Broadwood Area School - 15/11/2018

School Context

Broadwood Area School, Te Kura Takiwa o Manganuiowae is located in the north Hokianga area. It caters for 77 students in Years 1 to 15. Nearly allstudents are Māori. The local Māori community and marae are within the tribal boundaries of Ngāpuhi and Te Rarawa.

The board’s overarching mission statement and vision promote a supportive, bicultural learning environment that nurtures respectful, responsive, confident and responsible learners who experience success. The school’s values and philosophy are underpinned by the concept of ‘Ko te mea nui ko te tika, te pono me te aroha’ (our greatest asset is a love that encompasses honesty and integrity).

Current achievement targets are focused on lifting the achievement of all learners in reading, writing, mathematics, NCEA and Vocational Pathways. Leaders and teachers report to the board, information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics
  • achievement within the New Zealand Qualifications Framework.

Since the 2015 ERO review the board is mostly new, and is led by an experienced board chairperson. At the beginning of 2018 a new principal and leadership team were appointed, after a period of long-serving school leadership.

During 2017, the school went through a period of significant changes in leadership and teacher staffing. Further changes to the leadership and teaching teams have continued in 2018. The school roll is decreasing and fluctuates during the year due to transience within the community.

Over time, teachers have participated in professional learning and development (PLD) in using digital technology in the classroom. The school has also been involved in a programme that promotes positive strategies for learning and behaviour.

The 2015 ERO report highlighted several next steps relating to developing a cohesive schoolwide curriculum, meeting assessment requirements, collecting and reporting achievement information, and establishing effective appraisal processes. Aspects of each of these are underway and have yet to be well embedded.

Broadwood Area School is part of the Hokianga Community of Learning l Kāhui Ako (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 developing its capability and capacity to achieve equitable and excellent outcomes for all its students.

School achievement information for students in Years 1 to 8 show variable results in reading and mathematics and an overall decline in achievement in writing over time. Significant disparity for boys in each of these areas has not been reduced.

More recently in 2017, data showed that the large majority of students in Years 1 to 8 achieved at or above expected New Zealand Curriculum (NZC) levels in reading, writing and mathematics. The majority of students made expected progress and some students made accelerated learning progress.

The board should more closely scrutinise the achievement and valued outcomes for students in Years 9 and 10. This would help trustees with resourcing decisions to support the learning pathways of this group of students.

Roll-based achievement information shows that the majority of students achieve Level 1 in National Certificate of Educational Achievement (NCEA) qualifications. Most students achieve well at Level 2 NCEA. However, achievement at Level 3 is not as strong.

Leaders identify that strengthening moderation processes to ensure greater reliability of achievement is an area of development.

The most highly valued student outcomes in this school relate to learning te reo me ngā tikanga o Hokianga. These outcomes are evident through students who:

  • have a strong sense of themselves as Māori learners

  • know each other well and value their tuakana/teina relationships

  • value the leadership opportunities given them to succeed as Māori.

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

The school is in the early stages of developing its schoolwide capability to accelerate the learning of those students who need this.

The school reports specific examples of programmes and teaching practices that successfully accelerate the learning and achievement of some students most at risk of not achieving. These strategies often respond to a current need and are not yet well established as part of schoolwide practice. Students with high learning needs receive good support.

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?

The principal is focused on change and improvement. There is a renewed emphasis on developing leadership capability and a professional teaching and learning culture that is focused on valued outcomes for students. The board and principal are promoting greater collaboration by seeking input from staff, students and the community to inform new directions for the school. Good access to digital technology is contributing to improved collaboration.

The vision and values underpin the school curriculum, culture, practices and valued outcomes for students/learners. School programmes provide good opportunities for students to learn through te ao Māori as Māori. Students learn through hearing high levels of spoken te reo Māori and demonstrate competence and confidence as speakers of te reo. They successfully and proudly participate in manakura (leadership roles) at hui-a-kura and events such as Manu Kōrero.

The board, school leaders and staff are building positive relationships and connections with their community, parents and whānau. Seeking community input is a priority for the board. Whānau involvement in the school includes support for in-class programmes and the on-site playgroup. School events, such as noho marae and sports outside of school successfully draw parents and whānau into the school.

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

A challenging period of staffing change has impacted on the progress and sustainability of ongoing improvement. The board and school leaders require more time to fully implement and embed several developments that have begun.

The principal has had a strategic focus on developing leadership capability and distributing leadership opportunities. An external professional learning and development (PLD) provider is supporting school leaders to work with teachers to:

  • achieve greater consistency of schoolwide processes and practices
  • improve the quality of teaching practice and learning opportunities for students.

Leaders are re-introducing several initiatives, with the help of some PLD that has the potential for improving learner success. These worthwhile developments include:

  • strengthening the teacher appraisal process, including more regular opportunities for leaders and teachers to inquire into and adapt their practice

  • improving the analysis and moderation of assessment information, contributing to greater reliability of teacher judgements and targeted teaching programmes

  • strengthening processes for regular tracking and monitoring of student progress and achievement over time.

Leaders have also started reviewing the curriculum with a recent focus on designing clear learning pathways, particularly for senior secondary students. School plans prioritise documenting a curriculum that features a schoolwide cohesive approach, local contexts and valued outcomes for students. Such a curriculum will help guide teaching and learning.

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.

Actions for compliance

ERO identified non-compliance in relation to students having access to a curriculum that provides breadth and depth of learning related to the needs, abilities and interests of students in Years 1 to 15 and the scope of The National Curriculum, as expressed inThe New Zealand Curriculum.

National AdministrationGuideline 1: 2, 9, 10, 11

Areas for improved compliance practice

To improve current practice, the board of trustees should review its:

  • processes for documenting discussions when the public is excluded

  • policy and practices in regard to risk analysis and management when students are involved in education outside the classroom

  • processes for Whānau Tautoko, to ensure they meet requirements relating to stand-downs, suspensions and exclusions.

4 Going forward

Key strengths of the school

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

  • the values and vision that underpin the school’s culture and foster a community of bicultural learning for all

  • a strong school identity that promotes various opportunities for students to enjoy success as Māori

  • school leaders and trustees who are keen to promote greater collaboration with students, staff, parents and whānau.

Next steps

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

  • more regular opportunities for leaders and teachers to inquire into and adapt their practice, in order to improve the quality of teaching practice and learning opportunities for students

  • documenting a schoolwide curriculum to help guide teaching and learning

  • evaluation processes to help the board, leaders and teachers scrutinise the impact of strategies that make the most difference for learners.

Recommendations to other agencies

ERO recommends that the Ministry of Education provide support in order to bring about improvements in:

  • developing and implementing a change and improvement plan to bring about accelerated learning and achievement for students at risk of not achieving

  • documenting a school curriculum for Years 1 to 15

  • building school capability to enable significant change through internal evaluation processes and practices that will be sustainable over time.

ERO recommends that New Zealand School Trustees Association consider providing support for the board of trustees in order to bring about improvements in strategic and annual planning.

ERO’s next external evaluation process and timing

ERO intends to carry out a process of ongoing external evaluation to support development over the course of one-to-two years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

15 November 2018

About the school



Ministry of Education profile number


School type

Composite (Years 1 to 15)

School roll


Gender composition

Girls 47 Boys 30

Ethnic composition

Māori 71
Pākehā 5
other ethnic groups 1

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

September 2018

Date of this report

15 November 2018

Most recent ERO report(s)

Education Review June 2015
Education Review June 2012
Education Review May 2010