Manchester Street School - 20/11/2018

School Context

Manchester Street School in Feilding caters for students in Years 1 to 6. Of the roll of 410, 20% identify as Māori and a small number are of Pacific heritage.

The school’s stated vision for student success is ‘Students and teachers who are confident, connected and contributing life-long learners’. Values are encapsulated in the rainbow care code that underpin all aspects of school life. These are: ‘We care for each other. We care about learning. We care about our environment. We care about our future.’ In 2017, the school achieved an Enviroschools’ silver award.

Over the last three years, teachers have had professional learning and development in mathematics and in developing students’ confidence in their learning. The current focus is on writing, in order to support a key 2018 goal to improve outcomes in this learning area.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in reading, writing and mathematics.

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?

Data from the end of 2017 showed that most students achieved at or above expectations in literacy and mathematics. Most Māori students achieved at or above expectations in reading and mathematics, with the high majority achieving in writing. Over time, achievement for most groups has varied in literacy and mathematics. Data shows that there has been ongoing disparity for boys.

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

Teachers in each syndicate track children whose achievement is of concern. Syndicate data indicates that some children’s progress has been accelerated, however there is not a schoolwide picture of acceleration.

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?

Students experience a purposeful learning environment where they engage in challenging learning opportunities that relate to real-life contexts. Relationships are respectful and productive. Students develop leadership capabilities that contribute to a positive school culture and community. Their opportunities to be successful learners are enriched by the school’s natural environment, access to local resources and use of digital technologies.

The learning needs of individual students are well known. Those with additional learning needs are well supported. The special education needs coordinator is instrumental in ensuring a meaningful well-planned response to specific learners.

Students know their learning goals and the reason for them. They are encouraged to develop ‘learning to learn’ strategies and are supported to make responsible choices.

There are strong links with the community. The school communicates effectively with whānau and caregivers about their children’s learning using a range of media.

There is a considered approach to developing the visibility of te ao Māori throughout the school. This includes regular professional development for teachers to increase their knowledge of te reo Māori.

Trustees are strengthening their understanding of their stewardship roles through engaging in a variety of training opportunities.

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

Establishing school targets to specifically focus on accelerating the progress of learners at risk of underachieving is a key next step. Improving the use of student achievement information through ongoing monitoring, analysis and reporting of progress schoolwide, should assist trustees and staff to more clearly know the impact of teaching programmes and interventions on learner outcomes.

Developing a shared understanding of internal evaluation at all levels of the school is required. This should support professional inquiry and knowledge building. This involves posing evaluative questions, gathering evidence and making sense of this evidence and making judgements about what is working, and who for.

The school is aware of the need for further curriculum review and development. Although there are extensive guidelines for literacy and mathematics, it is now timely to develop these for other essential learning areas. The revised curriculum should identify effective, culturally responsive practices relevant to the school’s context.

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:

  • the positive and respectful school culture that supports students’ engagement and learning

  • high expectations from trustees, leaders and teachers that promote improved outcomes for students.

Next steps

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

  • monitoring, tracking and responding to the rate of progress for students at risk of not achieving to support their improved achievement

  • enhancing internal evaluation to better measure the impact of programmes and initiatives on improving student outcomes

  • reviewing and documenting expectations of the curriculum including cultural responsiveness, language and identity to ensure shared understanding and better support successful learner outcomes.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review & Improvement Services Central

Te Tai Pokapū - Central Region

20 November 2018

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls 55%, Boys 45%

Ethnic composition

Māori 20%
Pākehā 77%
Pacific 2%
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

20 November 2018

Most recent ERO report(s)

Education Review August 2014
Education Review July 2010
Education Review November 2006