Vogeltown School - 13/12/2017

School Context

Vogeltown School caters for students in Years 1 to 6. Of the 367 students enrolled, 22% are Māori and 2% of Pacific heritage, mostly Cook Island Māori. Significant increase to the roll has occurred over the previous three years. The junior and senior school are located on two separate sites.

The school’s vision is for students to: make the best choices they can, become confident learners with the courage to seek a better world and aspire to heights beyond the horizon. Manaaki Tangata, Manaaki Whenua and Haere Whakamua - caring for people, caring for the land and going forward - underpin a culturally responsive curriculum.

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

  • achievement and progress in reading, writing and mathematics in relation to school goals
  • patterns and trends in student attendance and behaviour
  • progress toward annual and strategic goals.

Teachers have participated in two Ministry of Education professional learning and development programmes: Accelerated literacy Learning; and Accelerated Learning in Mathematics.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

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

The school is continuing to improve student achievement, and is seeking to address in-school disparity for Māori students in reading and mathematics, and for boys, especially in writing.

Information reported at the end of 2016 shows that the majority of students achieved well in reading, writing and mathematics. Māori students achieved similar outcomes to their non-Māori peers in writing. Midyear 2017 data indicates achievement is likely to improve for Māori students and boys targeted in reading, writing and mathematics by the end of the year.

The school enrols a small number of Pacific students. Their achievement is suitably tracked, monitored and reported to the board.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school’s response to Māori and other children whose learning and achievement need acceleration has been recently strengthened by the introduction of better processes to identify, track and monitor students at risk.

Reported information indicates that most targeted students, involved in specialist reading, writing and mathematics programmes, make accelerated progress.

2 School conditions for equity and excellence

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

Students benefit from a wide range of curriculum experiences, including academic, sporting, cultural and educational experiences outside the classroom. Promoting student agency and encouraging greater choice in what and how children learn is being implemented in the junior school.

Students identified with complex learning needs are well catered for. Individual education plans suitably reflect appropriate goals, developed with external agency specialists, parents and school staff. Transition to and from school is well planned to support individual students.

Teachers and leaders are highly collaborative. They regularly explore ways to improve student opportunities to learn and adapt programmes to strengthen delivery of the curriculum. Classroom environments promote the conditions to support positive student participation and engagement in learning. Learning conferences purposefully engage parents and whānau in knowing and setting shared goals to promote the achievement of their child.

Trustees provide appropriate school governance and significant resourcing to promote student achievement and engagement. Purposeful community engagement promotes high levels of involvement at school.

The school promotes appropriate educational partnerships. Engagement with local early childhood services and the intermediate school ensures positive transition for children. The school is seeking to promote collaborative relationships through participation in a Community of Learning | Kāhui Ako (CoL).

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

Introduced inquiry models contain useful prompts for evaluation to identify the strategies that are most effective in accelerating student achievement. Improving the collective understanding and effective use of these models by leaders, teachers and trustees should promote a better understanding of which targeted actions make the greatest difference in achieving equity and excellence for students.

Staff have developed a planned response for development of culturally responsive practice for Māori success. Refining and deepening leaders’, teachers’ and trustees’ collective understanding of the approaches contained in this plan, should support further development of practice and an improved overall response to Māori learners’ culture and language.

Teacher appraisal meets the requirements for issuing and renewing Practicing Teacher Certificates. Developing consistency in the use of this process is required to better monitor and build teacher practice.

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:

  • the school’s clear vision and values for learner engagement and success, together with systems and processes to identify and track the progress of students at risk

  • a culture of collaboration between leaders, teachers and trustees that promotes and guides ongoing school improvement.

Next steps

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

  • strengthened use by leaders and teachers of processes to comprehensively address in-school disparities in student achievement

  • internal evaluation processes and practices, to better understand the ways and extent to which students’ progress is accelerated within and across learning areas.

[ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

13 December 2017

About the school


New Plymouth

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Male 55%, Female 45%

Ethnic composition

Māori 23%
Pākehā 69%
Pacific 2%
Other ethnic groups 6%

Provision of Māori medium education


Review team on site

October 2017

Date of this report

13 December 2017

Most recent ERO report(s)

Education Review October 2014
Education Review June 2011
Education Review November 2007