May Road School

Education institution number:
1368
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
165
Telephone:
Address:

504 Richardson Road, Mount Roskill, Auckland

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May Road School - 08/11/2019

School Context

May Road School has a roll of 207 learners from Years 1 to 6. Students’ diverse cultural backgrounds include Māori, Samoan, Tongan, Indian, Asian and African. Over the past three years there has been an increase in the number of Samoan students. There is currently major property and housing development in the surrounding area, which is resulting in families relocating and a reduction in roll numbers.

Since the 2016 ERO review, the school has had changes in governance and leadership personnel. There are two recently elected parent representatives on the board of trustees. The principal has been seconded to NZEI Te Riu Roa (New Zealand Education Institute) for three years and is due to return to the school at the beginning of 2020. There is currently an acting principal and an acting associate principal. Two of the four middle leaders are new to the school since 2018.

The school’s vision statement of “value yourself, value your learning and respect all others” underpins student, staff and trustee practices, and the school’s learning culture.

The school continues to offer Samoan bilingual learning through three classes of Lumana’i Manuia Mo A Taeao. The Central Auckland Specialist School (CASS) has three satellite classes in the school grounds. These students integrate into school life at times.

The board’s strategic goals for 2019 focus on:

  • supporting learning success for all
  • preparing confident digital citizens
  • forming strong partnerships with whānau, aiga, and kainga
  • working collaboratively with other schools to support students’ learning pathways
  • celebrating diversity and the special place of Māori.

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

  • achievement in reading, writing and mathematics in relation to the New Zealand Curriculum (NZC) levels
  • supporting learning success for all, including progress of learners of priority teaching foci
  • preparing confident digital citizens
  • progress in relation to the ‘Learning Powers’, social development and student wellbeing
  • working collaboratively with external agencies to support students and their families affected by major local housing development.

Since the 2016 ERO evaluation, school leaders and teachers have improved some aspects of internal evaluation processes and practices. Internal evaluation continues to be an area for development.

The school is part of the Ako Hiko cluster of local schools and participates in professional learning and development that focuses on the pedagogy of ‘Learn Create Share’ through digital learning.

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 continues to make useful improvements to achieve equitable and excellent outcomes for its students.

The school’s data consistently show that a majority of students achieve at expected curriculum levels in reading and mathematics. Recent achievement information indicates that approximately half of all students achieve at expected curriculum levels in writing.

While data show that overall school achievement in reading and mathematics has declined over the past three years, high levels of transience make it difficult to reliably identify overall trends. The re-housing of families out of the community and resulting changing roll have also been significant factors in trend analysis.

Leaders and teachers know about Māori students’ learning and achievement and have strategies in place that could bring about increased parity for them.

Pacific students’ achievement in reading, writing and mathematics is consistently similar to, and sometimes higher than, the rest of the school. Leaders and teachers carry out the very good practice of separating data to identify achievement levels for dominant Pacific groups.

Achievement information in 2018 shows that there is some gender disparity in writing and reading.

Leaders and teachers have identified groups of students who need accelerated progress. They have set specific targets and have responsive interventions and programmes in place to support these students. A next step is for leaders and teachers to more deliberately analyse and use achievement data to increase in-school parity, particularly for Māori learners and boys.

Students achieve well in relation to other valued outcomes. They:

  • demonstrate the school values and caring relationships
  • are confident and secure in who they are, their identity, language and culture
  • show increased knowledge and skills, and improved attitudes towards learning, as a foundation for lifelong learning.

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

Trustees’, leaders’ and teachers’ strategies for accelerating students’ learning are mostly effective. Evidence shows that most targeted students make accelerated progress.

Good systems and processes are in place to identify learners, including Māori, who are at risk of not achieving appropriate curriculum levels.

Leaders and teachers identify students’ learning needs early on in their time at school and set appropriate targets to accelerate their learning in literacy and numeracy. Whole-staff and team meetings are designated forums for monitoring student progress, achievement and wellbeing. Leaders and teachers collaborate and share effective teaching strategies and resources. Digital sharing of progress information keeps teachers and leaders informed. The school supports the individual learners and their families in a unique way, which is resulting in strong parent involvement in children’s learning and in some cases, acceleration of learning.

