Wymondley Road School - 04/03/2016

Findings

Wymondley Road School is increasing students’ involvement in meaningful learning. Students are keen and willing learners. They have good opportunities for engaging in authentic learning, and positive social interaction. Teachers are committed to promoting students’ wellbeing and success. The school has embedded strong learning partnerships with aiga/whānau and is continuing to promote educational success for Māori, as Māori.

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

1 Context

What are the important features of this school that have an impact on student learning?

Wymondley Road School is a small suburban school in South Auckland that caters for students in Years 1 to 6. Eighty-four percent of the students have Pacific heritage. Many of these students are bilingual and are learning English as an additional language. Māori students make up 14 percent of the school roll.

Since the 2012 ERO review, the principal and the senior leadership team have worked collaboratively with teachers to build on many of the school’s strengths. A deputy principal was appointed in 2014 to promote students’ engagement in the curriculum.

The newly elected board chair is supported by both new and experienced trustees who bring a range of skills to their governance role. Senior leaders, staff and the board of trustees are committed to providing a school where students are valued and can celebrate success in learning.

The positive tone of the school supports good teaching and learning. Students enjoy focussed learning relationships with each other and with teachers. The school values and promotes ‘Tu Rangatira’ (Stand Tall). Students experience modern learning environments and have increasing opportunities to collaborate with other students.

ERO’s 2012 report identified self-review processes as an area for review and development. The school has made good progress in this area.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Student achievement information is used well to make positive changes to learners’ engagement, progress and achievement. Teachers closely monitor students’ progress and achievement. Students with additional learning needs receive support to help them succeed.

Students are purposefully engaged in learning. Many students progress and achieve well in the National Standards, especially in reading and mathematics. Māori students achieve well in mathematics. Teachers are continuing to improve assessment to ensure that judgements made about student achievement are consistent and reliable.

School leaders and the board currently set general achievement targets. It would be more useful for them to set targets on specific groups of students at risk of not achieving in particular areas.

Students collaborate with teachers to report to their parents about their progress and achievement. Teachers’ reporting to parents includes identifying students’ next steps for learning and explaining how parents can help their children to make progress. Trustees prioritise the provision of suitable resources to support students’ learning at home.

Students use achievement information to set broad goals about their learning. They are keen and focussed learners. To improve outcomes for students, teachers have identified the continuing need to make learning transparent to promote students’ understanding and ownership of their learning.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum is increasingly effective in promoting and supporting students’ learning.

The school has a goal to develop students who are reflective, inspired, confident and articulate. The school's curriculum is broad and is aligned to The New Zealand Curriculum (NZC). Students experience a strong focus on literacy, numeracy and inquiry learning in classroom programmes. Literacy is integrated well into a range of learning areas. Students are engaged in various activities and co-curricular experiences, such as sport and the performing arts.

Students encounter an increasingly engaging curriculum that seeks to connect them to relevant and authentic learning experiences. Students’ participation and contributions are valued and celebrated. They are encouraged to be curious learners.

Students relate and interact well with others and have good opportunities for independent learning and collaboration. Character values are integrated in their learning to promote students’ positive thinking and responsibility. Students are confident, keen to express themselves and enjoy their learning.

Teachers connect well with students, promote their wellbeing and value their diverse cultural backgrounds. Positive relationships in the school help to promote student success. Teachers are committed to further strengthening their teaching practices. They are collaborative and reflective in developing effective partnerships with students in teaching and learning.

Parents have very good opportunities to support their children in creative and challenging learning and to share this with others. Through Akoranga, a school initiative to promote parent partnerships, parents are provided with learning resources to enhance and promote their children’s learning at home. Students participate in programmes with the support of parents and teachers to develop leadership skills.

There is good support for students with special learning needs and for students learning English as an additional language. The school provides students with effective transition into Year 1 and on to Year 7.

School leaders and teachers identify the need to continue to promote a responsive and engaging curriculum for students as a next step. They aim to develop a curriculum that provides further challenging, relevant and creative learning opportunities in all learning areas.

How effectively does the school promote educational success for Māori, as Māori?

The school is continuing to build on promoting success for Māori students as Māori. The school has 24 students who identify as Māori. Māori students have positive attitudes to school and learning.

The school prioritises Ka Hikitia - Accelerating Success 2013 – 2017, the Ministry of Education’s Māori Education Strategy, in its strategic and curriculum planning to promote Māori success. Whānau are welcomed in the school and are involved in their children’s learning. They share their aspirations at teacher/student/whānau conferences and in Toi Whenua, whānau hui.

The school is developing an increasingly bicultural curriculum and is committed to evolving te Ao Māori perspectives further in the curriculum. Māori students experience an inclusive culture where all students are familiar with, and can share, their personal pepeha that acknowledges pride in their whakapapa.

ERO and school leaders agree that it would now be useful to enhance students’ use of te reo Māori by implementing a sequential te reo programme using Te Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki: Te reo Māori in English medium schools.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

Wymondley Road School is well placed to sustain and improve its performance.

The school makes good use of self review to inform its future direction in teaching and learning. The process incorporates indicators of effective practice to evaluate progress made over time.

The principal and senior leaders provide strong professional leadership and are committed to ongoing improvement. The school’s culture of inclusive leadership promotes growth and confidence in students, teachers and parents/whānau. They are encouraged to lead and learn in a supportive and trusting environment. Consequently, there is a strong sense of belonging and an awareness that each individual can have a positive and meaningful influence.

The school has embedded positive learning partnerships with aiga/whānau. The community has embraced the school’s vision of actively promoting and supporting children’s learning. Parents/whānau are included in the school and feel they have a crucial role to play in their children’s learning.

Trustees are representative of their local community and have undertaken board training. They are informed about overall student achievement and are committed to supporting the school’s strategic goals and teachers’ professional learning. Trustees have a positive working relationship with school leaders. They have high expectations for performance and have processes that encourage responsive decision-making. Trustees could now further strengthen their governance role by using specific and relevant supporting documents with indicators of effective practice to further promote reflective practices.

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

Wymondley Road School is increasing students’ involvement in meaningful learning. Students are keen and willing learners. They have good opportunities for engaging in authentic learning, and positive social interaction. Teachers are committed to promoting students’ wellbeing and success. The school has embedded strong learning partnerships with aiga/whānau and is continuing to promote educational success for Māori, as Māori.

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

Graham Randell

Deputy Chief Review Officer Northern

4 March 2016

School Statistics

Location

Otara, Auckland

Ministry of Education profile number

1579

School type

Contributing (Years 1 to 6)

School roll

167

Gender composition

Girls 53% Boys 47%

Ethnic composition

Māori

Samoan

Tongan

Cook Island Māori

other

14%

44%

25%

15%

2%

Special Features

Social Worker in Schools (SWiS)

Review team on site

November 2015

Date of this report

4 March 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2012

September 2008

September 2005