Manaia View School - 29/04/2013


1 Context

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

Manaia View School is a full primary located in the Raumanga Valley in Whangarei. It provides education for students in Years 1 to 8, in both English and Māori mediums. The school has a roll of 211 students, 90% being of Ngā Puhi descent. The board reports that a significant proportion of families are transient causing high turnover in the school. An ongoing challenge for senior leaders is effectively managing and leading learning and teaching in this context, where many students are enrolled for short time frames.

Since the last ERO review in 2010 the school board and leadership has been stable. Beginning in 2012 and continuing into 2013 teachers are undertaking professional development in literacy. The central focus of this professional learning is to strengthen teaching practice to raise student achievement in reading and writing. The school has a stable reporting history with ERO.

The school’s whakataukī , ‘Whakatinana i te moemoeā,’ ‘Give body to the dream’ is evident in the strong relationships amongst staff, students, whānau and the community. Together with the board, staff are successfully providing a safe and inclusive culture. Teachers know and value the whakapapa of students and whānau.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The board and senior leaders have recognised that the overall level of student achievement in literacy and mathematics is lower than expected levels. Focused professional learning in the teaching of reading has resulted in improved levels in this area and the board reports that most students achieved the National Standard in reading at the end of 2012. Teachers will be supported to strengthen their practice in the teaching of writing through planned professional learning and development in 2013. Senior leaders have also recognised the need to develop a more comprehensive and systematic mathematics curriculum. Focussed professional development is now necessary to enable teachers to consistently implement this.

Teachers are increasingly reflecting on their teaching practice and sharing assessment information and teaching strategies. This model, where teachers are enquiring into their own practice, has been used successfully in 2012 to raise student achievement in reading.

Senior leaders are working with teachers to review and develop their assessment practice. The principal, deputy and assistant principal acknowledge that further consideration of the management and use of school-wide achievement information is necessary, giving particular attention to:

  • the use and purpose of assessment tools
  • tracking achievement over time to show progress
  • annual targets focused on students at risk of not achieving
  • ensuring annual achievement targets are closely aligned to strategic planning, and school leaders and teachers performance appraisal systems.

The board receives well-presented achievement information which is generally well analysed and provides a sound basis for making resourcing decisions. Parents and whānau receive written reports twice a year about their children’s progress. Teachers also utilise texts, phone calls, meetings and interviews to communicate regularly with parents about student progress.

3 Curriculum

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

The school’s curriculum is well documented and clearly defines expectations. Staff, in consultation with board and community, continue to review the curriculum annually in order to be responsive to their ever changing student population. It places particular priority on the all round social, emotional, physical and educational needs of the student. The school’s special education needs coordinators have formed strong networks with outside agencies and specialist services to coordinate additional support for the many students with identified needs. The new curriculum recognises the central place of the students’ identity as Māori and as Ngā Puhi in its content and coverage. A unique feature of the school is the priority it places on the use of information and communication technologies, in particular media technologies, to enrich student learning.

An ongoing priority area for development is to establish a shared, school wide understanding of effective teaching practice, particularly in reading, writing and mathematics and to implement this consistently across the school.

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

Students feel comfortable and confident at school because of the way their identity as Māori is valued. Whakapapa is celebrated and students’ knowledge of their own whakapapa is enhanced at school. Tikanga Māori such as karakia and pōwhiri are practiced in the school and Māori values are promoted. Māori content and perspectives are highly visible in the new curriculum. Elements of Māori culture such as kapa haka and waka ama are used as a vehicle for learning. The school could continue to strengthen its curriculum by:

  • increasing the use of te reo Māori both inside and outside classrooms
  • continue to strengthen students’ identity as Ngā Puhi through a deeper and more systematic coverage of Ngā Puhi tribal history and tradition.

The school operates a rūmaki unit for parents who desire immersion education for their children. The unit, called Te Taonga o Manaia View, has a low teacher-pupil ratio and is well supported by both the board of trustees and senior leaders. Most students in the unit are performing at or above national expectations in pānui, tuhituhi and pāngarau. The unit could be further strengthened by:

  • aligning the analysis of achievement data more closely to Ngā Whanaketanga Rūmaki Māori
  • reviewing the enrolment policy in order to clarify the school’s position on students wanting to enter the unit with no prior knowledge of te reo Māori.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance because:

  • the well-informed board is committed to providing effective governance
  • the principal is experienced and knowledgeable, and together with the board and the senior leadership team, has effectively engaged with parents, whānau and community
  • sound self-review processes are in place
  • there is planned provision for professional development
  • classrooms are well resourced to support the curriculum
  • teachers are committed to building strong relationships with their students and value what students bring to their learning.

Performance management is an agreed priority area for development. Further consideration to the following aspects is likely to enhance teacher performance and raise student achievement:

  • ensuring teachers’ and school leaders’ individual development objectives are closely linked to student achievement information and current research about best practice
  • documenting feedback to teachers, which is rich, descriptive and includes next steps for improving teacher performance.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

29 April 2013

About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Girls 54% Boys 46%

Ethnic composition


NZ European/Pākehā

Cook Island Māori






Special Features

1 Māori immersion class (level 1) 2 Blomfield Special School satellite classes

Review team on site

February 2013

Date of this report

29 April 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2010

December 2006

July 2003