Point View School - 14/03/2014

1 Context

What are the important features of this school that have an impact on student learning?

Point View School promotes positive outcomes for students. The school’s inclusive culture and the respectful relationships modelled by staff support student learning and wellbeing. High quality leadership by the principal, the board of trustees and senior managers promotes effective self review and ongoing school improvement.

The Years 1 to 6 school, located in the Botany area of East Auckland, serves its ethnically diverse community very well. The majority of students experience early childhood education that supports a smooth transition to school. Parents receive good information about student progress and learning and express confidence in the board’s strategic priorities.

ERO’s 2009 review identified strengths in school governance and management that supported high levels of student achievement. These practices have been sustained and further developed. Teachers work collaboratively to make the curriculum relevant and engaging. The involvement of external expertise contributes to the school’s development as a learning community.

School leaders are active contributors within the education sector. They are well informed about developments in education and network usefully through their professional associations and local school clusters. Resourcing decisions are made thoughtfully considering students’ learning needs, best practice research and community aspirations.

2 Learning

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

Student achievement information is well used. Teachers are making increasingly good use of assessment data to differentiate their classroom planning. Well selected professional development is supporting teachers to personalise learning and monitor students’ individual progress. Learning programmes are designed to support students who are achieving below expectations and extend those with special abilities.

The school provides an inclusive and responsive learning environment. Student learning needs are well known and students with special learning needs are promptly identified. Flexible learning spaces and the use of learning assistants enable teachers to address student learning needs effectively within classroom programmes.

Teachers share achievement and progress information with students and parents in a number of ways. Criteria for success are evident in classrooms and are explicit in teacher practice. The use of learning criteria is helping students to develop a greater understanding of how to learn and how to set goals to manage their own learning.

The shift to students leading their learning is a positive development. Teachers could now consider extending the use of success criteria in other areas of learning. This could help students to develop a deeper understanding of skills and competencies for being an effective learner and how to make progress in these areas.

Students continue to achieve very well in relation to the reading, writing and mathematics National Standards. Teachers have strengthened their moderating procedures and increased the reliability of their judgements about student progress and achievement. They are effective in lifting the achievement of students who are below the standards.

School leaders analyse achievement information, report patterns and trends in the data, and set appropriate goals for improving student outcomes. They are developing specific and measureable targets for the 2014 school charter to raise the achievement of students who are below the National Standards.

3 Curriculum

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

Students benefit from the school’s integrated curriculum model. The curriculum is organised around long-term themes that guide teacher planning at each year level. This interest-based planning approach promotes high levels of engagement as it enables student and teachers to develop relevant and authentic contexts for learning.

Literacy and numeracy are appropriately prioritised in the curriculum. Improving the quality of writing has been a recent focus. Co-curricular activities, school productions, environmental sustainability and education outside the classroom provide students with diverse learning opportunities. Art, music and health and safety education complement well managed sport and physical education programmes and opportunities for leadership.

The curriculum is based on an inquiry learning approach. Students are gaining valuable skills in gathering, questioning and processing information about topics that interest them. These approaches to learning reflect the future focused principles of The New Zealand Curriculum (NZC) and the NZC competencies such as thinking, participating and contributing.

An emphasis on e-learning supports other innovations in the school’s curriculum. Students are highly engaged in using a variety of digital learning tools and approaches. They are confident in recording and sharing their work through e-learning networks. School leaders have made good use of a long-term development plan to build teacher e-learning capability.

The school has a model of the effective learner. Although these ideals are evident in practice, they could be further developed through teaching and learning documentation. The NZC goals that relate to students becoming confident, connected, actively involved, life-long learners could guide further developments in the school’s curriculum and charter.

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

Māori students make very good progress and achieve well overall in literacy and mathematics. Achievement information is analysed and reported, however the small numbers of Māori students at each level make it difficult to compare success from year to year.

The school has taken steps recently to strengthen how ‘success as Māori’ can be promoted and evaluated. The school’s popular and successful kapa haka group provides evidence of the enthusiasm of parents, community members and staff in supporting tikanga Māori.

A recent Māori parent hui offered suggestions to help the school provide a more bicultural emphasis in the curriculum. The board could now develop a strategic vision utilising the Ministry of Education resource Ka Hikitia. This approach would also support the planning and reporting role of the school’s newly appointed cultural diversity manager.

4 Sustainable Performance

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

The school is very well placed to sustain ongoing improvement. Distributed and shared leadership, together with systematic self review, are key factors in the school’s continued high performance.

The recently elected board of trustees works collaboratively with school leaders. Trustees provide expertise to support the work of the board in key areas including personnel, property and financial management. They exercise responsible governance guided by a clear commitment to ensuring positive outcomes for students.

The school has very good management systems and well documented procedures. Strategic and annual planning is aligned to the school’s goals and targets. The board’s reporting schedule keeps trustees well informed about the school’s operations.

Developments in teacher practice, curriculum innovation and e-learning are prioritised and particularly well resourced. School leaders have clearly defined roles in implementing these priorities. This high level of cohesion results in confidence in the school’s leadership and direction.

The principal has consulted teachers about a new appraisal system introduced this year. The appraisal procedures are designed to help teachers reflect on their own practice. Professional support and coaching is helping teachers to set goals related to both school goals and personal development.

Board members express interest in sharpening the strategic focus of school operations and self review. School leaders agree that National Standard achievement targets for reporting could be more specifically focused on students who are below the standard. They also agree that reports to the board could place greater emphasis on the progress being made towards achieving strategic goals and targets.

Other governance improvements could include rationalising the board’s policy framework and updating sections of the school charter to better reflect the agreed learner profile.

Provision for international students

The 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. It has a small number of international students. These students are well integrated into school life and participate well in classroom and co-curricular activities. The school provides English language programmes that meet their learning needs.

The school has attested that it complies with all aspects of the Code. The board receives regular information about the engagement and achievement of international students.

ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

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.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

National Manager Review Services Northern Region

14 March 2014

About the School


Botany, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Number of international students


Gender composition

Boys 52% Girls 48%

Ethnic composition


NZ European/Pākehā






South East Asian



Middle Eastern

Sri Lankan















Special Features

Four students with ORS funding

Review team on site

November 2013

Date of this report

14 March 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2009

April 2006

May 2003