Mayfield School (Auckland)

School Context

Mayfield School (Auckland) caters for students in Years 1 to 6. The school has a growing roll of close to 400 children. Twenty percent of learners are Māori, and 77 percent have Pacific heritage.

The school’s mission is to develop “transformative learners who collaborate, build new understandings, use information technologies as tools for learning, self-regulate and be innovative problem solvers, in the local, wider and global community”.

The values of whanaungatanga (relationships), manawaroa (resilience), takohanga (responsibility), and whakaute (respect) underpin the mission. These values are well understood and supported by parents, teachers and students.

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

• achievement in reading, writing and mathematics

• outcomes for students with special/additional learning needs

• progress and achievement in relation to school targets

• outcomes related to engagement and wellbeing for success

• outcomes related to identity, culture and language.

Staff have participated in Ministry of Education (MoE) professional learning and development contracts in writing, oral language and numeracy, to increase their capability to make positive changes for learners. School leaders have worked with the MoE Student Achievement Function (SAF) advisor to develop effective consultation processes with the school’s Māori and Pacific communities.

Since the 2014 ERO report there has been continuity in school leadership. Recruiting suitable, qualified teaching staff for the school’s growing roll continues to be a challenge for school leaders. A new board was elected in June 2016.

Mayfield School is a part of the Sir Edmund Hillary Community of Learning | Kāhui Ako (CoL), comprising the three schools on the Sir Edmond Hilary Collegiate campus and the School of Secondary-Tertiary Studies (Manukau Institute of Technology). The CoL is focused on raising student achievement in Otara.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is making good progress towards achieving equitable and excellent outcomes for all its students.

Over the last three years the school’s student achievement shows a positive and upward trend. The large majority of students now achieve the National Standards in reading, writing and mathematics. There is an ongoing challenge for the school to continue lifting student achievement levels.

The school has successfully addressed previous in-school disparity for Māori in writing and mathematics. Data for 2017 show the school is working positively towards parity for Māori in reading.

School literacy data show some disparity between the achievement of boys and girls, with girls achieving at higher levels. This disparity has not reduced over the last three years.

Students achieve very well in relation to other school valued outcomes. Most students:

• demonstrate confidence in themselves as learners

• have a strong sense of place and belonging and are confident in their language, culture and identity

• are caring and accepting of others

• consistently demonstrate the four school values in their everyday school life.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school responds effectively to Māori and other students whose learning and achievement need acceleration. The leadership team places a priority on responding to the learning of all Māori children, and this is underpinned by increased teacher accountability for children’s progress.

Teachers identify students’ strengths, interests and learning needs. They use this information to develop acceleration plans, where necessary, that specifically support students at their point of learning need. The plans include measurable goals and are constructed with parents/whānau and students. Teachers regularly monitor progress towards these goals, and reflect on their practice to understand what is making a positive difference for these students.

School data show positive shifts in achievement for those Māori students whose achievement needs to be lifted, and accelerated progress for the majority. The effective strategies and practices being used to support Māori learners are similar to those used to help other children, including those with additional learning needs. Positive shifts and accelerated progress are also evident for these students.

Leaders are building collective staff responsibility for students’ learning progress. Teaching teams meet to discuss samples of student assessment and strategies to support individual student’s learning progress. Parents and whānau are also respected and valued partners in supporting students’ learning.

The school charter includes annual targets aimed appropriately at accelerating the progress of all groups of children, including Māori learners. Progress towards these targets is closely monitored by school leaders and the board.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

Students experience a well-designed curriculum that provides them with a breadth of learning opportunities. There is a significant focus on developing their literacy and oral language skills. An integrated inquiry learning approach gives students good opportunities to make links across the learning areas.

Students’ languages and cultures are woven into curriculum programmes. This promotes further learning for students by building on, and bridging from what is familiar and relevant to them in their own lives, to new learning.

Māori contexts are reflected in class programmes, the environment, and everyday school life. The school builds on expertise within the school and the community. This provides opportunities for Māori children to experience success as Māori, and for all children to learn about New Zealand’s bicultural heritage.

Students and teachers have productive learning relationships. Teachers know children well and have high expectations for their students. They use appropriate teaching practices and provide suitable tools and resources to scaffold children’s learning. Assessment activities are inclusive, authentic and fit-for-purpose.

The school has strong connections and relationships with parents, whānau and the community that support children’s learning. Trustees, school leaders and staff recognise and affirm the diverse identities, languages and cultures of parents, whānau and the community. They actively promote parent and whānau engagement and participation. Parents and whānau receive information and opportunities that help them to support their children’s learning.

