The Gardens School

Education institution number:

6947

School type:

Full Primary

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

584

Website:

http://www.thegardens.school.nz

Telephone:

09 269 0041

Address:

101 Charles Prevost Drive, The Gardens, Manukau

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The Gardens School - 24/01/2020

24 Jan 2020

School Context

The Gardens School provides education for students from Years 1 to 8. Thirty percent of students are Indian. The roll also includes smaller numbers of Māori and Pacific students and others from diverse ethnic backgrounds. There are a high number of English language learners and students with additional learning needs. A satellite class of Rosehill Special School operates in the school grounds.

Since ERO’s 2014 evaluation, the school has been rebuilt on the existing site. The new building, opened in 2018, provides innovative learning environments. Teachers have participated in professional development to build the skills and knowledge of adaptive teaching approaches required to maximise student learning in this new environment.

The school’s vision is to provide “education that prepares learners for their future and challenges them to continually strive”. Developing independent learners through student-driven learning is supported by the school’s core values of wonder, innovate, nurture, grow and succeed (WINGS).

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

achievement in reading, writing and mathematics
outcomes for students with additional learning needs
progress and achievement in relation to school targets for reading and writing
outcomes related to student wellbeing.

The Gardens School is a member of the Alfriston 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 continuing to work towards achieving equitable and excellent outcomes for children.

School achievement data indicate that over the last three years the majority of students achieved at or above expected national curriculum levels in reading, writing and mathematics. The majority of Māori students achieve well. Students who attend the school for most of their learning make very good progress over time.

Students with English as an additional language receive regular and appropriate support. Home languages and cultural diversity are recognised and celebrated within the school’s curriculum.

Students achieve well in relation to the school’s broader valued outcomes. They develop learning dispositions and show persistence and resilience. Students interact positively with each other and with adults. They can talk about what helps them to learn and can make decisions about what and how they learn.

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

Leaders and teachers are continuing to work towards achieving parity for students who need to make accelerated progress.

Most children in their first three years of learning make accelerated progress. The achievement data indicates ongoing in-school disparity for boys in literacy and for Pacific students in literacy and mathematics. Since 2016, half of Pacific students have achieved at or above curriculum expectations.

Over the past three years the school has implemented a range of approaches and strategies which have resulted in some students making accelerated progress. Achievement data for 2018 indicate that small groups of Māori and Pacific students made progress in reading and mathematics.

Teachers use appropriate strategies to increase parity in achievement. They engage in collaborative professional conversations to track and monitor rates of progress and identify next steps for 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?

Key school conditions that enable equity and excellence include quality leadership, a responsive curriculum, a teaching culture of collaboration and inquiry, and learning-centred partnerships with families. Leaders and teachers have a shared responsibility for student learning and wellbeing.

Leaders enacted high quality change management processes during the significant property redevelopment. They continue to provide progressive professional leadership and a clear direction for improvement.

Leaders effectively support the ongoing development of teachers’ individual and collective capability. They maintain high levels of relational trust across the school community.

Leaders and teachers create an environment that successfully promotes students’ ownership of their learning. Students enthusiastically participate in learning opportunities that promote creativity, collaboration, initiative and leadership.

The broad, responsive curriculum builds students’ oral language and vocabulary. Digital technologies are well integrated. Teachers inquire into the effectiveness of their teaching practice. Professional learning is deliberately focused on adapting teaching approaches to maximise student learning.

A coherent approach helps students with additional learning needs to make progress in relation to their individual goals. These students feel accepted, enjoy positive relationships with their peers and teachers, and are active, visible members of the learning community. Students build social and emotional competencies to help them to be successful learners.

Parents and whānau have meaningful opportunities to contribute to and participate in many aspects of school life. Parents, and increasingly students, have access to learning and achievement information through a digital platform. This ongoing communication and consultation are supporting learning-centred relationships.

The board supports the vision and future strategic direction of the school very well. They are committed to supporting positive outcomes for students and staff. Trustees bring a range of expertise and experience to their roles. The board makes well-informed resourcing decisions and seeks external expertise where appropriate.

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

Leaders are committed to gaining greater parity to achieve equity and excellence for all students. This could include teacher appraisal processes having a stronger focus on culturally responsive teaching practices.

