May Road School - 04/03/2016


May Road School celebrates its diverse community and values inclusion, equity and a culturally responsive curriculum. Leaders and trustees promote parent, whānau and community collaboration and partnership to enhance student learning and wellbeing. The school’s focus on students as individuals promotes their sense of belonging and engagement in learning.

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

1 Context

What are the important features of this school that have an impact on student learning?

May Road School, in Auckland City, provides education for students in Years 1 to 6. The school caters for a diverse community, with many students speaking English as an additional language. Sixty-seven percent of the students are of Pacific heritage and 13 percent are Māori. The school’s Samoan roll has increased significantly in recent years.

Respectful, inclusive relationships contribute to students’ sense of belonging and pride in the school. The school promotes close links between student wellbeing and learning. Parents and whānau are welcomed in the school and have opportunities to contribute to school life in many ways.

The 2012 ERO report noted positive community support and involvement, and a sense of partnership in students’ learning. These strengths of the school continue to be evident. School leaders and trustees have responded positively to recommendations in the 2012 ERO report. They have implemented significant changes, including the establishment of digital learning environments and Samoan bilingual classrooms. Staff, students and parents express support for these initiatives and for the school’s vision and direction.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement.

Students are highly engaged in their learning. They participate confidently in classroom activities and are able to work independently and co-operatively. Students are increasingly involved in, and able to talk about, their own learning. Teachers encourage students’ understanding and ownership of their learning goals. Student learning conferences provide opportunities for students to evaluate and report on their own progress and achievement.

School leaders use student achievement information well to monitor the progress and achievement of all learners and to set school-wide targets to raise achievement. Good processes are followed to identify students not achieving at expected levels. Well considered interventions and targeted programmes are provided for students requiring additional learning support and for students who are new learners of English.

Teachers closely monitor the progress of all students and plan relevant programmes for individuals and groups of students. They use information from a range of assessment sources to make overall judgements about student achievement in relation to the National Standards. They moderate their judgements in the school and with other schools to enhance the reliability of achievement information. Student progress is appropriately reported to parents and to the board.

School achievement information shows increasing numbers of students are now achieving National Standards. Current data indicate that around 60 percent of students achieve the standards in reading and mathematics, with slightly lower overall achievement in writing. The achievement of Pacific students reflects overall school trends. While Māori student achievement overall is at lower levels than non-Māori in the school, data show similar improvement trends.

School systems promote a strong focus on the progress and achievement of individual students.

Clear processes, collaborative practices, and professional development are supporting improvement in teachers’ use of achievement information. School leaders recognise the value of extending the review of student achievement information, to include more evaluative analysis and reporting of trends, patterns and progress.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The May Road School curriculum effectively promotes and supports student learning.

Students experience a holistic curriculum that is responsive to the school context and to student and family interests and aspirations. All learning areas of The New Zealand Curriculum are integrated through broad themes and meaningful contexts. The Positive Behaviour for Learning (PB4L) programme is well embedded in practices and programmes. The long established Homework Academy provides good support for student learning and parent involvement.

The school’s Pacific Education Plan provides a good framework to guide programmes and actions to raise student achievement. In response to curriculum review and aiga aspirations two Samoan bilingual classes have been established since 2013. A third class is planned for 2016. Teachers of Lumana'i Manuia Mo A Taeao participate in relevant professional learning.

Since 2012 a Māori Education Plan has been implemented. Recent review and whānau consultation has set a sound foundation for further development of this plan. Staff integrate bicultural perspectives in the curriculum. School leaders are continuing to strengthen teachers’ confidence and capability in te reo me ōna tikanga Māori. School leaders acknowledge that it would be timely to clarify and consolidate the philosophy and practices that underpin the school’s bicultural curriculum.

The school is part of the Ako Hiko initiative focused on increasing digital learning in schools. Students use a range of digital technologies to support their learning. In 2014 the school introduced digital learning classrooms for Year 4 to 6 students. The use of digital technologies is extending collaborative and inquiry-based teaching and learning. Programmes include increasing opportunities for students to connect with parents, with the local and wider community, and with other schools as part of their learning.

Good processes are in place for students’ transition into the school. Staff are now considering ways to support the transition of students from the Samoan bilingual unit into their future schooling.

School leaders are developing teachers’ reflection and collaboration. Well considered professional learning is contributing to ongoing teaching improvement. ERO affirms senior leaders’ aim to increase consistency in teaching practice through:

  • embedding the school's Learn, Create, Share inquiry learning model throughout the school
  • using the many examples of good practice evident in the school as models for others.

How effectively does the school promote educational success for Māori, as Māori?

The school is effective in promoting educational success for Māori, as Māori.

Māori students are very engaged in learning and in school activities. Teachers support Māori students' wellbeing and encourage them to be confident in their identity, language and culture. The Resource Teacher Māori offers students extension te reo Māori me nga tikanga Māori programmes. Protocols such as pōwhiri and kapa haka provide leadership opportunities for Māori students, and encourage all students to understand and value New Zealand’s bicultural heritage.

School leaders and the board have developed good partnerships with whānau Māori. Many whānau feel well represented within the school. School leaders are continuing to extend these effective partnerships.

School leaders have begun to undertake good self review to improve their provision and support for Māori success. They agree that the school could further work with whānau to strengthen the school’s Māori Education Plan.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

The board has a clear focus on student achievement and wellbeing. Partnerships with the school community are highly valued. The principal and board chair are providing good leadership and guidance for trustees. New trustees are well supported through collaborative induction processes and clear documentation that guides governance practices. Trustees participate in a range of training opportunities. ERO endorses the board’s commitment to continue accessing training and support to further build the board’s capability.

Trustees agree that they should review school policies to develop a more streamlined policy framework as a basis for effective quality assurance and review.

The experienced principal provides strong leadership. The principal and deputy principal foster a positive and collaborative school culture. Collegial staff relationships and an effective performance management system promotes teachers’ professional growth. Staff have opportunities to take on responsibilities and build leadership skills. Leaders actively seek opportunities to learn and contribute within the wider education community. School leaders agree that continuing to grow distributed leadership capability would help ensure the sustainability of curriculum initiatives and promote ongoing improvement to teaching and learning.

A culture of reflection and inquiry into practice is evident at all levels of the school. The board and school leaders use effective communication strategies to gain insight into community perspectives. Reports to the board provide assurance about teaching and learning programmes and school operations.

Trustees’ increasing understanding of their governance roles means the board is now well placed to continue to grow its evaluative capacity. The principal and board agree that they could strengthen self-review to support their commitment to ongoing improvement through:

  • deeper analysis and evaluation of reported information to inform decision-making
  • more formalised documentation of self-review processes and outcomes.

Provision for international students

May Road School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. Systems are in place to monitor compliance with the Code, provide an appropriate education programme, and integrate international students into the life of the school. No international students were enrolled at the time of the ERO review.

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.


May Road School celebrates its diverse community and values inclusion, equity and a culturally responsive curriculum. Leaders and trustees promote parent, whānau and community collaboration and partnership to enhance student learning and wellbeing. The school’s focus on students as individuals promotes their sense of belonging and engagement in learning.

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

Graham Randell

Deputy Chief Review Officer Northern

4 March 2016

School Statistics


Mount Roskill, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 50%, Girls 50%

Ethnic composition







Middle Eastern



Cook Island Māori


South East Asian















Special Features

Satellite Class, Sunnydene Special School

Review team on site

November 2015

Date of this report

4 March 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2012

September 2009

September 2006