Edmonton School - 31/01/2019

School Context

Edmonton School in Te Atatu South caters for children in Years 1 to 6. Many children and families in the multicultural community speak more than one language. An enrolment zone assists the school to manage roll growth. A satellite unit for Arohanui Special School is also located at the school.

The schools’ vision, ‘Mahi Tahi Tātou’ is about an environment where everyone works and achieves together. The ‘Edmonton Way’ supports children to understand and apply the school’s values of respect, resilience and responsibility.

The school’s strategic plan identifies goals to promote children’s learning and the vision for learners. Detailed actions to reach achievement targets in reading, writing and mathematics are also included.

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

  • achievement in reading, writing and mathematics

  • target learners and acceleration programmes

  • programmes for children with additional learning needs

  • children’s wellbeing.

Since ERO’s 2015 evaluation:

  • new leadership positions and structures have been introduced to foster shared responsibility and involvement in school direction

  • leaders and teachers have participated in many relevant professional development programmes to support positive learning outcomes for children.

Edmonton School is a member of the Te Atatu 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?

Edmonton School is achieving equitable and excellent outcomes for many children.

The school has a clear focus on preparing children to be the best learners they can be. As a result of this focus, achievement information overtime shows that the large majority of children achieve at expected curriculum levels in reading, writing and mathematics.

Over the last three years achievement levels in reading, writing and mathematics have been consistent. School data indicate improved achievement for Māori children in literacy and mathematics. Leaders and teachers are aware of the disparity for Pacific children in literacy and mathematics. They continue to investigate strategies to accelerate Pacific children’s progress.

The school’s valued learning outcomes have recently been reviewed and endorsed by the community. Leaders and teachers support children to:

  • collaborate with, learn from and support the learning of others

  • demonstrate the Edmonton values in everyday school life

  • experience relationships founded on care and respect.

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

The school responds well to all children whose learning needs accelerating.

Leaders and teachers identify children who are at risk of not achieving in literacy and mathematics. They place a high priority on responding to the learning needs of children who need to make accelerated progress.

Teachers use achievement information well to inform teaching programmes. Good schoolwide processes are maintained to monitor, analyse and report children’s progress. Numerous in-class and additional learning support programmes are in place to accelerate the progress of children who are not yet at expected levels in reading, writing and mathematics.

The school charter and annual planning have a clear, strategic focus on building teachers’ professional capacity. In 2017 and 2018 writing has been a major curriculum and professional development focus. Analysis of 2018 writing achievement data demonstrates the effectiveness of this initiative, with 75 percent of all target children and 75 percent of Māori and Pacific children making accelerated progress in writing.

Teachers’ ongoing professional learning and a range of support programmes have resulted in an increased number of boys achieving at expectation in writing. As a result the gender disparity in writing has significantly reduced.

Leaders, teachers and teacher aides respond well to children with additional learning needs. Children are supported to experience success. Inclusive in-class programmes and the provision of additional specialist teaching programmes contribute to their wellbeing and opportunities to learn.

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?

School leadership is very effective. Leaders collaboratively promote and model the school’s vision, values and priorities for equity and excellence. They provide a highly supportive learning environment that is conducive to meeting children’s diverse needs. Leaders promote high levels of trust with staff, parents, whānau and the community.

Leaders are outward looking and have a planned approach to building teachers’ capability. They provide opportunities for teacher collaboration and inquiry. Deliberate and well considered professional learning programmes are impacting positively on teachers’ practice and outcomes for students.

Children learn and achieve in the richness, breadth and depth of the New Zealand Curriculum (NZC). A strong emphasis is placed on reading, writing and mathematics. The curriculum is inclusive, authentic and relevant, and continues to evolve to meet the diverse needs of children.

The curriculum emphasises:

  • opportunities for children to learn languages other than English

  • inclusive programmes that cater well for all children’s needs, strengths, and abilities

  • opportunities for children to experience success in co-curricular programmes

  • programmes that support children’s wellbeing.

Students are highly engaged in their learning. They benefit from respectful collaborative learning relationships with teachers and their peers. Their learning needs and strengths are identified and well catered for by classroom teachers and teacher aides.

Thoughtful, caring and inclusive transition practices are a feature of Edmonton School. Transitions from early learning centres, through the school and on to intermediate school are well considered, with the needs of individual children kept to the fore.

The board’s charter and strategic planning documents prioritise parent and whānau engagement and communication. Trustees, leaders and teachers have successfully brokered greater parent, whānau, and community involvement in learning programmes and in the life of the school. Leaders provide very detailed progress and achievement reports to the board. This enables trustees to make resourcing decisions to further support positive learning outcomes for children.

Over time, evaluation, inquiry, and knowledge building have become an integral part of school operations. The school has a planned approach to internal evaluation that includes the perspectives of children, whānau and teachers. Significant links within the local area and with the wider educational community are used well to provide improved outcomes for children.

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

School developments over the past two years have contributed to improved outcomes for children. The school’s planned priorities are appropriate and include continuing:

  • the professional learning focus on bicultural and culturally responsive practices

  • to develop strategies that support children to take ownership of their learning and increasing e-learning opportunities.

The schoolwide development of portfolios that document children’s learning over time is a useful next consideration. This document could also record and track how well the school is achieving its valued outcomes.

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:

  • leadership that builds relational trust and empowers staff

  • caring and inclusive learning environments that are responsive to children’s diverse learning needs

  • a curriculum that continues to evolve and meet the interests, needs and strengths of all children.

Next steps

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

  • further strengthening the collective capacity of the school community to promote and enhance bicultural awareness and practices

  • continuing to increase students’ ownership of their learning, including through digital proficiency, to build their sense of agency

  • investigating systems to track, monitor and document children’s learning development over time.

ERO’s next external evaluation process and timing

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

Steve Tanner

Director Review and Improvement Services

Te Tai Raki - Northern Region

31 January 2019

About the school


Te Atatu South, Auckland

Ministry of Education profile number


School type

Contributing (Year 1-6)

School roll


Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori 23%
Pākehā 23%
Asian 29%
Samoan 10%
other Pacific 11%
other ethnic groups 4%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

November 2018

Date of this report

31 January 2019

Most recent ERO report(s)

Education Review December 2015
Education Review November 2013
Education Review May 2010