Windy Ridge School - 27/10/2017

Summary

Windy Ridge School is located in Glenfield on Auckland’s North Shore. Of the 303 children, Māori children make up 11 percent of the roll and 8 percent have Pacific heritage. In addition, there are smaller groups of children from a wide variety of other ethnic backgrounds.

Approximately 30 percent of children attending the school are involved in programmes that assist them to learn English.

The board and senior leaders have responded well to the findings of ERO’s 2014 review. There has been a considered approach to building student agency in learning through a strong focus on collaboration across all school levels.

The school has a clear vision for promoting a ‘learner outcomes focus’ that values all children as capable learners. Well considered professional learning and development (PLD) has supported this vision.

The school hosts two satellite classes from Wilson School that provide non-mobile children with an adapted educational programme. Teachers and children from these satellite classes are included in the life of the school.

Windy Ridge School is a member of the Kaipātiki Community of Learning | Kāhui Ako.

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

Most children achieve well in relation to the National Standards for reading, writing and mathematics.There are small levels of disparity between Māori and Pacific learners and the rest of the school. Very few children are working well below the National Standards.

The school’s systems and processes contribute to very good equitable outcomes for all learners. A focus on enhancing children’s wellbeing, a responsive curriculum, culturally responsive teaching, effective leadership, and strong connections with parents and whānau provide a foundation for successful learning.

The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable practices.

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 well to Māori and other children who are at risk of not achieving. Action plans for improving learner outcomes, including achievement for Māori and Pacific students guide school operations and teacher practice.

A social justice focus is supported by the school’s values and vision: “Striving for excellence while valuing effort”. The school and community promote equity through a variety of actions and resourcing to support children and their families to experience success.

Māori children are acknowledged for their capabilities in their language and identity as Māori. This deliberate approach from teachers contributes to children’s high levels of engagement in their learning.

Māori children achieve at comparable levels to the rest of the school population in writing and reading. There is some disparity in mathematics for Māori. While small in number, Pacific students are not achieving to the same levels as other learners. Many of the school’s Pacific students are new to New Zealand and the English language. Regardless, the school has very few children working well below National Standards. This achievement trend indicates the success of teaching initiatives that are focused on supporting children’s progress.

Over three-quarters of children achieve National Standards for reading and mathematics. Slightly less children achieve at similar levels for writing. Boys’ achievement in reading and writing is lower than girls. In mathematics, boys achieve at comparable levels to girls.

Children with additional needs are supported by the school’s inclusive practices. Their presence and contributions to the life of the school are valued. Each child’s achievement and progress is well monitored through collaboratively constructed and evaluated planning.

Moderation of children’s work is done within the school. Involvement in the Kaipātiki Community of Learning |Kāhui Ako (CoL) will support across-school moderation. The achievement challenges for the CoL support the school’s work in accelerating Māori and Pacific children’s progress.

School conditions supporting equity and excellence

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

The school has very good processes that enable achievement of equity and excellence. Systems are increasingly evaluated, and contribute to equitable outcomes for all children.

Children enjoy learning in a creative curriculum that engages their thinking and builds on their experiences. They have opportunities to use literacy and mathematics in meaningful ways.

Children’s wellbeing is strongly promoted by the school and community, and provides a foundation to successful learning. Parents and whānau are increasingly involved in learning partnerships with their children and the school. Leaders and teachers provide resources to support parents with their children’s learning, including updates about how well children are progressing.

School leaders successfully promote the notion of children as connected, active, lifelong learners. Their collaborative decision-making has a positive influence on the learning culture of the school. Teachers are open to new ideas, and work together to meet children’s diverse learning requirements. They use achievement information well to inform planning and teaching practice. Children know how well they are learning and their next steps.

The school’s deliberate focus on culturally responsive teaching practice supports Māori learners to be confident in the use of their language and in their identity as Maori. Pacific children of Samoan, Tongan and Cook Island heritages, while small in number, have a significant presence in the school. They are supported in their learning by targeted programmes, some of these are focused on ‘English as a Second Language’ approaches.

Sustainable development for equity and excellence

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

ERO has discussed with trustees and school leaders deliberate actions that could be taken to refine and improve a shared understanding of accelerated progress through the school. The progress for children at risk of not achieving needs to be better analysed to provide information for supporting collaborative teaching practice for acceleration.

ERO also recommended that the board continue to develop its evaluation capability. The planned use of Hautū: Māori Cultural Responsiveness Self Review tool for Board of Trustees is likely to support this process.

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.

Provision for international students

The school is a signatory to the of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.Education (Pastoral Care

At the time of this review there were two international students attending the school.

The school provides good quality pastoral care, responds well to parental aspirations and communicates progress and achievement regularly and effectively.

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:

  • define accelerated progress so that there is a shared understanding at all levels of the school
  • identify and share successful strategies to accelerate progress for children at risk of not achieving
  • continue to develop capability in internal evaluation to strengthen the use of student achievement information to improve outcomes for children.

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

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

27 October 2017

About the school

Location

Glenfield, Auckland

Ministry of Education profile number

1575

School type

Contributing (Years 1 to 6)

School roll

303

Gender composition

Girls 51%, Boys 49%

Ethnic composition

Pākehā
Māori
Chinese
Samoan
Indian
Japanese
Middle Eastern
Tongan
Filipino
Cook Island Māori
other European
other Asian
other ethnicities

47%
11%
11%
4%
3%
3%
3%
3%
2%
1%
5%
4%
3%

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

27 October 2017

Most recent ERO report(s)

Education Review
Education Review Supplementary Review

October 2014
December 2011
October 2008