Kingsford School

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Education institution number:
1333
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
286
Telephone:
Address:

54 Raglan Street, Mangere East, Auckland

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Summary

Kingsford School caters for children in Years 1 to 6 and has a roll of nearly 400. About 75 percent of children enrolled are Pacific, with the largest groups being Samoan and Tongan. Māori children make up 20 percent of the roll.

Since the 2014 ERO evaluation teachers have participated in professional learning and development (PLD) to strengthen mathematics teaching. More recently there has been a focus on developing teachers’ reflective practice and literacy teaching. The board appointed a new principal in January 2017.

Kingsford School is one of the six schools in the West Papatoetoe Community of Learning|Kāhui Ako (CoL). The agreed focus areas for this CoL include improving engagement in science and raising achievement in reading and writing.

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

The school is developing its capacity and capability to accelerate learning for all children. Raising the achievement of Māori and Pacific children is a school priority. Improving the boys’ achievement in reading is also a school focus.

The school’s processes and actions are mostly effective in helping to achieve equity and excellence. They include:

  • leadership for equity and excellence that is re-focusing school priorities on accelerating learning

  • improving the collective capacity of teachers to make evidence based decisions about teaching and learning

  • a responsive curriculum that celebrates and affirms children’s languages and cultural identities

  • providing opportunities that engage parents/whānau at school and involve them in partnerships that focus on learning.

Agreed next steps include developing a planned approach that supports the school’s new direction, documenting a school curriculum, strengthening learning partnerships with parents/whānau and strengthening evaluation to support ongoing improvement.

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains. 

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?

Kingsford School is somewhat effective in its responses to children whose learning and achievement need acceleration. While there is some evidence that the school isaccelerating the progress of those children at risk of not achieving, these processes need to be made clearer and more coordinated.

The board and leaders have developed improvement plans to accelerate children’s progress and achievement. The board’s strategic plan prioritises school-wide targets in writing and mathematics.

Leaders and teachers have identified students at risk of not achieving in reading, writing and mathematics. Teachers have regular discussions that help them to inquire into their own practice and make decisions about how they can better support learners.

The school’s 2016 achievement data shows that about 70 percent of children achieve at and above the National Standards in reading, about 40 percent in writing and nearly 50 percent in mathematics. This data shows that since 2015 achievement has improved in reading, stayed the same in writing and declined in mathematics. In reading, achievement has improved for Māori and for boys. A disparity for boys remains in writing achievement.

Leaders and teachers are reviewing assessment processes. This should help to ensure greater consistency and dependability of overall teacher judgements in relation to the National Standards.

Settled, well organised learning environments support student learning. Positive developments include varied teaching and learning approaches to accelerate children’s progress. Some teachers are using effective teaching strategies with children.

School conditions supporting equity and excellence

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

The long-serving board chairpersonand other trustees represent and serve the school and reflect the cultures of the community.Through the school’s well communicated set of values, children are supported to understand and apply positive attitudes and behaviours to their learning.

The principal has reviewed several areas of school operation. He is determining a new vision for the school with a deliberate focus on accelerating student progress and improving teaching practice. Reviewing and strengthening the distribution of leadership roles is supporting the enactment of school goals.This has the potential to contribute positively to consistent teaching and learning practices across the school.

The school curriculum prioritises literacy and mathematics. Curriculum design ensures that children’s cultures are celebrated well. Māori and Pacific learning themes are reflected in teaching programmes. Good use is made of local contexts and experiences outside the classroom to enrich learning experiences.

Parents have many opportunities to participate in school events and learning experiences. Hui for whānau Māori are a useful opportunity to connect with parents of tamariki Māori. A well established programme supports children and whānau to become familiar with school routines before children start school at five years of age. Parents have regular opportunities to participate in practical activities in literacy and mathematics that help them support their children at home.

Sustainable development for equity and excellence

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

The principal has clearly identified a new vision to improve equity and excellence at the school. Building teachers’ collective capability through a focus on improving school-wide systems and processes will help meet the school’s vision and goals.

Leaders are planning to review the curriculum. Priorities identified by leaders include designing a whole school approach to curriculum development, improving access to digital technologies and increasing strategies that provide children with more choices about their learning.

School leaders recognise the value of improving learning partnerships with parents/whānau of children at risk of not achieving. The board acknowledges the important role that parents/whānau have in strengthening these partnerships.

A next step for leaders and teachers is to strengthen internal evaluation. Developing processes that measure the impact of initiatives and programmes on improved outcomes for children will support the board’s resourcing decisions. Trustees acknowledge that it would be useful to access support to help them understand and scrutinise board reports, especially those relating to achievement information.

Agreed next steps are to:

  • develop a planned approach to strengthening leaders’ and teachers’ capability and supporting knowledge building and purposeful inquiry into practice

  • develop and document a school curriculum that is responsive to children’s learning needs and promotes greater student ownership of their learning and achievement

  • strengthen internal evaluation so that trustees can better scrutinise achievement information to support greater equity and excellence for all learners

  • strengthen learning partnerships with parents/whānau of those children at risk of not achieving.

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.

Actions required

ERO identified non-compliance in relation to reporting to parents. In order to address this the board must ensure that it reports to parents about students’ progress and achievement in relation to the National Standards.
National Administration Guideline 2A(a).

Going forward

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

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • need to develop and implement approaches that effectively meet the needs of each child
  • need to improve the school conditions that support the acceleration of children’s learning and achievement.
  • need to build teacher capability to accelerate children’s learning and achievement.

