Miramar North School - 29/04/2019

School Context

Miramar North School has a roll of 240 children from Years 1 to 6. A diverse range of ethnicities includes 13% Māori, 11% Pacific and 15% Asian.

The vision statement is that: ‘Children learn the knowledge, skills and values necessary to be confident, connected, engaged lifelong learners.’ The values that guide practice and underpin the school curriculum are: Integrity - te whakapono; Kindness – manaakitanga; Determination - whāia te iti kahurangi ; Acceptance – whakaaetanga; Responsibility – kawenga; Respect – whakaute; and Teamwork - mahi ngātahi.

Key strategic goals are to strive for excellence in literacy and numeracy, include te ao Māori perspectives in the curriculum, develop a 21st Century learning environment, provide for science, technology and creativity, and work with the community to better respond to students’ needs.

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 school expectations

  • progress and achievement in relation to the school targets and supporting interventions

  • attendance and wellbeing.

The school is an active member of the Motu Kairangi Kāhui Ako.

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?

Since August 2014, the school has continued to successfully promote the achievement of equitable and excellent outcomes. School learning information, at the end of 2018, against curriculum levels, shows that most students achieved at or above school expectations in reading, writing and mathematics.

Māori students in 2018 achieved levels similar to those of their peers in the school in all three core curriculum areas. The majority of Pacific students are meeting expectations in reading and writing, but achieving at lower levels in mathematics. Boys are achieving less well in writing when compared to girls.

The school adds value to children’s achievement as they progress through the school. Learning information shows that achievement levels increase as students move through the school towards Year 6.

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

The school is responding well to students identified as at risk of underachievement. Teachers’ judgements against curriculum levels suggest that some of these students, including Māori are making accelerated progress. The school recognises the need to better show accelerated progress for targeted students.

A wide range of strategies and interventions, in particular well-coordinated teacher aide support, are put in place to meet the needs of students identified as at risk of underachieving. Some of these targeted students are English Language Learners and new to New Zealand. Many experience accelerated progress in literacy.

Students with additional and complex needs show good progress towards achieving individual goals, developed in collaboration with parents.

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 school has made a well-considered approach to the review and improvement of assessment practices that support teachers to make judgements against the levels of The New Zealand Curriculum. Teachers use a suitable range of assessment tools and as a result are building a clearer picture of student learning.

Systems that effectively track and monitor student achievement have been successfully developed. These have the potential to show incremental and accelerated progress, and should be able to provide specific information about students at risk, in particular Māori and Pacific, and their rates of progress over time. There are good processes for sharing information about a range of students’ learning needs.

Learning environments are focused and purposeful, and promote engagement. Respectful and considerate relationships are clearly evident.

Students benefit from a broad and varied school curriculum. There is a well-considered and coordinated approach to delivery and development. The clear vision and key values guide practices that emphasise future focused concepts. Connectedness is well promoted through meaningful and authentic learning contexts, with a deliberate focus on numeracy and literacy.

Emphasis is placed on students increasing their understanding of their own learning. Opportunities are provided for their input into decisions about curriculum direction.

There are good processes for building capability for teachers and leaders across the school. A robust performance management system is in place to support teachers to grow their practice Goals for improvement are aligned to schoolwide strategic intentions. A suitable inquiry and knowledge building framework that helps teachers to reflect and develop their effectiveness has been established.

The collaborative and cohesive leadership team have developed a positive environment for teaching and learning. They clearly communicate shared expectations and good guidelines for teaching. Leaders are responsive to the needs of students and teachers. They manage changes to school operations effectively.

School leaders have employed a range of strategies to successfully increase the engagement of parents and whānau in the life of the school. Good communication supports and strengthens learning focused relationships.

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

The established Matua vision and goals, developed in collaboration with the community, have supported teachers to increase opportunities to engage students in aspects of te ao Māori and enrich the curriculum.

It is now timely to revisit and review the vision and goals to:

  • redefine the aspirations for success for Māori in partnership with whānau Māori and iwi
  • develop a strategic and planned approach to implementing the vision.

Schoolwide review is informing decision making and relevant developments. Staff are reflective and work collaboratively together to plan next steps. Strengthening review and inquiry to be more evaluative and evidence based will better determine the impact of planned actions on improving outcomes for students.

The strengthened internal evaluation process should be used to determine how effectively:

  • the curriculum supports accelerated progress for priority learners
  • the extent the school is meeting its stated goals and vision
  • the school is realising the community’s aspirations for learning.

School strategic aims clearly emphasise raising achievement across the school. However, current targets are broad and general. Refocusing them to be more explicit about those learners who need acceleration and include their desired rates of progress is a next step. This would support improved reporting and internal evaluation of how well the school is responding to and progressing the learning of students who need it the most.

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 ERO’s Overall Judgement

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

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • good levels of student success and achievement sustained over time

  • well considered assessment, tracking and monitoring systems to measure achievement and progress

  • effective processes that support teachers to build their capability and grow their practice

  • a collaborative and cohesive leadership team.

Next steps

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

  • reviewing the vision and strategies for Māori students to experience success as Māori

  • strengthening internal evaluation and inquiry processes

  • refocussing and refining school targets for improvement.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

29 April 2019

About the school



Ministry of Education profile number


School type

Contributing Primary (Years 1 to 6)

School roll


Gender composition

45% Boys, 55% Girls

Ethnic composition

Māori 13%

NZ European/Pākehā 59%

Pacific 11%

Asian 15%

Other ethnic groups 2%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

February 2019

Date of this report

29 April 2019

Most recent ERO report(s)

Education Review August 2014

Education Review August 2010

Education Review May 2007