Maungawhau School - 08/11/2018

School Context

Maungawhau School is a large primary school in central Auckland. The school caters for approximately 630 students from Years 1 to 6.

The school values, ‘we work together, we care, we challenge ourselves and we keep trying’, underpin the vision, ‘Shape our Future’. The school’s aim is for the community to work together to educate and inspire children to become confident and connected learners who are ready to shape the future of the world they live in.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • progress and achievement in reading, writing and mathematics
  • student and staff wellbeing
  • how students perceive their identity, language and culture being acknowledged and celebrated at school
  • outcomes for students with additional learning needs, including gifted and talented students
  • the impact of whakamana, and building student and teacher agency through knowledge and skills
  • the impact of whanaungatanga, and community engagement.

Since the 2014 ERO report the board has refreshed the school vision and values to more effectively reflect community aspirations. While the school roll and staffing are stable, the number of students funded for English for Speakers of Other Languages (ESOL) has doubled. The school has upgraded some classrooms so that they provide innovative learning areas. Community funds have been used to refurbish and enhance the outdoor court area into an all-weather space.

The school is a member of the Auckland Central Community of Schools (ACCoS).

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?

The school is achieving equitable and excellent outcomes for students.

Over the last four years school data show that most students have achieved at or above expectations in reading, writing and mathematics. Leaders’ and teachers’ focus on achieving equitable outcomes has resulted in increasing parity in terms of achievement outcomes for the school’s small number of Māori and Pacific students. There is also parity in achievement in reading and mathematics for boys and girls. However, there continues to be some disparity for boys in writing.

Student achievement in other valued outcomes is very good. These outcomes include students who:

  • are self-managing and take ownership of their learning
  • are confident, actively involved and inquiring learners
  • assess their own learning and know their strengths and next steps
  • successfully collaborate with and are responsive to their peers
  • are developing the competencies to become lifelong learners
  • are learning with digital technologies.

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

The school is accelerating learning for Māori and other students who need this. While the small number of Māori and Pacific students makes it statistically difficult to identify any meaningful or relevant patterns in data, accelerated progress by individual students is very evident.

Students who need their progress accelerated have access to a range of well targeted programmes and initiatives. These students know their individual learning strengths and next steps. Teachers’ partnerships with parents, and students’ individual home learning programmes support a highly personalised approach.

Leaders and teachers make good use of their comprehensive knowledge of individual students’ learning needs. Teachers and middle leaders closely monitor the progress of students at most risk of not achieving well. Teachers use ‘teaching as inquiry’ to target students’ specific learning needs and collaboration with other teachers strengthens their practice.

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?

The highly professional and capable leadership team is considered and discerning in the decisions made to promote equitable and excellent outcomes for all students. The team’s positive interactions and relationships are inclusive and in alignment with the school’s vision and values. Leaders set clear expectations and enable teachers and students to engage in learning that empowers them to shape their future. This distributive model allows all teachers to collaborate and lead highly effective learning environments that support student learning and wellbeing.

The strongly collaborative professional community is underpinned by high relational trust and a commitment to providing equity of curriculum access for all. Staff professional learning is strategic. Effective use is made of internal and external expertise to ensure that individual and school improvement goals are met. The well-developed culture of evaluation and professional inquiry is focused on improving learning outcomes for all students.

Students’ personalised learning programmes are a feature across the school. Students plan, set goals, organise, self-monitor and self-assess at various points while building new knowledge and skills. Leaders and teachers are deliberate in building the capabilities of self-regulated learners. Senior students are adept at learning with digital technologies.

There is a well-developed culture of evaluation and professional inquiry centred on learners. The highly effective use of assessment for learning across the school is supportive of students’ strong self and peer assessment. Adaptive practices for students with additional needs and the strong partnership between families and teachers supports their full inclusion.

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

Trustees, leaders and teachers have set relevant priorities to:

  • continue increasing achievement parity for all groups of learners
  • review learning support programmes and practices
  • review processes for reporting to families and whānau
  • continue collaborating with ACCoS
  • continue enhancing their strategies for accelerating students learning progress.

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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were six international students attending the school.

International students are provided with high quality support for their education and wellbeing.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership that is highly effective in promoting teaching and learning environments that support student learning and well-being
  • a well-developed culture of evaluation and professional inquiry that is centred on improving learning outcomes for all students
  • personalised learning programmes that deliberately build the capabilities of self-regulated learners
  • responsive and respectful school and community partnerships where there is joint responsibility for student achievement and wellbeing.

Next steps

For sustained improvement and future learner success, leaders’ have planned priorities to continue to embed student and teacher agency in maintaining and further enhancing outcomes for all students.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

8 November 2018

About the school

Location

Mt Eden Auckland

Ministry of Education profile number

1367

School type

Contributing

School roll

630

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori
Pākehā
Chinese
Indian
other Asian
other European
other ethnic groups

4%
52%
17%
9%
8%
4%
6%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

8 November 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2014
May 2011
October 2007