Inclusive practices are integral to the school’s culture and to approaches for accelerating student learning. Very good systems and processes support students who have additional learning needs. The board generously funds extra staffing to support students’ learning.

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 participate in caring, collaborative and inclusive learning communities. They are settled and engaged in purposeful learning that relates to real life contexts. Learning opportunities enable students to relate new information to prior knowledge and to problem solve. Students’ active involvement in digital learning is increasing their agency in driving their own learning. The school’s broadening curriculum is responsive to parents’ aspirations. Teachers and leaders use culturally responsive practices that support student learning.

Reciprocal learning partnerships with parents/whānau/aiga are effective in promoting equity and excellence. Whānau have a variety of opportunities to increase their knowledge and understanding about their children’s learning. Teachers collaborate with whānau, in ways that support students in their development as confident, connected and actively involved lifelong learners. Student learning at home is actively promoted, so that home and school strategies are consistent.

Leaders collaboratively and continually develop the school’s vision, goals and targets for equity and excellence. They utilise teachers’ strengths effectively to build their leadership capabilities. Leadership is distributed and promotes shared ownership of the school’s vision and values. The well-coordinated and collaborative team work together to achieve the school’s strategic goals and targets.

Trustees reflect the community and are strongly committed to serving the school, in their stewardship role. They are visible and have a clear line of sight in their decision making, to learners and their achievement. Trustees access appropriate training to ensure they are knowledgeable about their roles and responsibilities. They set goals and targets strategically to increase equitable outcomes for learners.

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

Further development is needed in establishing internal evaluation frameworks and practices. This should include leaders and teachers more systematically collecting and interpreting schoolwide data for groups and for individuals over time. Building collaborative sense-making practices will help teachers to identify and create the conditions that support equity and excellence for all children, more effectively.

Further developments also include:

  • continuing to deepen teachers’ knowledge and understanding of te ao Māori to further increase Māori learners’ and whānau confidence, and to promote success for Māori learners, as Māori

  • continuing to embed teaching and learning practices across all essential learning areas that further promote student agency.

3 Other Matters

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.

No international students were enrolled at the time of the ERO review.

4 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of May Road School’s performance in achieving valued outcomes for its students is: Well placed.

Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success

6 Going forward

Key strengths of the school

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

  • its responsive and broad curriculum that includes parent aspirations, results in students’ engagement in purposeful and relevant real-life learning contexts, and supports them to become digitally fluent and creative users of technology
  • leadership that is distributive and focused on building leadership capabilities to enhance progress towards achieving equitable and excellent outcomes for all learners
  • stewardship that is committed to serving students and their families, engaging in learning focused partnerships and resourcing strategically to further support student learning and achievement.

Next steps

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

  • continuing to deepen teacher knowledge and understanding of te ao Māori to support their promotion of Māori students’ success in their education and as Māori
  • continuing to embed teaching and learning practices that promote students’ agency
  • strengthening internal evaluation through more effective analysis and evaluation of the impact of programmes and initiatives on outcomes for students.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

8 November 2019

About the school

Location

Mt Roskill, Auckland

Ministry of Education profile number

1368

School type

Contributing (Years 1-6)

School roll

207

Gender composition

Boys 59% Girls 41%

Ethnic composition

Māori 10%
Samoan 40%
Tongan 26%
Indian 10%
other ethnic groups 14%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

June 2019

Date of this report

8 November 2019

Most recent ERO report(s)

Education Review March 2016
Education Review October 2012
Education Review September 2009

May Road School - 04/03/2016

Findings

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.

Conclusion

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

Location

Mount Roskill, Auckland

Ministry of Education profile number

1368

School type

Contributing (Years 1 to 6)

School roll

250

Gender composition

Boys 50%, Girls 50%

Ethnic composition

Māori

Pākehā

Samoan

Tongan

African

Indian

Middle Eastern

Niuean

Asian

Cook Island Māori

Fijian

South East Asian

other

13%

3%

37%

22%

4%

4%

4%

4%

2%

2%

2%

2%

1%

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