1. The Education Review Office (ERO) Evaluation
Mt Eden Normal School, in Auckland City, continues to provide a dynamic learning environment with a strong focus on enabling students to become enthusiastic learners. The school is linked to the Faculty of Education of The University of Auckland, and provides student teachers with practical components of pre-service training.
Students benefit from the inclusive, cohesive school culture that promotes their learning and achievement. Student-centred approaches to teaching motivate students to take responsibility for their own learning and achievement. Students are aware of the purpose of their learning tasks and of expectations for achievement. They are encouraged to develop interpersonal skills and to show respect for and appreciation of alternative points of view.
Achievement information gathered by senior leaders shows that the majority of students, including Māori students, achieve at or above expected levels for their age in literacy and mathematics. Students identified as under-achieving, and those who achieve highly, participate in additional programmes, which are generously funded by the board.
The principal has successfully lifted school performance over the past six years, and has significantly improved curriculum and personnel management. He is ably supported by the associate principals and, together, these senior staff form a cohesive team. Their clearly articulated expectations, and commitment to building a knowledgeable and skilled teaching staff, ensure that meeting students’ learning needs is the central focus for the school.
Teachers share common beliefs about effective teaching and learning. Emphasis is placed on helping students to develop key competencies and positive attitudes to learning that will stand them in good stead for the rest of their lives. Teachers provide high interest, relevant curriculum programmes that foster the development of students’ thinking skills and promote engagement in learning. In addition, students are given the skills to reflect on their learning and on their learning processes.
The board of trustees brings a range of valued skills and experience to the governance of the school. The board is committed to the school’s vision for teaching and learning. Strategic planning is informed by consultation, which helps to ensure that the direction of the school continues to reflect the views and priorities of the community.
Trustees, senior leaders and teachers are justifiably proud of the impact of their collective work to support student learning, engagement, progress and achievement.
Future Action
ERO is likely to carry out the next review within four to five years.
2. Mt Eden Normal School’s Curriculum
How effectively does the curriculum of Mt Eden Normal School promote student learning - engagement, progress and achievement?
School context and self review
Mt Eden Normal School has a highly effective curriculum. Over the past six years, the senior leadership team has improved the school’s curriculum management and has clarified its educational direction. Senior managers have ensured that central focus of the school on teaching and learning guides all self review, planning and decision-making.
School assessment information indicates that most students achieve at or above expected curriculum levels in literacy and numeracy. Nationally standardised data in reading and mathematics show that the achievement of students attending the school is above that of students in similar high decile schools in the Auckland region. Longitudinal tracking of achievement shows that over successive years an increasing majority of students meet or exceed achievement expectations. Senior leaders and teachers reflect on and review strategies to promote success for Māori and Pacific students.
The school is participating in a national research survey on school engagement. Findings to date indicate that overall levels of engagement for the school’s Year 6 students are above national averages.
Areas of strength
High levels of student engagement. Students show a keen interest in learning and engage in differentiated programmes that broaden their understanding of the world around them and encourage success. Students set achievement goals based on the school’s achievement indicators and learning dispositions. They regard themselves as successful learners. Frequent opportunities for interactive learning mean that students are encouraged to offer their perspectives confidently and to listen to, and understand, alternative points of view. These interactions help students to acquire greater awareness and appreciation of diverse ways of thinking that could extend their own knowledge and understanding.
Teachers facilitate learning. Teachers show genuine interest in students. They establish trusting relationships, motivate students, and give them confidence to try new challenges.
Examples of high quality teaching practices include:
- setting high expectations for students’ work and behaviour;
- creating inclusive environments that encourage students to ask questions and share their own ideas;
- catering for differences in the ways in which students prefer to learn;
- making relevant connections between contextual area topics and the lives and experiences of students;
- promoting understanding of learning through effective use of questioning to challenge and extend students’ thinking and curiosity; and
- using classroom environments and displays as an integral part of class learning programmes.
Effective curriculum design and implementation. The school’s innovative curriculum aligns well with The New Zealand Curriculum. Priority is given to the foundation areas of literacy and numeracy. An inquiry approach to learning builds on topics of interest. The use of te reo Māori me ōna tikanga is integrated throughout the curriculum. Students and staff value the Māori language programme, which is taught by a fluent speaker of te reo Māori.
Science learning is a feature of the school. Science programmes are focused around relevant and meaningful topics of inquiry and promote active learning that is challenging and helps students to develop key inquiry skills.
The principal is a capable leader who facilitates the development of teachers’ curriculum leadership skills. A curriculum team formed since the 2007 ERO review includes teachers who take a leading role in curriculum management processes.
Quality assurance. Senior leaders and team leaders give strong emphasis to providing support for teachers. They monitor the quality of programme planning, teaching, resourcing, and assessment of student learning. School-based professional development, teaching team forums, and appraisal processes, enable teachers to acquire strategies that help students to develop inquiring and reflective attitudes in their learning.
Well considered approach to monitoring student achievement. Teachers have given very careful consideration to developing effective processes for monitoring student achievement to allow teachers to make high quality overall judgements about student achievement. Teachers gather regular data about students’ achievement in literacy and numeracy, as well as data about their attitudes and perceptions in science and other contextual areas. Self-review information is used well to identify students’ learning gaps and to modify programmes accordingly.
School indicators, or progressions of learning in literacy and mathematics, are well used by teachers, leaders and students. Standardised testing enables senior leaders to compare the achievement of students attending the school with the achievement of students nationally and with that of students in schools of a similar type.
