Edendale School (Auckland) - 02/10/2019

School Context

Edendale School is a long-established, Years 1-6 primary school in Sandringham, Auckland. It caters for a diverse community of approximately 680 students. Six percent of the students are Māori, three percent Tongan and three percent Samoan. A significant number of students are of Indian and Asian heritage. About 24 percent of students participate in a formal English programme for speakers of other languages.

The newly formed board of trustees comprises a mix of experienced and new members. They bring a variety of skills to their role. Trustees and the newly formed senior leadership team are in the process of consulting parents and staff about the school’s mission statement, vision and values.

A new principal was appointed during July 2018, and three new deputy principals early in 2019.

The board’s strategic goals focus on improving:

  • learning outcomes for all students, particularly for Māori, Pacific and students with additional learning needs
  • student engagement
  • processes for students to transition into and out of the school
  • community and whānau engagement with the school.

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

  • student achievement in reading, writing and mathematics
  • student attendance
  • progress and acceleration in relation to school targets
  • achievement information in relation to gender and ethnicity.

The school is a member of the Mt Albert Kahui 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 steadily working towards implementing strategies to achieve equitable and excellent outcomes for all students.

School achievement information shows that overall most students achieve at expected curriculum levels in reading, writing and mathematics. Māori students are achieving at levels similar to those of all other students in reading and writing. There is some disparity for Pacific learners in reading, writing and mathematics.

Achievement information is closely analysed, monitored, and reported to the board. The principal is now considering ways to track and report the progress and achievement of students over their time at the school.

Teachers use a variety of school-based and nationally normed assessment tools that are robust and reliable to monitor students’ progress over the year. Achievement expectations are determined in collaboration with the member schools of the Mt Albert Kāhui Ako|CoL. To strengthen the rigour of assessment, teachers should now consider ways to moderate literacy and mathematics assessment with other schools. Teachers should also continue to build their capability in using ‘Assessment for Learning’ strategies.

Relevant 2019 schoolwide targets have been set to raise student achievement in writing. These measurable targets are based on good analysis of achievement data from the end of the previous year. Appropriate actions to meet the targets have been identified and progress is reported to the board.

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

The school is proactively implementing strategies to accelerate the learning of those Māori and other students who need it.

One of the deputy principals oversees and monitors the individual outcomes for students with additional learning and language needs. Leaders and teachers know the needs and strengths of each of the students who require acceleration or additional support. These students participate in a variety of specialised in-class or withdrawal programmes provided by experienced teachers and learning assistants. Staff are closely monitoring student progress over the year.

Senior leaders and teachers closely monitor the wellbeing of all students. They are introducing comprehensive digital programmes to track student pastoral care information. Staff also seek useful feedback from past students. This helps them to identify the impact of programmes and practices on supporting students’ transitions into their next stage of learning.

Senior leaders now have processes in place to gather and report to the board long-term schoolwide evidence around strategies that are successfully enabling students to make accelerated progress, and to sustain the gains made over time.

School-based information indicates evidence of some accelerated achievement in writing for students working below expectations. There has been a schoolwide focus on teacher professional development in writing to strengthen teaching and learning practices. However, there is not yet any formalised evaluative information to identify the impact that the professional learning is having on outcomes for students.

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 and senior leaders are embedding a range of strategies and setting a solid foundation for enabling the achievement of equity and excellence, and for accelerating learning. They are yet to formally evaluate the effectiveness of these processes and practices on outcomes for students.

Senior leaders and teachers are implementing strategies that engage students with learning. These include:

  • initiating purposeful learning activities through play and theme-based programmes within the framework of the New Zealand Curriculum (NZC)
  • deepening students’ understanding of their own learning and their next steps for progress
  • placing an emphasis on collaborative practices by senior leaders, teachers and students
  • providing many opportunities for teachers to innovate, trial and reflect on teaching practices.

Children work in settled, supportive learning environments characterised by respectful teacher-student relationships. Teachers implement well-planned and richly-resourced differentiated learning programmes. They offer hands-on activities within established classroom routines.

The school’s broad and localised curriculum encompasses the breadth of the NZC. The board resources specialised programmes that include the Garden to Table Trust programme, art and music. Science, drama and other language programmes are prioritised by the school. The Kāhui Ako|CoL offers ready access to shared specialist resources.

The board of trustees highly values parent whānau relationships. Parents are well informed, and the board extends many opportunities for the community to contribute to strategic decision-making and to participate in school programmes. The teaching team reflects the many ethnicities and languages of the community. This enhances parent and whānau access to school events and processes, which support their children’s learning.

The newly established, cohesive senior leadership team brings complementary skills and a range of experiences. Leaders are building relational trust at all levels of the school community. They value transparency, work collaboratively, and promote leadership across the school. They have a shared sense of the school direction, and ensure an orderly and supportive environment that is conducive to student learning and wellbeing.

Trustees represent the community well. They are well informed by the leadership team. The board willingly seeks external specialists for support, advice and guidance in its governance role. Trustees are focused on student achievement, and scrutinise and question information confidently. The board has a positive working relationship with the senior leadership team and is developing a shared vision for ongoing school improvement. Trustees are considering useful succession planning strategies.

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

The board, principal and senior leaders agree that for ongoing school improvement, they should continue to develop and embed:

  • internal evaluation processes to assure the community of the positive impact of initiatives that are currently in place and the effectiveness of board decision-making on outcomes for students
  • leadership capability of the middle leaders to support them to implement and sustain schoolwide initiatives.

Trustees agree that they should reflect on and review their effectiveness as a board in supporting the school to realise its vision, values, strategic direction, goals and targets.

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 Edendale School (Auckland)’s performance in achieving valued outcomes for its students is: Well placed.

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 board and senior leaders’ clear sense of purpose and direction
  • school and board leadership that is focused on improving outcomes for students

  • senior leaders’ and teachers’ commitment to building reciprocal learner-centred relationships.

Next steps

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

  • embedding internal evaluation into school policies, processes and practices
  • continuing to build wider leadership capability across the school.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

2 October 2019

About the school


Sandringham, Auckland

Ministry of Education profile number


School type

Contributing (Years 1-6)

School roll


Gender composition

Boys 51% Girls 49%

Ethnic composition

NZ Māori 6%
NZ European/Pākehā 39%
Indian 23%
Chinese 7%
Pacific groups 6%
other Asian 4%
other ethnic groups 15%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

August 2019

Date of this report

2 October 2019

Most recent ERO report(s)

Education Review December 2014
Education Review July 2011
Education Review April 2008