Waterview School - 09/11/2017

Summary

Waterview School is situated in the central Auckland suburb of Waterview. The school caters for children in Years 1 to 6, in a new purpose-built school. The school is culturally diverse with a roll of 305 children, of which 14% are of Māori descent and 24% have Pacific heritage. A variety of other cultures and communities are also represented in the school. The school is a member of the Patiki Learning Community Network (LCN).

The new school has been planned and built to provide children with modern learning environments. The new school buildings opened in February 2017 and the school is poised for ongoing development. The school has reached roll capacity, having doubled its roll size since the 2014 ERO review.

In response to surrounding housing development and growth an enrolment zone has been implemented. Leaders and teachers are well placed to sustain their good practices as they re-establish the rebuilt school in the local Waterview environment. It is envisaged that the new school will become a community hub for the rapidly growing local area.

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

The school responds effectively to all children whose learning and achievement need acceleration. The 2017 school data shows all students are making good progress. Disparity between Māori and non-Māori continues to reduce. Pacific students’ achievement has been lifted in 2017 and there is reducing achievement disparity between Pacific and other children in the school.

Māori and Pacific learners have made accelerated gains in reading, writing and mathematics in 2017. The school attributes the very good progress made by Māori and Pacific children to culturally responsive learning programmes and teachers’ practice and interventions. The school’s processes and actions are increasingly effective in promoting excellence and equity for all children. These actions and processes include:

  • collaborative and responsive leadership for equity and excellence

  • building professional capability to improve collective capacity

  • a curriculum that is responsive and increasingly promotes student ownership of learning

  • leaders and teachers engaging well with parents and whānau

  • target setting that is strategic and focused on improvement.

Responsive teaching and learning programmes and close monitoring is effectively supporting children’s progress. Every child has a learning file where their progress in reading, writing and maths is recorded. Teachers and children use this information on a daily basis to have conversations about learning and guide next learning steps. This information is shared with parents and whānau. There is a strong focus, schoolwide, on accelerating the progress of all children.

Effective school leadership and a relevant learner-centred curriculum, underpinned by highly effective teaching and learning practices, are driving the school’s progress towards achieving equity and excellence. School leaders and ERO agree that embedding practices to deepen internal evaluation in all areas should continue to promote this achievement.

Agreed next steps include:

  • strengthening learning partnerships with parents/whānau
  • deepening internal evaluation to support ongoing improvement
  • providing more learning opportunities that support students’ ownership of their own learning
  • continuing to grow bicultural practice so that it is explicitly evident school wide.

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 responds effectively to Māori and other children whose learning and achievement need acceleration. The Board, leaders and teachers see this as central to school improvement.

School leaders and the board are reflective and strategically focus on improvements to promote equity and excellence.The board is committed to accelerating children’s progress and has a strategic focus on the school’s priority learners.

The school’s interim 2017 public achievement information shows that overall these results have been improved with lifts across all of these areas. This data shows that pIn 2016 between 60% and 68% of children were at or above the National Standards in reading and writing and 84% were at or above the standards in mathematics.riority learners including some Māori and Pacific learners, at all year levels are making some good accelerated progress, particularly in literacy.

School leaders have also successfully implemented interventions to increase parity for Māori, Pacific and other children whose achievement needs acceleration. However, some disparity remains and school leaders are aware it will be necessary to continue working towards parity in achievement outcomes for small groups of Māori, Pacific and other children.

Leaders and teachers are participating in ongoing professional development to strengthen assessment practices. As a result, there is increasing consistency in teachers’ overall judgements about achievement in relation to National Standards.

The achievement of children identified as requiring additional learning support is closely scrutinised by school leaders. Leaders and teachers work collaboratively with parents, teacher aides and external agencies to promote the learning progress of identified children.

School conditions supporting equity and excellence

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

School processes are increasingly effectively promoting the achievement of equity and excellence across all areas of the school.

The school is well led by the principal. The leadership team work well alongside a very dedicated board who have a keen understanding of stewardship. The board, ably guided by the board chair, has led the school through the last three years of rebuilding. Trustees continue to work closely with relevant government agencies to ensure the best outcomes for the school.

The leadership team, which now includes the four ‘hub’ leaders, works collaboratively to develop and pursue the school’s vision and strategic goals. Leaders and teachers are proactive and responsive as they plan relevant Teachers are reflective about children’s strengths and needs and respond flexibly to tailor their teaching accordingly.professional learning opportunities, to build the school’s collective capability.

The school’s curriculum has been reviewed to ensure that it is increasingly effective in supporting children to achieve the valued outcomes for students noted in the school’s charter. Children’s interests and whānau and parents’ aspirations are reflected in the curriculum.

Students whose first language is not English are very well supported. Programmes are designed to help children retain the richness of their first language and culture as they build their English language fluency.

Children learn in settled, well organised and stimulating learning environments. Teachers know children very well. Teachers modify aspects of their teaching approaches in a variety of ways to meet children’s individual learning needs. Children are engaged, focused learners and are well supported to meet any challenges in their learning. The school has is a strong culture of engagement with learning and this is evident in all Learning Hubs.

Parents and whānau have many opportunities to participate in school events and share in their children’s learning. The school has an open door policy and is proactive in its engagement with parents. Teachers make good use of digital technology within all classrooms to communicate and engage with families and whānau about children’s learning.

Positive relationships with local early learning services and the intermediate school help to facilitate good transition processes for children and families.

Respect, trust, co-operation, team work, and an openness to change characterise the teaching team. School leaders and teachers engage in robust professional learning and development to ensure they are abreast of current educational research. The school gathers the viewpoints of students, parents and whānau and uses this information as part of the school’s decision making processes. This contributes to positive outcomes for children in all areas of the school.

Sustainable development for equity and excellence

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

The school is very well placed to sustain current good practices and to continue making ongoing improvements that impact positively on all children’s learning. Further developments that are likely to help maintain the school’s momentum towards achieving equity and excellence for all children include:

  • continuing to grow children’s agency in their role as learners
  • building depth into internal evaluation processes
  • deepening bicultural capability across the school
  • developing school and whānau partnerships to support children’s learning.

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.

Going forward

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

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • strengthen learning partnerships with parents and whānau

  • deepen internal evaluation to support ongoing improvement

  • continue to grow bicultural practice school wide.

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

Deputy Chief Review Officer Northern

9 November 2017

About the school

Location

Auckland

Ministry of Education profile number

1563

School type

Contributing (years 1-6)

School roll

305

Gender composition

Girls 49% Boys 51%

Ethnic composition

Māori
Pakeha
Pacific
Asian
other

11%
44%
25%
7%
13%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

9 November 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

December 2014
December 2011
December 2008