Mt Carmel School (Meadowbank) - 02/06/2017

Summary

Mt Carmel School is a state integrated school catering for children from Years 1 to 6. The roll of approximately 270 students comprises 62 percent Pākehā, six percent Māori, 10 percent Pacific, and eight percent Filipino. Other ethnicities make up the remaining 14 percent of students.

Since the 2014 ERO review there have been significant changes of school personnel. A new deputy principal and an assistant principal were appointed in 2016. Approximately two thirds of the teaching staff have been appointed since term three of 2016. Many of the current trustees on the board were new to their governance role in 2016.

Publically available achievement information indicates that the school has sustained high levels of student achievement in National Standards. Since 2013 the school has exceeded the Government’s 2017 goal of having 85 percent of students achieving at or above the National Standards.

How well is the school achieving equitable outcomes for all children?

The school responds well to the small numbers of children whose progress needs accelerating in order to meet the National Standards. Their learning needs in reading, writing and mathematics are identified and targeted support is provided. Their progress is closely monitored.

School leaders have high expectations of teaching and learning. They provide very good support and guidance to teachers. The board sets high expectations for the school and takes an active governance role.

Most children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Equity and excellence

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

At the time of this review the school’s curriculum and teaching programmes were effectively supporting children to achieve the valued outcomes identified in the school’s charter and The New Zealand Curriculum (NZC). The school has developed a profile of ‘The Mount Carmel Kid’. This identifies the learning outcomes that are valued for children at the school.

The school reports to parents about their child’s learning in relation to the NZC key competencies. The school gathers learning information beyond the National Standards but does not yet analyse this information to identify trends and patterns.

Between 2013 and 2016 the school has sustained high achievement levels in the National Standards in reading, writing and mathematics for most children, and especially for Māori children as they move through the year levels. The school has identified some emerging disparity in achievement for Pacific children.

Effective processes have been established to identify students whose progress needs to be accelerated. Teachers identify these students through useful assessment processes and establish the learning need of individuals. Teachers then plan specific strategies to support children’s learning and regularly monitor their progress.

The school is able to show that it is successfully accelerating the progress of most children at risk of not achieving the National Standards. This is the result of well targeted support programmes and targeted teaching within classroom programmes.

A suitable range of tools are used to help teachers make overall judgements about children’s achievement in relation to National Standards. Senior leaders monitor teacher judgments. Teachers discuss their assessment with other teachers. Senior leaders should now establish systems for moderating overall teacher judgements with other schools.

School conditions supporting equity and excellence

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

School leadership and stewardship are effectively helping the school to achieve excellence and equity for all children. The board has taken an active and strategic approach to governing the school. Trustees bring a wide range of professional knowledge and skills to their role. They have reviewed the school’s policy framework and engage in regular policy review.

The experienced principal is providing appropriate support and guidance for the deputy principal and the assistant principal in their new roles. Together, they are working successfully to manage the significant staffing changes, and to guide improvements in teaching and learning. They are supporting teachers new to the profession and establishing clear expectations to guide their development and performance. The improved appraisal process could be used to encourage teachers to be more evaluative in their reflections about teaching practice.

The senior leadership team is reflective. Leaders think critically about current practices and understand the importance of establishing systems that will sustain progress and development. They are developing improved ways to analyse and use achievement information to support equity and excellence.

The review of the school curriculum has begun. Teachers are taking part in school-wide professional development in the teaching of mathematics. As well as building their professional knowledge in this curriculum area, new teachers are being inducted into the school’s professional learning culture. This should provide a firm base for ongoing professional development in other curriculum areas. 

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

School leaders acknowledge that school processes that require strengthening to sustain and support equity and excellence include the ongoing review of the school curriculum. They are looking at how the curriculum can support inquiry learning and further promote learning about Māori language and culture.

Internal evaluation could be strengthened by ensuring that reviews of school processes are more carefully planned. A planned approach could support greater involvement of the school community in guiding and informing evaluation.

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

  • 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.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Most children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • develop internal evaluation processes to guide planned self review

  • continue to refine assessment practices including moderation with other schools

  • continue to review the school curriculum design and delivery. 

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

Steffan Brough

Deputy Chief Review Officer Northern (Acting)

2 June 2017 

About the school 

Location

Meadowbank, Auckland

Ministry of Education profile number

1382

School type

Contributing (Years 1 to 6)

School roll

288

Gender composition

Boys 56% Girls 44%

Ethnic composition

Pākehā
Māori
Pacific
Filipino
Chinese
Indian
Australian
other ethnicities

62%
6%
9%
8%
4%
2%
2%
7%

Provision of Māori medium education

No

Review team on site

March 2017

Date of this report

2 June 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2014
June 2011
April 2008