development for equity and excellence
What further developments are needed in school processes to achieve equity and excellence?
School processes promote equity and excellence effectively for all learners, through high quality practices that are sustainable, coherent and forward thinking.
ERO identified and discussed with school leaders and the board how further consideration could be given to internal evaluation of the school’s responsibility to promote Māori learners’ success. Using Hautū: Māori Cultural Responsiveness Self Review tool for Board of Trustees is likely to support this process.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration and certification
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processes for appointing staff
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stand down, suspension, expulsion and exclusion of students
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attendance
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school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
Going forward
How well placed is the school to accelerate the achievement of all children who need it?
Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. The school has successfully addressed in-school disparity in educational outcomes.
ERO is likely to carry out the next review in four-to-five years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
7 September 2017
About the school
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Location
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Clendon Park, Auckland
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Ministry of Education profile number
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6741
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School type
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Contributing
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School roll
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412
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Gender composition
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Boys 53%
Girls 47%
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Ethnic composition
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Māori 30%
NZ Pākehā 1%
Samoan 38%
Tongan 9%
Cook Islands Māori 7%`
Indian 5%
Fijian 5%
other 4%
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Provision of Māori medium education
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No
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Review team on site
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July 2017
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Date of this report
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7 September 2017
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Most recent ERO report(s)
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Education Review, September 2012
Education Review, December 2009
Education Review, October 2006
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