Effective school leadership supports a strengths based approach to, and shared responsibility for, pursuing equity and excellence for all learners. Leaders have established a highly supportive and collaborative professional environment. They consistently apply useful systems and strategies to promote and grow the professional capability and collective capacity of the staff to meet the diverse needs of students. These include:

• prioritising time for teachers to collaboratively inquire into the effectiveness of their teaching practice on improving student outcomes

• continually refining processes to support teachers to make robust and consistent achievement judgements

• meaningful and well implemented appraisal for staff, matched to good professional learning opportunities.

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

School leaders could consider ways to increase students’ opportunities to engage in deeper, critical thinking, and to express their individual creativity. Building on the concepts underpinning the student inquiry learning model, and reviewing approaches for instructional learning, provide a platform for increasing these opportunities for students.

It is timely for school leaders to deepen evaluative thinking when engaging in strategic schoolwide reviews. Currently, they make good use of internal evaluation practices to support the consistency of effective teaching practices. It would be worthwhile to extend these practices to make clear evaluative judgments about the effectiveness of a policy, programme or strategy in terms of its contribution to the desired student outcomes. This has the potential to help school leaders to clearly determine actions for improvement.

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.

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 establishes clear and consistent school processes designed to support teaching and learning

• educationally powerful connections and relationships with parents, whānau and community that positively impact on academic and social outcomes for children

• a curriculum that responds to students’ identities, cultures and languages, and makes connections across the different learning areas

• respectful learning relationships between teachers and students that focus on challenging goals for student learning and achievement.

Next steps

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

• curriculum development to increase students’ learning opportunities for critical thinking and individual creativity

• deepening evaluative thinking in internal evaluation practices to help school leaders identify what makes a bigger difference for all learners.

ERO’s next external evaluation process and timing

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

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

12 December 2017

About the school

Location	Otara, Auckland
Ministry of Education profile number	1369
School type	Contributing (Years 1 to 6)
School roll	391
Gender composition	Girls 51% Boys 49%
Ethnic composition	Māori Samoan Cook Island Māori Tongan Niue other Pacific other ethnicities	20% 36% 18% 18% 4% 1% 3%
Provision of Māori medium education	No
Review team on site	October 2017
Date of this report	12 December 2017
Most recent ERO report(s)	Education Review Education Review Education Review	November 2014 September 2011 June 2008

Findings

Mayfield Primary School teachers view students as capable learners. Students are proud of their school and know what challenges them in their learning. Teachers reflect on their teaching and share good practice. Parents and whānau support the teaching and learning programmes that have brought about positive changes.

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?

Mayfield Primary School is a multi-ethnic school in Otara that caters for students from Years 1 to 6. A significant percentage of the community speak languages other than English, with over 80 percent from various Pacific Island cultural groups. Twenty percent of students are Māori.

The values of Whanaungatanga (relationships), Manawaroa (resilience), Tākohanga (responsibility), and Whakaute (respect), underpin the way the school operates. This helps to promote a positive school tone. Students are confident and capable learners and are proud of their school. Their successes are celebrated. Students’ wellbeing is nurtured through the provision of supportive initiatives.

The school has responded positively to recommendations made in the ERO 2011 report. The leadership team have promoted significant change, particularly in regard to teaching and learning and growing partnerships with the community. The development of a transition to school programme ensures that five year olds are welcomed appropriately into the school.

2 Learning

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

The school uses student achievement information data well. Teachers use data and reflect on their practice to make positive changes to learners’ engagement, progress and achievement.

School achievement information shows that most students achieve well in reading and mathematics in relation to the National Standards. Teachers use a variety of assessment processes to make judgements about student achievement. They monitor and track student progress and use achievement information to design classroom learning programmes. Leaders acknowledge it is time to formalise the review of practices and processes around student achievement information in order to ensure consistency across the school.

Teachers work collaboratively to check their assessment of students’ work. Student achievement data is analysed to identify trends and patterns for year levels and groups of students. It is also used to identify students who require learning extension and support and to set targets to accelerate students’ progress.

Teachers plan well. They make learning interesting and relevant to students. Students are settled and on task and support each other in their learning. They show good understanding of what they are learning and what their next learning steps are. They share their learning and make decisions and contribute to the direction of their learning. Classroom displays celebrate student work and provide prompts to help students work independently.

Teachers regularly share teaching and learning strategies and set personal goals to grow students learning and achievement. A positive next step for teachers is to be more self critical of their practice.

