Morningside School

Morningside School

Te Ara Huarau | School Profile Report 


This Profile Report was written within 6 months of the Education Review Office and ​Morningside School​ working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. 


Morningside School is located in Whangārei and provides education for children in years 1 to 6.  Since the last ERO review a new principal and senior leadership team have joined the school.  At Morningside School the core values of Respect – Whakaute, Excellence – Hiranga, Curiosity – Māhirahira, and Community – Whanaungatanga underpin all aspects of authentic everyday learning.  

​​Morningside School​’s strategic priorities for improving outcomes for learners are: 

  • to empower independent learners and for them to understand the need for continuous personal development and academic improvement  
  • focus on approaches that promote an inclusive, positive culturally responsive climate that is conducive to learning and engagement for all 
  • review teaching and learning programmes and implement changes, new initiatives and review findings 
  • a future focused approach ensures continuous growth within our learning communities. 

You can find a copy of the school’s strategic and annual plan on ​Morningside School​’s website. 

ERO and the school are working together to evaluate how well schoolwide teaching pedagogies and assessment practices in mathematics improve achievement to ensure equitable and excellent outcomes for all learners. 

The rationale for selecting this evaluation is:  

  • achievement data identifies there is scope to enhance learner success in mathematics  
  • ensure teaching practices reflect current best practice, are aligned to professional development and are evident in the school’s refreshed mathematics curriculum 
  • recent initiatives in literacy have shown progress and a positive impact for priority learners, and this learning can now be applied more widely across the curriculum.  

The school expects to see a strengthened school mathematics curriculum that aligns with Te Mātaiaho (the refreshed NZ curriculum), ensures consistent schoolwide teaching pedagogies and assessment practices, and engages and extends all learners to achieve equitable and excellent outcomes.   


The school can draw from the following strengths to support the school in its goal to see schoolwide teaching pedagogies and assessment practices in mathematics improve achievement to ensure equitable and excellent outcomes for all learners:   

  • a strong relational approach to nurturing learners in an inclusive learning environment 
  • effective leadership across all levels of the school and teachers who are committed to improving outcomes for all learners 
  • a community that prioritises mathematics achievement and recognises the potential of its learners. 

Where to next? 

Moving forward, the school will prioritise: 

  • embedding consistent mathematics practices across the school 
  • consolidating assessment and moderation practices to ensure there is consistency and accuracy 
  • continuing to build collective teacher capacity, inquiry and knowledge-building, resulting in equitable and excellent outcomes for learners. 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.  

​​Shelley Booysen​
​​Director of Schools​ 

​​9 April 2024​    

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. 

Morningside School

Board Assurance with Regulatory and Legislative Requirements Report ​2024 to ​2027 

As of ​February 2024​, the ​Morningside School​Board has attested to the following regulatory and legislative requirements: 

Board Administration 




Management of Health, Safety and Welfare 


Personnel Management 






Further Information 

For further information please contact ​Morningside School​Board. 

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years. 

Information on ERO’s role and process in this review can be found on the Education Review Office website. 

​​Shelley Booysen​
​​Director of Schools​ 

​​9 April 2024​   

About the School  

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. 

Morningside School - 01/07/2019


On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Morningside School’s performance in achieving valued outcomes for its students is: Well placed.

1 Background and Context

What is the background and context for this school’s review?

Morningside School is located in Whangarei and provides education for children in Years 1 to 6. There are over 300 students, and the majority identify as Māori.

ERO’s 2017 report identified significant areas for development in leadership, stewardship, teaching and learning, assessment systems and processes, and internal evaluation. The report recommended the school work with the Ministry of Education (MoE) and the New Zealand School Trustees Association (NZSTA) to increase the school’s capability to improve student achievement. ERO also decided to carry out an ongoing evaluation, over the course of one to two years, to support and evaluate the school’s progress.

The MoE worked with the school to plan improvement in alignment with ERO’s recommendations. The MoE has provided a wide range of support for the school. In addition to the services of a Student Achievement Function (SAF) practitioner, leaders’ and teachers’ capability has been grown through professional development and learning (PLD) about teaching literacy.

Evidence collected through ERO’s ongoing longitudinal review of the school has been used to evaluate the progress trustees, leaders and teachers have made to address the concerns and recommendations identified in 2017. The findings are outlined in the following sections of this report.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

ERO established the following priorities for the review:

  • improving the consistency and quality of teaching and learning

  • developing robust assessment systems and processes

  • strengthening internal evaluation capability and capacity

  • building leadership and stewardship capability to sustain and embed changes.

Improving the consistency and quality of teaching and learning

The quality of teaching and learning across the school has improved. Children learn in inclusive classrooms and experience caring, respectful relationships with each other and teachers. Teachers are using strategies to support students to make accelerated progress in their learning. The 2018 school achievement data show accelerated progress in reading, writing and mathematics.

Educational leadership across the school has significantly improved. Senior leaders have actively promoted building teachers’ capacity to develop more consistent classroom teaching practices across the school. As a result of the PLD, teachers are tailoring instruction to meet the needs of individuals and groups of students. Quality performance management systems create opportunities for teachers to inquire into the impact of their teaching on student outcomes.

Developing robust assessment systems and process

The school’s assessment systems and processes have improved. Teachers use appropriate tools to gather assessment information. An assessment plan responsive to children’s needs is in place. Internal moderation processes are strengthening teachers’ assessment judgements. To increase the accuracy and consistency of teachers’ judgements, senior leaders plan to moderate assessment information with local schools.

Strengthening internal evaluation capability and capacity

Internal evaluation has improved. Increasingly students, whānau and the wider community are engaging in the evaluation process. Evaluation information is used for generating solutions and decision-making about how to most effectively improve outcomes for students. Senior leaders recognise the need to develop with the school community, a more systematic, coherent approach to internal evaluation aligned to the school’s strategic direction.

Building leadership and stewardship capability to sustain and embed changes

Governance and leadership capability have been strengthened. The board and the senior leadership team have made significant improvements to the school’s organisational systems. The board recognised that further professional development would benefit trustees to increase their understanding of their stewardship roles and responsibilities.

Senior leaders have increased the collective capacity of staff to take action to realise the school’s vision, values, goals and targets. They are more systematic in their approach, aligned to the strategic plan, to improve outcomes for children. To model how a rigorous and useful appraisal process can be implemented to support professional growth, the board could consider engaging an external provider to conduct an appraisal of the senior leadership team.

Key next steps

The board, school leaders and teachers should continue to:

  • embed and expand on effective teaching practices and approaches that promote children’s active learning and accelerate their progress
  • strengthen assessment practices to build teachers’ data literacy capability
  • increase the range and depth of assessment moderation processes to ensure the reliability of the school’s data
  • develop their use of internal evaluation to track progress towards targets and goals for improving students’ educational outcomes and determining actions for ongoing improvement
  • participate in training to develop a shared understanding of the trustee role and responsibilities.

3 Sustainable performance and self review

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

The school is now well placed to sustain and continue to improve its performance. An effective leadership team and more coherent school systems, processes, and practices support a school culture that is focused on student learning and wellbeing.

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
  • school policies in relation to meeting the requirements of the Children Act 2014.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.


On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Morningside School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

1 July 2019

About the School

Ministry of Education profile number1052
School typeContributing (Years 1 to 6)
School roll323
Gender compositionBoys 54% Girls 46%
Ethnic compositionMāori 
NZ European/Pākehā 
other ethnic groups
Review team on siteMay 2019
Date of this report1 July 2019
Most recent ERO report(s)Education Review
Education Review 
Education Review
June 2017 
April 2014 
March 2011