Manaia View School - 30/06/2016

1 Context

Manaia View School continues to serve the predominantly Māori community within Raumanga, Whangarei. Most children and their whānau affiliate to Ngā Puhi. The new kindergarten on site is making it easier for families to transition into school effectively. An ongoing challenge for the school is managing the impact of the high rate of transience in the school community.

In recent times there have been changes to the leadership and teaching team. School staff have been involved in professional learning initiatives with a cluster of Whangarei schools. These initiatives have helped teachers improve the teaching of reading, te reo Māori and digital learning programmes.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are expressed in the school charter as 'Whakatinana te moemoea. Give body to the dream.' School values are linked to manaakitanga, tumanako, whakapono, aroha and tautoko.

The school’s achievement information shows that most children who attend Manaia View school for three or more years achieve well. This group is about 20 percent of the current roll. Children in Years 1 to 4 achieve very well overall in relation to the National Standards in reading, writing and mathematics. Data also shows achievement levels are not as strong at Years 5 and 8. In response, the board has set targets specifically at Years 5 and 8 to help accelerate progress in reading, writing and mathematics for these learners.

Teachers value the collaborative processes in place that support them to make valid and reliable decisions and overall teacher judgements about children's progress and achievement.

Since the last ERO evaluation the school has continued to promote improvement in learner outcomes through:

  • accessing external professional development for teachers in reading, writing and mathematics aimed at improving teaching practice
  • developing and using the expertise of existing staff who are knowledgeable in literacy, mathematics and digital learning to further improve the quality of teaching and learning across the school
  • designing an innovative reading programme, known as Te Puawai, that focuses on teaching specific reading strategies for students who need extra support in Years 5 to 8
  • recently establishing digital learning classrooms for children in Years 5 to 8
  • reviewing school processes for identifying, tracking and monitoring student achievement, particularly those whose learning and achievement needs accelerating.

3 Accelerating achievement

How effectively does this school respond to children whose learning and achievement need acceleration?

The school is becoming increasingly effective in responding to children whose learning and achievement need accelerating. The board, school leaders and staff demonstrate a strong commitment to promoting positive educational outcomes for these priority learners and for all children.

The leadership team has high expectations that all teachers will promote student progress and achievement. They know about the progress of individual children and closely examine data at each year level to determine appropriate support provisions.

The school sets relevant targets for accelerating the progress of children yet to achieve the National Standards. There are clear links between these targets and actions taken by school leaders and teachers to accelerate children's progress. The board receives comprehensive information about student achievement and uses it to good effect to guide decisions about the resourcing of programmes, particularly those designed to accelerate learning for children at risk of not achieving well.

School processes for tracking and monitoring children's achievement continue to strengthen. Data analysis systems are used well to provide current and long-term information about individual, group and whole-school levels of achievement. This information also provides useful evidence about the effectiveness of learner support programmes in accelerating the progress of priority children. It gives good insights about learning over time for children who stay at the school for a succession of years.

Teachers are reflective practitioners. They set personal goals linked to priority learners and increasingly examine the impact of their teaching practice on student progress. They participate in professional discussions with colleagues and share strategies to better support priority learners.

Leaders organise school staffing so that students who require additional help receive in-class or withdrawal support to boost their learning. All teachers are Reading Recovery trained and some are trained in strategies that accelerate learning in mathematics. The school-designed reading programme, Te Puawai, is having a positive impact on accelerating the progress of those students who need extra support at Years 5 to 8. This innovative approach is now being used by other schools in the Whangarei district.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum, practices and processes link well to its charter vision, values, goals and targets.

The school's recently reviewed curriculum is closely aligned to The New Zealand Curriculum and prioritises Ngapuhitanga. A feature of the curriculum is the importance placed on whakapapa. These interconnected relationships are shared at enrolment as each new whānau participates in a student led induction into the school. The board, the staff and students themselves are proud of the importance placed on language, culture and identity.

The board is committed to fostering te reo Māori o Ngā Puhi. The have co-opted a kaumatua onto the board from the local hapu of Parawhau to ensure tikanga within the school is appropriate. More than half of the staff are Māori and many are connected to the local area. 'Nga Taonga o Manaia View' provides an opportunity for whānau to enrol their tamaiti/mokopuna in to an immersion Māori setting. The board maintains low numbers in this class and resources personnel, including a kuia, who are fluent speakers. Children are immersed in high levels of spoken te reo Māori. The staff acknowledge the importance of strengthening transition processes into the school from local kōhanga reo.

A holistic curriculum is fostered. The school works with many health providers and community-based organisations in the area to support children and their whānau. Inclusive and responsive approaches support children with special or additional learning needs. As a result, children's social and emotional competence is well promoted.

The school engages with parents and whānau in a range of ways, and families value the approachability of staff. The board strategically plan Mahi Tahi events to strengthen learning partnerships with whānau. Student-led conferences provide an opportunity for children to share their learning with parents and whānau. Individual plans and goals for priority learners are developed with whānau.

The school's digital platform enables collaboration and transparency about school processes. Leaders have easy access to achievement data and teachers consistently monitor and collect this information. The school currently documents multiple forms of information. Leaders acknowledge that it would be useful to refine and streamline the amount of information that is collected.

The board, leaders and staff, have a strong commitment to developing individual and collective capability and sharing this with others. The principal is highly involved in promoting positive outcomes for children, especially Māori learners, at a national level.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

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

Manaia View School is well placed to sustain the current good practices that promote equitable and excellent outcomes for all children.

Senior leaders have identified relevant priorities for future development that include:

  • further promoting student-centred learning approaches, including work that enables students to gain a greater understanding of their own achievement and next learning steps
  • progressing the digital immersion programme that operates in Years 5 to 8 to include children in Years 1 to 4 to enhance and build on student achievement outcomes through the appropriate use of digital technologies to support teaching, learning and digital citizenship
  • strengthening the evaluation of achievement information to further enable leaders to scrutinise data and identify the difference programmes are making in accelerating children's learning and achievement.

6 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 the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • 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
  • processes for appointing staff
  • stand down, suspensions, expulsions and exclusions
  • attendance
  • the school’s policy and procedures in relation to the application of the Vulnerable Children Act 2014.

7 Recommendation

ERO recommends that the school continues to develop a curriculum that is student centred, allows children to have greater ownership of their learning, and that promotes equity and excellence in outcomes for all learners.

Graham Randell

Deputy Chief Review Officer Northern

30 June 2016

About the school



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 54% Girls 46%

Ethnic composition







Special Features

1 Māori immersion class (level1) 2 Blomfield Special School satellite classes

Review team on site

May 2016

Date of this report

30 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2013

February 2010

December 2006