Findings
Trustees, leaders, teachers and the ethnically diverse school community value and share collective responsibility for student wellbeing, success and achievement. Students are provided with a rich variety of learning opportunities that are based on strong and positive beliefs about the potential of all students and the support of families.
ERO is likely to carry out the next review in four-to-five years.
1 Context
What are the important features of this school that have an impact on student learning?
St Leonard’s Road School in Kelston, Auckland, continues to be a high performing school. The school’s overarching vision, Ma te mohio, ka ora, ma te ora, ka mohio, Learn to live, live to learn, is reflected in the high expectations of trustees, school leaders and staff that all students will experience success and achieve. The school is characterised by caring and inclusive relationships and practices.
The school roll has remained stable since ERO’s 2009 report, with some increase in ethnic diversity, especially in the numbers of Asian and Middle Eastern students attending. Many of the students have home languages other than English.
The school has a settled and positive tone. Students are confident, friendly and respectful. They learn in attractive, well resourced learning environments. Special features of the school’s setting include an orchard and vegetable gardens, garden sculptures promoting te reo Māori me ona tikanga, and friendship seats situated in the attractive grounds.
The school has a history of positive ERO reports. The 2009 ERO report noted that senior leaders provided effective professional leadership and had a commitment to improving outcomes for students. ERO also noted the collegial approach of teachers and the school’s welcoming and nurturing approach to students and their families. These positive features and practices have been sustained and further developed.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school makes effective use of achievement information to make positive changes to learners’ engagement, progress and achievement. School leaders regularly monitor achievement levels across the school.
It is evident that:
- effective systems and structures support teachers to analyse student achievement data and use it to inform their teaching and learning programmes
- student achievement information is used well to identify and support more able students and students requiring additional learning support.
The richness of the school’s assessment information gives senior leaders, teachers and parents a good understanding of the student as a learner. Parents receive very good information about their children’s progress and achievement in relation to the National Standards and about ways in which they can support their child’s learning.
School data shows that over half of all students achieve at or above the National Standards in reading, writing and mathematics. Pacific students generally achieve higher than other groups of students within the school. To further build Pacific students’ achievement, trustees, Pacific parents and school leaders plan to further develop the school’s Pacific Education Plan.
Māori students achieve well in reading. School leaders acknowledge that Māori student achievement, particularly in writing, remains an area of focus. School leaders and teachers continue to prioritise strategies that support Māori learners to make accelerated progress.
Approximately half of the students participate in learning support programmes. Accelerating the progress of these learners is a school-wide priority. Teachers systematically reflect on their own practice and seek strategies and programmes that will help improve student achievement.
The school works well with the significant numbers of new entrant students who arrive with limited formal literacy and numeracy skills. Transition programmes are individualised to the developmental levels of each child to help ensure students’ experience success in their first years at school.
Student enjoyment and engagement in learning is highly evident. Students are interested and motivated, and are active participants in classroom programmes. School leaders acknowledge that students could now be given more opportunities to make decisions about their own learning.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum effectively promotes and supports student learning. The St Leonards’ Way values and The New Zealand Curriculum key competencies are cornerstones of the curriculum. Students experience a wide range of opportunities to participate and experience success in meaningful learning activities. They also develop social and leadership skills as they move through the school.
A well designed curriculum framework helps align, integrate and connect learning across the school. This framework is responsive to the needs and strengths of students, and includes plans to promote success for Māori and Pacific students. Programmes place an appropriately strong emphasis on building students’ oral language skills as the foundation for academic success. Teachers plan and implement programmes based on students’ prior knowledge so that they have a sound basis for ongoing learning.
Curriculum documentation provides clear direction for teachers. Assessment information, student views and parent input inform ongoing curriculum review and development.
Appropriate priority is given to ensuring good quality teaching in literacy and mathematics. An extensive teacher development programme is promoting teachers’ subject knowledge and teaching skills. Teachers use this professional learning well to adapt their classroom programmes to suit students’ diverse strengths and interests.
Students benefit from positive and purposeful learning environments that give them a sense of belonging in the school. Strong relationships, and connections with the community, support their learning.
As the school has a high numbers of boys, particularly in the school’s junior area, school leaders are keen to increase teachers’ understanding of boys’ educational development. This could be a worthy initiative.
How effectively does the school promote educational success for Māori, as Māori?
St Leonards Road School effectively promotes educational success for Māori students, as Māori. This work is driven by strong principal and governance support, the active involvement of Māori teachers and kaumatua, and the increasing participation of whānau. The school’s commitment to biculturalism is strategic, well managed and meaningful to whānau, staff and students.
Twenty percent of students identify as Māori. Māori students express positive attitudes to learning, are well represented in school leadership roles, and achieve academic success. They take pride in the school’s recognition and acknowledgement of Māori values and tikanga. They have multiple opportunities to celebrate significant events in the Māori calendar, such as Matariki, and to participate and lead in pōwhiri and kapa haka.
Particular strategies to promote Māori success in the school include:
- school waiata, which are a feature of school assemblies
- prominent displays of Māori artwork and te reo Māori across the school
- the appointment of a Māori teacher to further develop school initiatives.
While te reo Māori is taught in classrooms, further professional development is planned to support teachers to integrate te reo and tikanga Māori into learning programmes.
Trustees and school leaders are committed to promoting Māori student potential. They acknowledge that the development of a school-wide education plan for Māori success would provide a more coordinated and strategic approach to promoting the achievement of Māori students. This plan should specify strategic goals, achievement targets, and reflect whānau aspirations for the success of Māori students as Māori.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain and improve its performance. School leadership is focused on what is best for students. Self review is purposeful, ongoing, and based on consultation with staff, students and the school community. It informs future actions and leads to improved school performance.
The board provides effective governance. Trustees are well informed about curriculum developments and student achievement. Board decisions are well considered, strategic and aimed at ensuring the sustainability of improvements. The work of the board and senior leaders is well coordinated through the school’s strategic plan and direction.
The principal is building leadership capacity throughout the school. There is a focus on recognising staff skills so that they enhance school development. The principal is well supported by a competent senior leadership team with complementary leadership skills.
Capable middle leaders are pivotal to the ongoing improvement of classroom programmes and to helping ensure that school initiatives are sustained. Positive working relationships and good change management strategies have helped establish a collegial culture of trust and care.
Contribution to, and working with, the wider educational community is a strength of the school. School leaders build networks with other schools and educational agencies. Well established relationships with contributing schools and local early childhood centres support students to make transitions into and out of the school.
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.
Conclusion
Trustees, leaders, teachers and the ethnically diverse school community value and share collective responsibility for student wellbeing, success and achievement. Students are provided with a rich variety of learning opportunities that are based on strong and positive beliefs about the potential of all students and the support of families.
ERO is likely to carry out the next review in four-to-five years.
Dale Bailey
National Manager Review Services Northern Region
23 June 2014
About the School
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Location
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Kelston, Auckland
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Ministry of Education profile number
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1499
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School type
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Contributing (Years 1 to 6)
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School roll
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455
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Gender composition
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Boys 55% Girls 45%
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Ethnic composition
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Māori
NZ European/Pākehā
Samoan
Tongan
Indian
Cook Island Māori
Niue
Chinese
Fijian
Filipino
Middle Eastern
Sri Lankan
Other Asian
Other Pacific
Other
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20%
7%
26%
13%
10%
4%
3%
2%
2%
1%
1%
1%
3%
2%
5%
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Special Features
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Social Worker on site
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Review team on site
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May 2014
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Date of this report
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23 June 2014
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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December 2009
December 2006
April 2003
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