View Road School - 28/02/2019

School Context

View Road School is situated in the township of Waiuku and caters for students from Years 1 to 8. The current roll is 157 including 106 who identify as Māori and 10 students from Pacific nations. The school provides technology programmes for Years 7 and 8 students from local schools and has a satellite class from Parkside School on site. Many students, staff and whānau have a long association with the school.

Since the 2015 ERO review there have been several changes to the teaching team including the appointment of a new deputy principal. There has been a review of the school’s charter through extensive consultation, and a new playground has been completed.

The school motto: strive to achieve, (kia kaha ou matauranga), links with their vision to develop 21st Century learners through good communication, values, imaginative thinking, inquiring minds and great self-management skills.

The teaching and leadership teams have been involved in professional learning and development in culturally responsive pedagogy, and assessment for learning in reading, writing and mathematics. The school continues to participate in the Positive Behaviour for Learning Initiative (PB4L).

The board has responded positively to the 2015 ERO report and actively resources a wide range of initiatives for student wellbeing and holistic development.

The school belongs to the Waiuku Community of Learning|Kāhui Ako.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • reading, writing and mathematics.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Student achievement data for 2018 shows that the majority of students achieved at or above expected achievement levels for reading, writing and mathematics. There have been significant increases in student achievement in writing and mathematics since 2017. School achievement information also shows that there is significant disparity for Māori, in reading, writing and mathematics. The majority of Pacific students are achieving at or above national expectations. Girls achieve at higher levels than boys in reading and writing, and at comparable levels in mathematics.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

School leaders are yet to systematically collate and analyse data to show rates of progress for all identified at-risk learners. However, data gathered during the onsite stage of this ERO review indicates that the school is effectively accelerating the progress of targeted at-risk learners in mathematics and writing. Teachers closely monitor individual student achievement to show rates of progress in reading, writing and mathematics.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The board is providing well-informed governance. Trustees make appropriate resourcing decisions using student achievement information and consultation with parents/whānau. The board demonstrates a commitment to making a difference for students at risk with their learning.

The collaborative and reflective senior leadership team is promoting clear school direction and a shared vision. Leaders provide opportunities for relevant professional development as they continue to build teacher capability. Effective internal evaluation informs school improvement and programme innovation. Senior leaders are establishing a cohesive teaching team.

The school’s curriculum is broad and responsive. An extensive range of academic, sporting and cultural opportunities is available for all students. Māori context, content and language are evident. Te ao Māori is integrated into learning and teaching in ways that affirm the identity and culture of Māori learners and whānau. Teachers know students and whānau well and plan appropriate programmes to accelerate student learning.

An inclusive culture that appreciates and celebrates diversity is clearly evident. Students with special and additional needs, learn in an inclusive environment where diversity and difference is valued. Senior leaders and staff continue to maintain a welcoming, family-like learning environment. Parents/whānau, spoken to by ERO, value the approachability of staff, and feel well informed about their children’s progress and achievement. The school actively engages with whānau, specialist support agencies and external experts to provide wrap-around pastoral care and learning support for those students who need it.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

ERO and school management agree that there is a need to:

  • enable students to be self-managing learners through the understanding and use of learning progressions in key curriculum areas

  • develop specific school-wide targets focused on accelerating the achievement of all at-risk students

  • develop a more consistent approach to school-wide assessment practice, particularly to monitor and report on rates of student progress

  • continue build teacher capability through inquiry, reflection and appraisal practices.

3 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

  • finance

  • 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.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a curriculum that strongly reflects the school’s vision, aims and aspirations for achievement and success

  • professional leadership that is focussed on strengthening teacher capability for ongoing improvement

  • an inclusive culture that appreciates and celebrates diversity.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • practices to enable all students to monitor and make decisions about their learning pathways

  • consistent analysis of achievement data to demonstrate and report on rates of progress for identified groups of learners

  • establishing school-wide targets to enable effective monitoring and resourcing of students whose learning needs accelerating.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review and Improvement Services

Central Region

28 February 2019

About the school



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Girls 53% Boys 47%

Ethnic composition

Māori 67%
Pākehā 23%
Pacific 6%
Other 4%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

November 2018

Date of this report

28 February 2019

Most recent ERO report(s)

Education Review June 2015
Education Review February 2012
Education Review August 2008