Catering for diverse learning abilities. A wide range of enrichment and extension opportunities is available for students. Support for students with learning needs is relevant and effective. These students benefit from focused interventions that emphasise the gaining of knowledge and skills in literacy and numeracy. Programmes are thoughtfully planned, well implemented, and are closely monitored to ensure that they meet the needs of individuals and groups of students. English for Speakers of Other Languages (ESOL) programmes support students’ acquisition of English. External agencies and selected experts are used to assess students with special learning needs and to advise on appropriate interventions or support programmes.
Agreed priorities
ERO endorses the following priorities identified by senior leaders to sustain the effectiveness of the curriculum:
- continuing to build curriculum and team leadership capability; and
- continuing to build the evaluative skills of teaching teams so that they can consider the implications of assessment data for teaching within each team.
3. Provision for International Students
Mt Eden Normal School is providing its international students witheffective pastoral care and education. The inclusive culture of the school helps international students to settle well in classrooms and to participate in school activities. Relevant programmes are provided for students who require further support with English language acquisition.
Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support
Mt Eden Normal 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.
ERO’s investigations confirmed that the school meets the requirements of the Code.
4. Board Assurance on Legal Requirements
Before the review, the board of trustees and principal of Mt Eden Normal School completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:
- board administration;
- curriculum;
- management of health, safety and welfare;
- personnel management;
- financial management; and
- asset management.
During the review, ERO looked at the school’s documentation, including policies, procedures and records. ERO sampled recent use of procedures and checked elements of the following five areas that have a potentially high impact on students’ achievement:
- emotional safety of students (including prevention of bullying and sexual harassment);
- physical safety of students;
- teacher registration;
- stand-downs, suspensions, expulsions and exclusions; and
- attendance.
5. Future Action
ERO is likely to carry out the next review within four to five years.
Richard Thornton
National Manager Review Services
Northern Region
11 November 2010
About The School
|
School type
|
Contributing (Year 1 to 6)
|
|
Decile
|
10
|
|
School roll
|
624
|
|
Number of international students
|
4
|
|
Gender composition
|
Boys 51%, Girls 49%
|
|
Ethnic composition
|
NZ European/Pākehā 63%, Māori 6%, Chinese 8%, Indian 6%, South East Asian 2%, Fijian 1%, Niuean 1%, Samoan 1%, Tongan 1%, other 11%
|
|
Review team on site
|
September 2010
|
|
Date of this report
|
11 November 2010
|
|
Previous three ERO reports
|
Education Review, August 2007 Supplementary Review, August 2004 Supplementary Review, September 2003
|
11 November 2010
To the Parents and Community of Mt Eden Normal School
These are the findings of the Education Review Office’s latest report on Mt Eden Normal School.
Mt Eden Normal School, in Auckland City, continues to provide a dynamic learning environment with a strong focus on enabling students to become enthusiastic learners. The school is linked to the Faculty of Education of The University of Auckland, and provides student teachers with practical components of pre-service training.
Students benefit from the inclusive, cohesive school culture that promotes their learning and achievement. Student-centred approaches to teaching motivate students to take responsibility for their own learning and achievement. Students are aware of the purpose of their learning tasks and of expectations for achievement. They are encouraged to develop interpersonal skills and to show respect for and appreciation of alternative points of view.
Achievement information gathered by senior leaders shows that the majority of students, including Māori students, achieve at or above expected levels for their age in literacy and mathematics. Students identified as under-achieving, and those who achieve highly, participate in additional programmes, which are generously funded by the board.
The principal has successfully lifted school performance over the past six years, and has significantly improved curriculum and personnel management. He is ably supported by the associate principals and, together, these senior staff form a cohesive team. Their clearly articulated expectations, and commitment to building a knowledgeable and skilled teaching staff, ensure that meeting students’ learning needs is the central focus for the school.
Teachers share common beliefs about effective teaching and learning. Emphasis is placed on helping students to develop key competencies and positive attitudes to learning that will stand them in good stead for the rest of their lives. Teachers provide high interest, relevant curriculum programmes that foster the development of students’ thinking skills and promote engagement in learning. In addition, students are given the skills to reflect on their learning and on their learning processes.
The board of trustees brings a range of valued skills and experience to the governance of the school. The board is committed to the school’s vision for teaching and learning. Strategic planning is informed by consultation, which helps to ensure that the direction of the school continues to reflect the views and priorities of the community.
Trustees, senior leaders and teachers are justifiably proud of the impact of their collective work to support student learning, engagement, progress and achievement.
Future Action
ERO is likely to carry out the next review within four to five years.
Review Coverage
This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:
- what is known about student achievement information, including the achievement of Māori and Pacific students;
- decisions made to improve student achievement using assessment and selfreview information; and
- teaching strategies and programmes implemented to give effect to the school’s curriculum.
ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.
If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.
Richard Thornton
National Manager Review Services
Northern Region
General Information about Reviews
About ERO
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
About ERO Reviews
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
- improve educational achievement in schools; and
- provide information to parents, communities and the government.
Reviews are intended to focus on student achievement and build on each school’s self review.
Review Focus
ERO’s framework for reviewing and reporting integrates the following:
- school curriculum;
- national evaluation topics –contribute to the development of education policies and their effective implementation; and
- the Board Assurance Statement, including student and staff health and safety.
ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.
ERO also builds on the school’s own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.
This helps ERO to answer the major evaluation question for reviews:
How effectively does this school’s curriculum promote student learning - engagement, progress and achievement?
Areas for Development and Review
ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the school will have identified these matters through its own self review and already plans further development in those areas.
School deciles range from one to ten. Decile one schools draw their students from low socioeconomic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides.