Zayed College for Girls - 02/11/2018

School Context

Zayed College for Girls is a secondary school offering education for students in Years 7 to 13 in an Islamic environment. It is located in Mangere, South Auckland. The school roll has been stable at around 100 pupils for three years. Students from a range of cultural backgrounds attend the school.

The school’s mission statement is to provide a student-centric environment, allowing young women to achieve their personal potential and feel confident in their Islamic identity and citizenship. The key values of respect, integrity, diligence and equity underpin the vision of developing students with ‘beautiful character and fully realised academic potential’.

The board’s strategic goals focus on:

  • integrating Islamic values throughout the school environment

  • reaching high academic achievement

  • building strong and sustainable governance and leadership

  • strengthening learning partnerships between school parents and the wider community.

Key achievement targets are created at all year levels. This includes achievement targets for National Certificate of Educational Achievement (NCEA) in Years 11 to 13 for all students, including English Language Learner (ELL) students. Goals are also set for literacy and numeracy for students in Years 7 to 10.

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

  • progress and achievement in reading, writing and mathematics

  • achievement within the New Zealand Qualifications Framework

  • school leaver qualifications and destinations

  • wellbeing for success.

Since the 2015 ERO review, two new senior leaders have been appointed. Schoolwide professional learning and development has focused on the use of digital tools and linking this to staff appraisals. ERO’s 2015 report noted key next steps for the school that included the building of professional relationships across the school, establishing clearer expectations for staff in teaching and learning, building expertise in governance and leadership, promoting student achievement, and embedding the board’s operational and strategic plans. Good progress has been made in these areas.

The school is part of the Mangere East Community of Learning | Kāhui Ako (CoL).

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?

The school continues to raise achievement levels for all students in NCEA. The school has high retention rates through to Year 13.

Roll based data indicate the majority of Year 11, and almost all Year 12 and 13 students are achieving well in their respective NCEA levels. These positive results have been sustained over the last three years. The Year 12 and 13 student achievement rate is consistently above national averages, while Year 11 achievement is comparable with similar schools.

University Entrance achievement rates are consistently above similar schools and national averages. Over the last three years there has been an increase in excellence endorsements across all NCEA levels.

Year 7 and 8 students’ achievement information shows less than half are achieving at curriculum expectations for reading, writing and mathematics. Higher levels of achievement in Years 9 and 10 are evident for some students. Longitudinal tracking shows the school is accelerating student achievement and increasing equitable outcomes for most students over their time at school.

School values are specifically taught as an integral aspect of the college’s curriculum. The students are confident in their language and identity as young Islamic women. They enjoy a sense of belonging and connection to the school, friends, faith and the wider community. Students take leadership roles and show respect to each other.

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

The school is becoming increasingly effective in responding to those students whose learning needs acceleration.

Students whose learning requires acceleration are clearly identified by the school. They are provided with programmes, such as English language lessons and the support of bilingual teacher aides, to assist their learning. Data show that Year 7 and 8 students require greater utilisation of these programmes, as they increase their English language skills.

Greater acceleration of learning is evident in Years 9 and 10 for some students. Leaders attribute this to the strong focus on vocabulary and literacy skills. The school’s digital focus has also supported this acceleration through student access to Google e-learning.

The school’s responsive approach to students in Years 11 to 13 students is very effective in supporting student success in NCEA. Targeted student programmes with individualised pathways are lifting student achievement, especially for those at risk of not achieving. A two year NCEA programme provides additional support for some students needing extra support.

Teachers have begun to share strategies that have a positive impact on student engagement.

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?

Effective stewardship, a responsive curriculum and pastoral care systems are key school conditions that enable learners to achieve equity and excellence.

The board’s effective stewardship positively influences equity and excellence for learners. A well-designed strategic plan supports progress towards a shared vision. It guides the board’s decision making about resourcing, personnel and professional development. The plan also assists leaders and staff to meet strategic goals and improve learning outcomes for students. The board regularly evaluates policies and procedures to ensure governance and leadership practices align and legal requirements are met.

The school’s responsive curriculum is actively promoting greater engagement in learning and improving outcomes for students. Learning opportunities have been broadened with the inclusion of external tutors teaching supplementary subjects and students undertaking activities within the community. Individualised pathways in the senior curriculum result in students achieving quality credits. This success has increased excellence endorsements. Schoolwide shared values and the focus on community service is helping build students’ sense of identity and confidence as learners.

Pastoral care systems are comprehensive and well-coordinated. There is effective liaison between leaders, the counsellor and teachers to support students’ wellbeing. Proactive programmes such as peer mediation and timely workshops that are relevant to the girls’ lives, are supported by the board-funded counsellor.

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

Continuing to progress teaching approaches that support acceleration of learning is a focus for the school. Leaders have identified key strategies that include developing digital pedagogy to increase student agency, personalising learning content, and encouraging self-management skills. The development of appraisal processes is ongoing. Leaders and teachers could embed teaching as inquiry to further support adaptive teaching practices and be more responsive to students’ interests and needs.

Deepening the school’s current internal evaluation processes will help further lead school improvement. Aspects of internal evaluation practice that need strengthening are:

  • ensuring evaluation practices are built into school operations

  • linking evaluation to student outcomes

  • using the cycle of inquiry to ensure continuous improvement.

School leaders recognise the value of, and continue to work on, building a stronger professional culture. They are developing strategies to build collaborative practices, facilitate open-to-learning discussions, and support staff wellbeing.

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:

  • sound governance that promotes strategic alignment and resourcing to support student success

  • a responsive curriculum that promotes individualised pathways for student success

  • comprehensive pastoral care system that supports wellbeing and responds to students’ needs.

Next steps

For sustained improvement and future learner success, the board and leaders agree that priorities for further development are in:

  • continuing to develop teaching approaches that support the acceleration of learning

  • expanding current internal evaluation practices to measure the impact and effectiveness of initiatives on improving student outcomes

  • continuing to develop professional relationships that support an open-to-learning culture.

ERO’s next external evaluation process and timing

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

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

2 November 2018

About the school



Ministry of Education profile number


School type

Secondary School

School roll


Gender composition

Girls 100%

Ethnic composition

Māori 2%

Pākehā 3%

Indian 45%

African 12%

Middle Eastern 7%

other Asian 24%

other Southeast Asian 6%

other ethnic groups 1%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

September 2018

Date of this report

2 November 2018

Most recent ERO report(s)

Education Review October 2015
Education Review May 2013
Private School Review September 2010