Mangere Bridge School - 20/02/2013

1 Background and Context

What is the background and context for this school’s Arotake Paetawhiti review?

Mangere Bridge School, in South Auckland, is a school for Year 1 to 6 students. The school reflects its ethnically diverse community and has a significant number of Māori and Pacific students. Many students speak languages other than English at home.

While previous ERO reviews had been very positive, the 2011 ERO report highlighted concerns about the use of student achievement, and aspects of school self review. For this reason ERO decided to continue to monitor the school’s progress through a longitudinal review process. The senior leadership team, trustees and staff have worked very successfully with a Ministry of Education (MoE) Student Achievement Function practitioner (SAF) to address the agreed priorities.

Trustees and school leaders agreed on an important overarching goal, to accelerate student progress and achievement. They developed a review and development plan and have worked systematically and collaboratively to implement the key priorities relating to the goal.

A long-term programme of professional learning was initiated by the school prior to the 2011 ERO review. An external facilitator has been supporting school leaders and teachers to implement more effective teaching of literacy and English language learning, and to strengthen their self review processes. This very worthwhile programme will be continued in 2013.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

ERO and the school agreed on the following priorities for this review:

  • improving student achievement
  • building student ownership of learning
  • increasing teacher capacity
  • strengthening self review
  • strengthening leadership.

Progress

School leaders and teachers have made very good progress in addressing the agreed priorities. Significant work has been done to accelerate student achievement. Leaders and teachers have strengthened their analysis and use of achievement data to improve teaching and learning. Teachers have focused on using data to more clearly determine the impact of their teaching on student progress. These good practices have increased the sense of urgency in accelerating students’ learning.

Reliable data are used to enhance teachers’ judgements about student progress and achievement in relation to the National Standards. Achievement information provided by the school shows that students are making good progress in their learning. Assessment systems have been reviewed and modified. School leaders are making good use of assessment data to identify achievement patterns and trends and to review the impact of teaching practices on student progress.

Teaching programmes are responsive to students’ learning needs. More targeted programmes enhance learning opportunities for students at risk of not achieving. Teachers continue to increasingly involve students in knowing about their achievement and taking responsibility for their learning.

Trustees are confident that they receive useful data to inform board decision making. They are receiving much clearer information about student learning and what teachers are doing to promote that learning.

An ongoing project for staff is the major review of documents outlining curriculum expectations across the school. A guiding document has been compiled to underpin the teaching of English. In 2013 the focus will be on producing a similar outline for mathematics and the other learning areas of The New Zealand Curriculum. Making students’ language, culture and identity more visible in classroom programmes continues to be a focus for development.

The warm and responsive relationships between students and teachers continue to be strongly evident. Teachers know students well and are increasingly using students’ prior learning as the foundation for classroom programmes.

Learning environments celebrate students’ learning and progress. Students benefit from a good range of relevant resources and frequent use of digital learning opportunities. Class timetables make effective use of time. Students benefit from daily literacy and mathematics and appreciate the more focused time allocated for learning through inquiry in other curriculum contexts.

Compliance matters noted in ERO’s 2011 report have been successfully addressed. Reporting to parents in relation to the National Standards is well done. Achievement of Māori, Pacific and special needs students are monitored specifically.

3 Sustainable performance and self review

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

The board, the principal and staff are very well positioned to continue to improve the school’s performance.

Trustees, leaders and teachers have a strong focus on improving student progress and achievement. They have worked effectively together, with the SAF, and the professional development facilitator to build their capability. Trustees are well informed and more involved in knowing about and understanding student achievement information. Leaders are continuing to develop their reporting of achievement.

The board, leadership team and staff are committed to strengthening self review. They have a greater appreciation of the need to ensure that important self review is documented, so that there is a sound basis for ongoing improvement.

Teachers have responded positively to the challenges of increasing their knowledge and understanding of effective teaching and learning practices. Their growing confidence in moderating assessment data reflects the professional culture evident in the school. Teaching teams are operating effectively to help teachers work together to improve practice. Good use of data and a commitment to teaching as inquiry are also evident in the revised teacher appraisal process.

Regular consultation and networking processes assist trustees, leaders and teachers to gauge parent opinion and gain insight into community perspectives. This has included parent and whānau involvement in developing a culturally responsive and localised provision for gifted and talented Māori and Pacific students.

School leaders continue to plan for the school’s ongoing improvement in the priority areas of this 2012 ERO review. ERO endorses their plans as appropriate and is confident that the goals of those plans will be met.

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

20 February 2013

About the School

Location

Mangere Bridge, Auckland

Ministry of Education profile number

1346

School type

Contributing (Years 1 to 6)

School roll

393

Gender composition

Boys 52%

Girls 48%

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Tongan

Cook Island Māori

Indian

Niue

Asian

other European

other Pacific

other

33%

15%

15%

10%

9%

6%

3%

2%

2%

1%

4%

Review team on site

December 2012

Date of this report

20 February 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2011

October 2008

October 2005