Senior leaders and teachers are committed to accelerating student progress so that students meet the government’s target of 85 percent achieving at or above National Standards. Teachers view students as capable learners and provide challenges for them on a daily basis. Learning conferences help parents know about what their children learn at school.

3 Curriculum

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

Children come to school each day eager to learn. Many attend the mentor reading programme before school and the healthy breakfast club. This helps to give them a positive start to the school day. Parents are becoming more involved in these daily routines, as well as in school sports teams and culture groups.

Students participate in learning programmes with an emphasis on literacy and mathematics. Teachers demonstrate respect for students in the ways that they talk and work with them.

Teachers have an ongoing commitment to professional learning that also provides them with leadership opportunities. Improvements in teaching and learning have been supported by targeted Ministry of Education initiatives. Teachers promote programmes based on student needs, strengths and talents. School leaders are currently planning to increase the opportunities for students to be involved in the design of learning programmes.

The board receives regular, comprehensive information about student achievement and uses it well to make decisions about strategic goals and resourcing. Students with special educational needs are supported by well targeted programmes. The board generously resources teacher aides to work with these students. The school is now looking to enhance the use of digital technology as a tool to promote student learning.

Senior leaders agree that next steps for supporting student learning include:

• strengthening the consistency and moderation of teacher judgements for assessment
• reviewing the curriculum to ensure students have good access to all curriculum learning areas particularly science, technology and the arts
• further improving the effectiveness of self review.

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

Māori learners are engaged in learning and in the wider life of the school. They experience good relationships with their teachers and feel encouraged to learn. Māori staff assist teachers and learners to become more confident in te reo Māori mē ōna tikanga.

Mayfield Primary School regularly celebrates Māori student success. The school has established their kawa for pōwhiri. The school has been proactive in engaging with Māori whānau. School leaders have identified the importance of further developing a culturally responsive curriculum.

School leaders agree that next steps to further promote educational success for Māori, as Māori include:

• the targeted use, with board and staff, of the Ministry of Education, Ka Hikitia-Accelerating Success 2013 - 2017 and Tātaiako - Cultural Competencies for Teachers of Māori Learners
• strategically planning for the success of Māori students through the school’s vision, values and policies.

4 Sustainable Performance

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

The school is capable of sustaining and improving its performance.

The board uses the school’s core values in its strategic planning. Trustees have received support from governance training facilitators to improve meeting procedures, employment protocols and the use of achievement information to determine resourcing.

Since the 2011 ERO report, there has been a strategic focus on leadership roles. The previous principal invited students and adults to contribute to the positive direction of the school. Deliberate steps to grow partnerships with families have brought the community back into the school. Parents and whānau have taken up opportunities to participate in school activities. Staff morale is high and good parent relationships are continuing to develop. School leaders are future focused and continually promote positive outcomes for students.

The board’s vision reflects community aspirations and is clearly stated in the charter. The board is well served by their senior leadership team who are well known by the community. The leadership team manages change effectively and provides educational and professional leadership for teachers. Trustees are currently working towards appointing a new principal with the help of external advisors.

The board agrees that vital next steps for the school include:

• strengthening the quality of self review, including documenting an effective self-review process to sustain school initiatives and support ongoing improvement
• refining and aligning all policies to current school practices and legislative requirements
• improving the teacher appraisal system to align it to charter goals.

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.

As part of the board’s plans for refining and aligning all school policies to current practices and legislative requirements, priority should be given to documenting policy and procedures for guiding staff in areas of student welfare.

Recommendations to other agencies

Since the 2011 ERO report, Mayfield Primary School has worked with a Ministry of Education Student Achievement Facilitator (SAF). This support has led to significant improvements in teaching and learning. ERO recommends that the MOE provide further SAF support to improve the achievement judgements teachers make and to lift student progress and achievement.

Conclusion

Mayfield Primary School teachers view students as capable learners. Students are proud of their school and know what challenges them in their learning. Teachers reflect on their teaching and share good practice. Parents and whānau support the teaching and learning programmes that have brought about positive changes.

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

Dale Bailey

National Manager Review Services Northern Region

7 November 2014

About the School

Location	Otara, Auckland
Ministry of Education profile number	1369
School type	Contributing (Years 1 to 6)
School roll	338
Gender composition	Girls 51% Boys 49%
Ethnic composition	Māori Samoan Cook Island Māori Tongan Niue Tokelauan other Pasifika other	20% 35% 17% 17% 5% 1% 4% 1%
Review team on site	September 2014
Date of this report	7 November 2014
Most recent ERO report(s)	Education Review Education Review	September 2011 June 2008