Mangere Bridge School - 19/08/2016

1 Context

Mangere Bridge School sits at the base of Te Pane o Mataoho (Mangere Mountain) and near the Manukau Harbour. It caters for children from Years 1-6. Children attending the school come from culturally and socially diverse backgrounds. Thirty two percent of the school's roll identify as Māori and thirty six percent with Pacific cultures.

Since the 2013 ERO report the board has managed the appointment of two new principals. The current principal, together with the board, parents/whānau, students and staff, is leading the school in the development of a vision, values and goals for the future.

The principal and board acknowledge the historical connectedness and significance of Te Pane o Matahoho (Mangere Mountain) as a touch stone for guiding the school's future direction.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children focus on 'Together growing inquiring minds for successful futures through partnership, achievement and learning.' This is underpinned by an explicit commitment to excellence and equity for all. The school crest which includes the motto 'Pikitia-to climb, to ascend, to achieve greatness', is a visual representation of the school vision.

The school's achievement information shows a significant drop in student achievement in 2015. This was particularly evident in National Standards; reading, writing and mathematics for Māori and Pacific students. There is a twelve to twenty percent disparity in Māori boys overall achievement when compared with the figures for all students. However, senior leaders report that some Māori and Pacific students who are currently achieving below the standards are now making accelerated progress.

Children are at the centre of all decision making. Their perspectives and voice are valued and gathered directly and through whānau. Since the last ERO evaluation, school systems and processes have been collaboratively reviewed and redeveloped to address low student achievement.

The key actions the school is taking to accelerate progress for those children at risk of not achieving equitable outcomes include:

  • embedding practices and processes influenced by current professional development and learning (PLD), in particular 'Culture Counts and Assessment For Learning' (AFL)
  • gathering student and whānau voice to inform decision-making
  • improving school systems to collect, track, analyse and evaluate student achievement data
  • providing clarity in the classroom about what is being learnt
  • improving learning support for students with additional needs
  • strengthening teacher inquiry into practice by using student data as a way of measuring the impact of teaching strategies
  • establishing a new student inquiry model where whānau, community and iwi involvement is encouraged and sought
  • revising the school's Charter.

3 Accelerating achievement

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

The school is now responding increasingly effectively to Māori children whose learning and progress needs to be accelerated. Recent changes to school-wide systems that identify Māori students at risk of not achieving are having a positive impact on student achievement. The school has good evidence that shows a significant number of Māori students are beginning to make accelerated progress.

Māori students participate and learn in caring, collaborative, inclusive learning communities. Culturally responsive teacher practice is increasingly supporting and promoting student learning. Teachers and students co-construct realistic and challenging learning goals that are inclusive and tailored to the needs of each child. The recently revised student achievement reports and whānau conferences support these goals.

Regular professional discussions among teams of teachers about Māori students who need to make progress are contributing to shifts in student learning. Teachers are constantly reviewing the effectiveness of their practice and scrutinising the evidence provided by achievement data and the perspectives gathered from the school community.

The board and senior leaders are committed to ongoing review and reflection around the principles of Te Tiriti o Waitangi. A commitment to these principles provides a firm foundation for Māori students to realise their potential. Recent student achievement information provided to the board has enabled trustees to make decisions about resourcing and to endorse change.

Since the beginning of 2016 new school expectations across all areas of the school are part of the initiatives aimed at promoting shifts and progress for target groups of children. Senior leaders and teachers are tracking and analysing data carefully. This is giving them a detailed picture of the learning and progress of each child whose progress needs to be accelerated. A holistic approach to student learning is being fostered. Board, senior leaders and teachers are working together and have improved classroom practice, whānau engagement and the respect and honour given to children and their cultures.

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

The board, senior leaders, teachers and staff use the same good quality processes and practices that have been developed for Māori children to respond to the identified needs of Pacific learners and other groups of children.

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 and other organisational processes and practices are having a very positive impact on the school's vision, values, goals and targets for equity and excellence. The school is rapidly becoming a community of learning. This has significantly engaged the board, whānau, teachers and children in development across all dimensions of teaching and learning. An important feature has been the focus on gathering voices across the school community. This has been pivotal in making the positive changes seen at the school. Relationships and communication within the school community have strengthened as a result.

Staff display genuine care for children. They value and recognise children's individuality in tangible ways. Teachers know each child as a learner and as a person. Children's well-being is a priority for the school. Good systems and processes are in place to provide appropriate support for them. The programmes and support for children with additional needs are well-managed and monitored.

Senior leaders and teachers have developed a new student inquiry model. This is allowing whānau, community and iwi involvement in children's learning. The school has begun to develop useful partnerships with community organisations to support children's learning.

Senior leaders are building teachers' professional and curriculum capability. Staff have been involved in significant professional development to support bicultural practice, current best teaching practice and student wellbeing. An emphasis is placed on teacher collaboration and trust. Ongoing teacher dialogue and reflection underpins a curriculum that focusses on the specific strengths and needs of learners. Teachers are beginning to strengthen processes for moderating assessment. They have begun to look at the Ministry of Education tools designed to assist with this.

The new school direction encourages all parties including the board, staff, children and whānau to develop a sense of ownership and belonging. Strong foundations have been established to help ensure that sustainable practices are woven throughout school systems and that they reflect the school's educational and moral purpose.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

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.

The school is well placed to achieve and sustain equitable and excellent outcomes for all learners. Strong foundations have been firmly established to implement changes to school-wide systems and practices. The school's consultative processes have strengthened and empowered students, whānau and staff. Children are at the heart of all school decisions. Trustees and staff have good opportunities to improve their knowledge and skills through professional learning development and leadership opportunities. There is currently a focus on the Treaty of Waitangi workshops, Culture Counts and Assessment for Learning.

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

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
  • compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendations

School leaders and ERO agree that key next steps include continuing to embed and develop all new systems and practices with a focus on:

  • continuing to lift student achievement through a relationship-based learning approach and consistent good quality teaching
  • increasing the reliability of data by supporting teachers to make sound overall teacher judgements (OTJ)
  • ongoing teacher reflection to develop sustainable teaching practice
  • deepening and embedding cultural authenticity in the curriculum
  • using student and parent voice and other information to complete a school-wide, restorative behaviour management plan. 

Graham Randell
Deputy Chief Review Officer Northern

19 August 2016

About the school 


Mangere Bridge, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys      52%
Girls       48%

Ethnic composition

Cook Island Māori


Review team on site

June 2016

Date of this report

19 August 2016

Most recent ERO report(s)

Education Review
Education Review
Education Review

February 2013
September 2011
October 2008