New Windsor School - 08/02/2017

1 Context

New Windsor School continues to provide a respectful, affirming and positive school environment for students, families and its multicultural community. The school also continues to offer an option of bicultural programmes through Te Puāwaitanga Māori bilingual classes for students. It also provides specific programmes for a significant number of students who are English Speakers of Other Languages (ESOL) and for children whose parents wish them to be immersed in digital learning. Facilities such as the hall, covered swimming pool, large fields and nearby Play centre, are pivotal meeting places for the community.

The board has a good mix of experienced and new trustees. The principal has been at this school for approximately five years.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to grow as confident learners together, and to be respectful, responsible and the best that they can be; whai koha, kawe haepapa, hikina te manukau.

The school’s achievement information shows that in the last three years overall children are doing well in relation to National Standards. From 2013 to 2016 Māori students' achievement has progressed steadily in these three curriculum areas. The majority of Pacific students' achievement has also increased, with significant progress in 2016. There is a small number of Māori and Pacific students who do not achieve well in reading, writing and mathematics. The senior leadership team continue to strengthen data analysis and provide support for all children to access the New Zealand Curriculum.

Teachers' moderation processes are used to improve assessment and inform overall judgements about achievement. Some moderation is also done with other schools. Professional development in moderation is provided for teachers who are new to the school and others as needed.

Since the last ERO evaluation the school has improved the analysis and recording of information. There is more accuracy in achievement information as a result of increased teacher professional development in moderation and assessment, better use of various forms of assessment, and monitoring of individual student progress.

3 Accelerating achievement

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

The school responds well to children whose achievement needs acceleration. The school has sought ways to support its bilingual Māori children in Te Puāwaitanga and to develop initiatives to address under-achievement in English. Some of the school's specific strategies include bilingual programmes, where managers and kaiako use the basic reading recovery framework. Junior Māori children have shown significant progress in literacy since their involvement in this initiative.

A parent literacy support initiative has also contributed to significant accelerated progress for children. This strategy involves inviting parents of target children to regular literacy lessons. Parents work with their children and the classroom teachers to address the low literacy levels. This has helped parents to develop their understanding and learn skills to support their children in the home.

A further school initiative is the establishment of collaborative planning teams (CPT). There is now increased discussion about best practice, sharing of pedagogy, and opportunity to discuss priority learners' progress. Continual reflection and the inclusion of student views helps to identify how effectively teachers are working with their students.

Although there has been progress for the majority of students, new 2017 initiatives in resourcing to support data analysis and school-wide assessment, will continue to enhance teachers' practices.

The board receives reports about school initiatives to accelerate learning. These include reports from the Resource Teacher of Learning and Behaviour (RTLB), Special Education Needs Coordinator (SENCO), Reading Recovery, and ESOL programmes. Reporting could be further strengthened by including evaluative commentary on the impact of initiatives school wide, and more clearly showing children's progress from the time they enter to completion of the programme.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum and other organisational processes and practices are effective in enacting the school's vision, values, goals and targets for equity and excellence. It caters for Māori learners in bilingual learning programmes, for immersion in digitally focused programmes, and for general curriculum programmes.

One of the challenges for the school is catering for the significant number of children who arrive and leave within the school year. The school appropriately has a focus on catering for the needs of each child. Children are well engaged in their learning tasks and have respectful relationships with teachers and each other. Purposeful positioning of classroom settings helps to ensure that tuakana/teina concepts are enhancing learning and wellbeing. Diversity and inclusion are very evident. Children's languages and cultural identities are respected and celebrated.

There are some very good teaching practices in the school. Children learn in collaborative, inclusive environments. Children who participate in initiatives designed to help them in their learning are being well catered for. Some of these initiatives include:

  • provision for learning English as an additional language
  • 'Learning to learn' strategies that allow children to be in control of their learning
  • children using digital devices to promote thinking and fluency in digital literacy
  • specific literacy strategies being trialled at the early junior levels
  • strengthening English in bilingual classes, particularly at the junior levels
  • 'Positive Behaviour 4 Learning' becoming well embedded
  • professional development in the Ako Hiko cluster of schools.

Other developments that contribute to acceleration in learning and positive learning outcomes for children are the development of the graduate student profile, the CPT, and the mind lab.

The school's leadership team continues to develop and strengthen data analysis and to provide equitable access to the New Zealand Curriculum for all children.

School leaders' allocation of resources is clearly aligned to the school's vision, values and targets. Leaders have clear expectations for teaching and learning. Leaders are working to ensure that children's learning needs and aligned with teachers' professional development and appraisal processes.

Systems for the monitoring and analysis of achievement data have improved. Leaders and teachers have begun to enquire more into this data, to inform teaching and learning programmes. Further initiatives are being introduced to strengthen leaders' line of sight for students who are underachieving, from the charter and strategic plan to classroom programmes.

Reporting to parents of children in mainstream classes generally identifies how well children are progressing against the National Standards. It also gives parents an understanding of the extent to which children are progressing against curriculum levels in the essential learning areas.

Further clarity is needed about reporting to parents of children in bilingual classes, in terms of Ngā Whanaketanga or the National Standards. At present some assessment and reporting of these children's progress is not clear, particularly in Nga Whanaketanga and Te Marautanga.

5 Going forward

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

Leaders and teachers: 

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

Senior leaders agree that the school should continue to distribute leadership more widely, and to refine and embed school-wide practices designed to accelerate the progress of the diverse groups of children in the school.

Senior leaders should continue to support the development of Te Marautanga and assessment to reflect the bilingual context of learning in Te Puāwaitanga. Parents of children in Te Puāwaitanga could consider the vision and philosophy of bilingual and immersion contexts to ensure that their vision is clear and reflected in learning programmes.

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

6 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 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

  • provision for international students.

7 Recommendations

ERO recommends that the school continue to strengthen:

  • the leadership framework, strategic planning and whole-school evaluation capability, in order to accelerate learning progress for all students
  • the vision, philosophy and reporting of achievement in its bilingual and immersion contexts. 

Graham Randell

Deputy Chief Review Officer Northern

8 February 2017

About the school 


New Windsor, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 56% Girls 44%

Ethnic composition





South East Asian




Cook Islands Māori














Review team on site

November 2016

Date of this report

8 February 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2013

October 2010

October 2007