The school agrees to:

  • develop more targeted planning to accelerate learning for children
  • monitor targeted planning, improved teaching, and children’s progress
  • discuss the school’s progress with ERO.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

14 July 2017

About the school 

Location

Mangere East, Auckland

Ministry of Education profile number

1333

School type

Contributing (Years 1 to 6)

School roll

391

Gender composition

Boys 54% Girls 46%

Ethnic composition

Māori
Samoan
Tongan
Cook Islands Māori
Indian
Niue
Asian

18%
31%
30%
11%
5%
3%
2%

Provision of Māori medium education

No

Review team on site

May 2017

Date of this report

14 July 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2014
June 2011
January 2008

 

Findings

Students at Kingsford School benefit from increasingly good teaching in student-centred learning environments. Parents are encouraged to support their children’s learning. School leadership is collaborative and effective. There is a shared commitment to strengthening teaching practices and improving outcomes for all students.

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?

Kingsford School in Mangere East, Auckland caters for students in Years 1 to 6 and serves an ethnically diverse community. Twenty percent of the students are Māori, and seventy-five percent have Pacific heritage. Students and teachers enjoy a sense of belonging in their school. Children relate positively to teachers and staff and appreciate support such as the breakfast club, milk and fruit provided for their wellbeing.

The long-serving principal is respected in the community and works well with the deputy principal and team leaders to provide good management and leadership. A recent restructure of the senior leadership team is helping to further build professional leadership in the school.

The board of trustees, led by a long-serving board chairperson, has responded positively to the recommendations made in the 2011 ERO report. Good practices identified in that review have been sustained and further improvements made. The board works collaboratively with the principal and teachers to progress the school’s developments and to make positive changes in learning outcomes for students.

Since 2011, the school has been supported by a Student Achievement Function (SAF) practitioner from the Ministry of Education. Teachers have participated in professional learning and development that is focused on raising student achievement.

2 Learning

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

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. School leaders use data to set priorities for students‘ learning, to identify the professional learning and development needs of teachers, and to make resourcing decisions.

The school’s data about achievement in relation to the National Standards suggests that over half of the students achieve at or above the standard in reading, writing and mathematics. As a result of teachers setting clear targets for achievement, the school’s 2013 achievement information showed that some students have made significant gains.

Realistic targets are monitored well and teachers have a better understanding of analysing achievement information. Increasingly, teachers use this information to guide specific and focused teaching. Teachers are continuing to monitor student progress closely and provide relevant and appropriate learning opportunities to increase the pace of achievement. Teachers report that the recent focus on strengthening their capability in making judgements and moderating assessment information helps to ensure that school data are reliable.

Team leaders take responsibility for students’ progress and achievement and report yearly to the board. Professional learning has helped teachers to raise their expectations of students’ rate of progress. They have made significant changes to their practice as a result. Collaborative professional conversations help to make teaching more relevant to students’ needs.

3 Curriculum

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

The school’s curriculum promotes and supports student learning effectively. Students respond positively and are engaged in purposeful learning.

Students work together in class enthusiastically and demonstrate mutual respect and respect for their teachers. Some students are able to talk confidently about their learning, their achievement levels and their next learning steps. Classes display students’ learning levels in different and appropriate ways for students to help support and accelerate learning.

Teachers use relevant contexts for students’ learning. Their own professional learning has increased their knowledge and understanding of te ao and tikanga Māori. They are increasing their ability to include Māori and Pacific cultural contexts in programmes. Māori and Pacific staff support individuals and classrooms and work with teachers to build students’ confidence to engage in classroom learning.

Teachers who hold curriculum portfolios lead planning and evaluation across the school and work closely with team leaders and other teachers to review and develop their curriculum areas. There is good support for teachers to spend time planning their teaching and considering its impact. Working in teams to provide an enriched curriculum is helping teachers to remove learning barriers for their students. Team leaders use good strategies to monitor the consistency of teaching methods across the school.

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

Recent school data for 2013 indicate that many Māori students show positive gains in reading, writing and mathematics.

School leaders have been thinking about how to promote success as Māori in the school most effectively. Involving Māori whānau in the school’s curriculum and in their children’s learning more has increased attendance at hui and home-school partnership meetings. Tikanga and te ao Māori are valued in the culture of the school, and all students are included in cultural celebrations and in whakatau when welcoming visitors to the school.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

Trustees are committed to governing the school well. They represent the diverse, predominantly Māori and Pacific community. They discuss and articulate the vision and values of the school and focus on improving student outcomes and monitoring progress towards achieving their goals. Trustees promote a flexible approach and work as a well informed and cohesive team to ensure that the school provides well for its students’ whānau. A good process is in place to ensure regular review of board processes so that effective practices can be affirmed and shared with new board members.

The positive impact of professional learning is evident at all levels of leadership. Effective strategies are helping to build leadership capability and trusting relationships amongst staff. School leaders have developed a flexible team approach and share a strong commitment to raising student achievement. There is a growing shared commitment by all school staff to improving student achievement and they acknowledge the positive impact of external support over the last several years.

Families are becoming more involved in the life of the school and in supporting their children’s learning. High levels of attendance at goal setting and conferencing evenings are evident. Parents who speak languages other than English are encouraged by cultural and language support from staff. Many parents attend excursions with their children and are encouraged to be involved in the school, where possible.

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

Students at Kingsford School benefit from increasingly good teaching in student-centred learning environments. Parents are encouraged to support their children’s learning. School leadership is collaborative and effective. There is a shared commitment to strengthening teaching practices and improving outcomes for all students.

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

Dale Bailey

National Manager Review Services Northern Region

24 June 2014

About the School

Location

Mangere East, Auckland

Ministry of Education profile number

1333

School type

Contributing (Years 1 to 6)

School roll

401

Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori

Tongan

Samoan

Cook Island Māori

Indian

Niue

Other

18%

32%

29%

11%

5%

3%

2%

Review team on site

May 2014

Date of this report

24 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2011

January 2008

May 2005