Strengthening internal evaluation systems could assist leaders and trustees to monitor improvements through focused strategic planning. This includes:

developing the school’s strategic direction for Māori success using Hautū (Māori Cultural Responsiveness tool) to strengthen the board’s understanding of ways to promote success for Māori learners
continuing to focus on the rate and sufficiency of acceleration to achieve equitable outcomes, particularly for 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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of The Gardens School’s performance in achieving valued outcomes for its students is: Well placed

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success 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:

leadership that supports a professional culture of improvement
teacher capability and collective responsibility for student wellbeing and achievement
a responsive curriculum that supports the development of student-directed learning
reciprocal learning-focused relationships with parents and whānua.

Next steps

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

continuing to focus on the rate of acceleration to achieve equitable outcomes, particularly for Pacific students and boys
increasing the focus on culturally responsive practices in the appraisal process
leaders and trustees evaluating the impact of school improvements through focused strategic planning.

To improve current practice, the board of trustees need to strengthen their procedures for when the public should be excluded from a board meeting.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

24 January 2020

About the school

Location	Auckland
Ministry of Education profile number	6947
School type	Full Primary (Years 1-8)
School roll	588
Gender composition	Girls 51% Boys 49%
Ethnic composition	Māori 14% NZ European/Pākehā 19% Indian 30% Chinese 10% Samoan 5% South East Asian 4% other Pacific 5% other Asian 4% other ethnic groups 9%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	August 2019
Date of this report	24 January 2020
Most recent ERO report(s)	Education Review December 2014 Education Review October 2011 Education Review October 2008

The Gardens School - 22/12/2014

22 Dec 2014

Findings

The Gardens School provides an inclusive, caring learning environment for students and families. Students achieve at high levels in reading, writing and mathematics. The board, school leaders and staff work collaboratively to promote positive student outcomes. The school’s rebuild into a modern learning environment is expected to start in 2015.

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

1 Context

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

The Gardens School is located in the residential area of The Gardens in Manurewa and caters for students from Years 1 to 8. It has a semi-rural aspect, and is in close proximity to the Auckland Botanic Gardens and Totara Park. Students have good opportunities for learning from and within these local environments. Most students and their families live in The Gardens neighbourhood, and many take advantage of the school’s Travelwise initiative to walk, cycle or scooter to school.

A significant feature of this school is the strong ethic of care that staff have for students, families and each other. Students and their parents experience a welcoming and inclusive school. This positive climate promotes students’ sense of belonging in the school, and provides a comfortable and secure environment for their learning.

The school is increasingly culturally diverse with over 20 different ethnic groups identified. Māori students make up 16 percent of the school role and there are a small number of students from various Pacific nations. There are increasing numbers of students and families who have English as a second or subsequent language. These cultural and language differences are valued and celebrated in different ways throughout the school, and are part of students’ learning programmes.

The school continues to benefit from the principal’s experience and leadership, and from long serving staff and the committed board of trustees. Together they have managed the challenges and hazards posed by the school’s leaky buildings very well. A whole school rebuild is expected to begin in 2015. The school is excited about the development of their new modern learning environment.

The school has a history of positive ERO reports. The strengths identified in ERO’s 2011 report have been sustained and all next steps have been addressed.

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 very well at all levels of the school to promote student learning and achievement.

The school is justifiably proud of its achievement successes. Most students achieve at very high levels in reading, writing and mathematics in relation to the National Standards. Results for Māori, Pacific and all other groups are significantly higher than other schools throughout the country. Students who are new to learning English also make very good progress and achieve well.

Teachers have continued to improve the way they use student achievement information to plan classroom learning programmes. They are skilled at setting, monitoring and evaluating targets for raising student progress and achievement. Achievement information is particularly well used for designing programmes for students who require learning support and who have languages other than English. Regular discussion of achievement data promotes a shared responsibility and ownership for students’ learning successes and progress.

Teachers work alongside each other and with teachers from other schools to moderate student assessment. This very good approach promotes teachers’ confidence in making valid and accurate judgements about students’ levels of achievement in relation to the National Standards.

Students work with teachers to share information about their learning with their parents. Written reports to parents are useful documents, focusing on the progress students make as well as their achievement levels. Students are becoming increasingly confident and knowledgeable about their own learning, with many setting and evaluating their own learning goals. Senior leaders agree that students could now be supported to increase their understanding and use of achievement information to promote their learning.

Trustees use the regular information they receive about student achievement to make strategic and responsive resourcing decisions. Senior leaders and teachers expertly interpret the board’s broad achievement targets to ensure that students’ individual needs are met.

3 Curriculum

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

The school’s curriculum promotes and supports student learning effectively. Literacy, numeracy and ICT continue to form the foundations of the school’s curriculum. Inquiry topics and projects provide opportunities for students to explore science, technology, media and the Arts. Students experience specialist teaching in music, physical education, technology, science and Spanish.

Students are settled and focused in their learning environments. They have positive relationships with teachers and each other, and keenly participate in conversation and conferencing to further improve their learning. Teachers recognise and celebrate children’s learning successes. They provide an environment where it is safe for children to take risks and have fun with their learning. As a result, there is a good sense of children being actively involved in and excited about learning.

Teachers involve parents in the design of learning programmes, seeking to know about children’s interests and to understand each child. The school communicates regularly with parents in a variety of ways that promote strong connections and allow parents from various cultural backgrounds to be involved. These positive practices encourage students and their families to be secure and comfortable and have a strong sense of belonging in the school.

Strategies to promote success for the school’s Pacific learners are currently led by the deputy principal and a team leader. There are good opportunities for Pacific students to express and celebrate their cultures, languages and identities through a weekly Samoana initiative and as part of regular classroom programmes. The school is in the beginning stages of planning strategically for Pacific success using the Ministry of Education’s Pasifika Education Plan 2013 – 2017.

Senior leaders recognise that to further improve and sustain Pacific success strategies, it would be useful to align their Pacific success plan with the board’s strategic planning and reporting frameworks. They could also increase the number of staff involved in the decision making and planning processes for Pacific success.

Programmes to support students who are new learners of English are very well managed and led. The specialist teacher recognises students as highly capable linguists. She provides them with opportunities to lead language learning and to share their knowledge of their own language, culture and identity. She leads the very good practice of providing in class support for English language learning, as well as withdrawal programmes for students who are very new to New Zealand.

The school is highly welcoming and inclusive of children with special educational needs. It provides very good programmes that are regularly evaluated and refined to meet students’ changing learning needs.

The principal identifies that a key next step is to ensure that all students experience high quality teaching practices and have opportunities to lead their own learning. She recognises the need to refine the school’s inquiry learning approach so that all students experience high levels of challenge.

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

Māori students are highly engaged in learning and achieve very well. Parent and whānau are involved in their children’s learning and express high levels of satisfaction with the school.

Students’ language, culture and identity are supported in classroom learning programmes and through kapa haka. A capable member of support staff leads a school-wide te reo Māori programme that is delivered to students and teachers through the school’s radio network.

A key next step is for the board and principal to work in partnership with whānau Māori to develop the school’s strategic direction for Māori success. This future direction would ideally promote a more sustainable and sequential approach to the teaching and learning of te reo Māori, including opportunities to extend more fluent speakers. This planning for Māori success should align to the board’s strategic planning and reporting frameworks.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The principal is a knowledgeable educational leader who is respected by staff and students for her high levels of professional integrity and thoughtful decision making. She recognises teachers’ strengths and promotes leadership opportunities.

School leaders, teachers and support staff have respectful and collaborative professional relationships. The principal and deputy principal promote a high trust model for staff. It is complemented by high levels of accountability and formalised through a meaningful staff appraisal system. Self review is well understood and used in different ways throughout the school as a mechanism for ongoing improvement.

The board is well led by a capable and experienced chairperson. Trustees are improvement focused and provide very good support for the principal. They have a strong understanding of their governance roles and responsibilities. Their approaches to promoting positive outcomes for students are strategic and responsive. Trustees receive clear assurance that the school enacts systems to promote a supportive and healthy environment for children and adults.

Trustees agree that having Māori representation on the board would honour the principle of a bicultural partnership. This approach should bring a Māori perspective to board operations and school developments.

The principal is keen to access externally facilitated professional learning for teachers. This support would help leaders to promote the high quality learning programmes required to match the modern learning environments provided through the planned rebuild.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were no international students attending the school.

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 four-to-five years.

Dale Bailey

National Manager Review Services Northern Region

22 December 2014

About the School

Location	Manurewa, Auckland
Ministry of Education profile number	6947
School type	Full Primary (Years 1 to 8)
School roll	604
Number of international students	0
Gender composition	Girls 51% Boys 49%
Ethnic composition	Māori NZ European/Pākehā Indian Chinese Filipino Samoan African Middle Eastern Cook Island Māori Other Pacific Other	16% 32% 23% 8% 4% 4% 3% 2% 1% 2% 5%
Review team on site	November 2014
Date of this report	22 December 2014
Most recent ERO report(s)	Education Review Education Review Education Review	October 2011 June 2008 June 2004