Rangeview Intermediate - 25/05/2017


School leaders, trustees and staff contribute to an increasingly learner-focused school culture. Systems are focused on achieving positive outcomes for all children.

Since the 2014 ERO evaluation the school has strengthened its provision for priority learners and all children in the school. The school’s increasing focus on ensuring successful learner outcomes is guided by purposeful leadership from the board and principal and is supported by school leaders. Coordinated, relevant professional learning and development (PLD) has helped develop school processes to respond to children’s diverse learning requirements. The school has developed plans and actions to improve Māori and Pacific children’s achievement.

The school has 518 children from 41 different ethnicities. Māori children make up 21 percent of the roll. Children with Pacific heritages make up 19 percent. The rest of the roll comprises 32 percent Pākehā, eight percent Indian, eight percent Chinese and 11 percent from other diverse ethnicities.

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

The school is taking steps to achieve equitable outcomes for all children. In order to reduce disparity teachers have developed an understanding of, and commitment to, accelerating the progress of children who are at risk of not achieving. School performance has improved since the 2014 ERO evaluation through the implementation of well-focused processes and practices.

School achievement data over the past three years show that Māori and Pacific children achieve below all students in relation to the National Standards in reading and writing, and mathematics. There are convincing indicators that the school isaccelerating the progress of some children at risk of not achieving in these areas.

At the time of this external evaluation, children with special learning needs are making good progress in relation to the goals and targets identified in their individual education plans.

The school belongs to the Te Atatu Community of Learning|Kāhui Ako (CoL). Achievement challenges identified by the CoL are consistent with challenges that the school has identified for its own progress and development.

The school has the capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and Pacific children remains. 

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?

The school’s response to Māori and other children whose learning and achievement need acceleration is increasingly effective. Plans have been developed to accelerate the progress of children whose learning and achievement need acceleration. School-wide PLD is supporting teachers to implement these plans. Increasingly, students have a clear idea about the purpose of their learning and how they can actively contribute to their success.

Children are supported to understand and apply competencies and skills through the school’s agreed values. The school continues to use the Positive Behaviour for Learning (PB4L) programme to promote an affirming school tone. Student stand-downs continue to be managed carefully and generally result in students’ successful reintegration back into school. School leaders are accessing a variety of interventions and agencies in order to reduce the repeat nature of some stand-downs. It is timely that school leaders and teachers consider ways to further embed the principles of PB4L. Students could be supported more to regulate their behaviours, independent of teacher praise or guidance.

School data show that outcomes for children between 2014 and 2016 have been variable. School leaders report that as a result of improvements in the collection and analysis of data, trustees, staff and children now have more reliable achievement and wellbeing information to work from. This information enables them to respond more effectively to children whose learning and achievement need acceleration.

School conditions supporting equity and excellence

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

Positive progress has been made in helping staff to focus on students who require different and varied teaching and learning approaches to accelerate their progress. Teachers share learning goals with children and are more explicit in their teaching. These developments have contributed to the school’s objective of having all children experience success in relation to the National Standards for reading, writing and mathematics.

School processes and actions are beginning to help to achieve equity and excellence for all children, including those who are Māori or Pacific.

This development can be attributed to trustees and school leaders developing and implementing responsive curriculum and teaching approaches and growing leadership capability. The initial strategic work that the board has undertaken with input from representatives of the school community is future-focused and advocates for children as confident, connected, actively involved lifelong learners.

Processes for ensuring that teacher judgements in relation to the National Standards are reliable, are becoming more effective. Teachers have been supported to link curriculum expectations to assessments and provide opportunities for children to use reading, writing and mathematics in different learning areas. They are becoming more proficient in using a variety of sources of evidence to gauge children’s achievement and progress.

The concept of mahi tahi is evident in the school’s purposeful direction. Trustees and school leaders have identified key areas for development and have instigated changes to support the school’s ongoing improvement. The board’s commitment to being more culturally responsive reflects other developments in the school that are designed to enhance partnerships with families/whānau and are focused on children’s learning progress.

School leaders, trustees and teachers are supporting children’s achievement of valued outcomes by:

  • developing more coherence in school-wide planning

  • developing a collective understanding of, and commitment to, accelerating the progress of children who are at risk of not achieving

  • using achievement information more effectively to enhance teaching and learning

  • promoting a range of future-focused e-learning opportunities.

Sustainable development for equity and excellence

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

The school's curriculum and teaching programmes are becoming more effective in supporting children to achieve learning outcomes identified in the school's charter and The New Zealand Curriculum (NZC). The intentions of the school’s broad curriculum are learner focused and provide guidelines to teachers for its successful implementation. School leaders have instigated systems and processes to enhance collaborative team work at all levels of the school. This development has the potential to contribute positively to achieving school-wide consistency of high quality teaching and learning practices.

The board and school leaders have identified that internal evaluation processes need to be strengthened in the school’s drive to achieve equity and excellence for all children. Areas to be explored and evaluated to address disparity include:

  • the potential of educationally powerful connections and relationships with parents and whānau

  • ways to support and expand effective teaching and learning practices school-wide

  • deepening and broadening culturally responsive understandings and pedagogy

  • ways to build on students’ capabilities and interests.

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

To improve current practice, the school should refine teacher appraisal processes to ensure alignment with The Education Council requirements. School leaders should continue to support teachers to assemble evidence that more clearly shows their capabilities in relation to the professional teacher criteria (PTC).

Going forward

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

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and Pacific children remains.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • need to improve the school conditions that support the acceleration of children’s learning and achievement.

The school agrees to:

  • develop more targeted planning to accelerate learning for children

  • monitor targeted planning, improved teaching, and children’s progress

  • discuss the school’s progress with ERO.

A whole-school focus on developing and acting on more targeted planning to accelerate the progress of identified students is likely to result in improved outcomes for these children. 

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

Steffan Brough

Deputy Chief Review Officer Northern (Acting)

25 May 2017

About the school 


Te Atatu South, Auckland

Ministry of Education profile number


School type

Intermediate (Years 7 and 8)

School roll


Gender composition

Boys 54%, Girls 46%

Ethnic composition






Cook Islands Māori


other Asian

other Pacific

other ethnicities











Provision of Māori medium education


Review team on site

March 2017

Date of this report

25 May 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2014

October 2011

June 2008