Marshall Laing School

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Education institution number:
1362
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
542
Telephone:
Address:

39 Marshall Laing Avenue, Mount Roskill, Auckland

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School Context

Marshall Laing School is a large contributing school in Mt Roskill, Auckland providing for children in Years 1 to 6. The school serves a multicultural community. Nearly two thirds of the school’s learners have English as an additional language. The roll of 578 children includes four percent who are Māori and 10 percent with Pacific heritage.

The school’s overarching mission is ‘Securing Success for Everyone’. The school charter and strategic direction are underpinned by the aspiration to develop children’s love and ownership of their learning so that they can be confident, proactive learners. This is encapsulated in the school’s motto “the Marshall Laing Learner is a motivated learner who perseveres and strives for excellence’.

Leaders and teachers regularly report to the board school-wide information about outcomes and achievement for children in reading, writing and mathematics.

The school is a member of the Lynfield Kahui Ako l Community of Learning (CoL). The principal is the foundation lead principal. The CoL is well established.

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?

Marshall Laing School is working to achieve equitable and excellent outcomes for all of its students.

Achievement information over the last three years indicates that most children achieve at expected curriculum levels in reading. The majority achieve at expected levels in writing and mathematics. However, the data show that over time there has been a lack of achievement equity, particularly in literacy for Maori and Pacific learners. This trend has become more apparent in the school’s 2017 achievement results.

In 2017, a school-wide focus on improving the achievement of boys in literacy has helped lift their overall achievement. This is attributable to teacher professional learning and development, which has resulted in teachers using specific teaching strategies and a range of support programmes to lift the achievement of boys in reading and writing.

After six years at school, the majority of children, including those who are learning English as an additional language, are achieving well in reading, writing and mathematics.

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

School leaders acknowledge that there is more work for the school to do to accelerate learning for those Māori and other students who need this. Leaders have recently introduced some key initiatives to improve the school’s success in accelerating learning. It is too soon to evaluate what impact these initiatives have had on outcomes for learners.

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?

The board and school leaders provide good leadership. A purposeful strategic plan provides the school with a clear direction. The board actively seeks input into the plan from the school community. The plan is underpinned by relevant school policies and procedures.

Children enjoy a welcoming environment and an inclusive culture that promotes their wellbeing and achievement. The school’s community is unified around the values and vision. Staff know children very well and are aware of their many and varied cultural backgrounds. Teachers design learning programmes that are respectful of cultural differences.

The curriculum reflects current best teaching practice. It is regularly reviewed and updated to meet children’s current learning needs. A newly developed school-wide te reo Māori curriculum and knowledgeable staff support teachers to deliver the bicultural curriculum. Curriculum documents are future focused and responsive. Children continue to have good access to digital technologies as a feature of the school’s curriculum.

The board, leaders and teachers have a strengths-based approach to helping children achieve their potential and create pathways for children to succeed. Recently, on the basis of credible research, they have introduced an intervention focused on improving outcomes for Maori and Pacific students.Children, parents and teachers work together to build successful, strong home/school learning partnerships. Parents appreciate and value the support of teachers and the school.

Children who require learning support are benefitting from an adapted curriculum and specialist literacy teaching. These children are closely monitored, tracked and well supported, to experience success. For example, children at all levels of the school receive literacy development support from a specialist teacher. Children who speak languages in addition to English, are also very well supported, enabling them to make good progress.

There are close relationships between the community and parents/whānau. Parents/whānau value the many opportunities they have to participate in school events and to share in their children’s learning. Strong relationships with early learning services and the local intermediate school facilitate good transition processes for children and their families.

The school has a useful appraisal system where teachers inquire into their professional practice to improve learning outcomes for children. The leadership of this well organised system is distributed and effective.

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

School leaders and the board recognise that the priority is to address existing achievement disparity for boys and for Māori and Pacific children who are at risk of not achieving. New initiatives are underway. However, achievement data are yet to reflect the outcome of these programmes.

Leaders and teachers plan to continue developing curriculum approaches that enable children to have agency in their learning. Next steps could include reviewing and evaluating how effectively inquiry learning strategies contribute to children developing a sense of ownership of their learning.

Strengthening the school’s internal evaluation and reporting practices is likely to enhance the school’s current processes designed to achieve equity and excellence. Improving processes to support deeper analysis and interrogation of achievement information is a next step. The board, leaders and teachers would then be better placed to evaluate the effectiveness of the various initiatives and strategies that are being used to accelerate the progress of children who are at risk of not achieving.

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.

Provision for international students

The school is a signatory to the (Pastoral Care of International students) Code of Practice 2016. At the time of this review there was 1 long stay international student attending the school.

The school has attested that it complies with all aspects of the Code. ERO’s evaluation process confirms that the school’s internal evaluation processes are of good quality.

Marshall Laing School provides international students with pastoral care processes of a high standard. The school offers good quality English language support for learners. Children integrate well into the school’s educational programmes and are immersed in all aspects of school and community life.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • its multi-cultural school community and inclusive culture founded on whanaungatanga relationships and the celebration of cultural difference

  • school leadership that is collaborative, strengths based and builds trust with children, parents and whānau

  • a board that consults well with the school community and has a strong commitment to improving outcomes for children.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • developing curriculum approaches that help children to have greater ownership of their learning

  • evaluating the impact of initiatives aimed at accelerating the achievement of learners who are at most risk of not achieving

  • continuing to improve the school’s capacity for effective internal evaluation, inquiry and knowledge building to sustain improvement and promote parity for all children.

ERO’s next external evaluation process and timing

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

7 August 2018

About the school

Location

Mt Roskill

Ministry of Education profile number

1362

School type

Contributing (Years 1 to 6)

School roll

551

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori 4%
Pākehā 15%
Indian 42%
Asian 26%
Samoan 5%
Middle Eastern 4%
other 4%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

June 2018

Date of this report

7 August 2018

Most recent ERO report(s)

Education Review September 2015
Education Review June 2012
Education Review December 2009

Findings

Marshall Laing School has a very positive profile in the local community. It provides students and whānau/family with a welcoming and inclusive environment. The curriculum promotes and supports students' learning and wellbeing. The school responds well to its diverse community by engaging parents and families to support students' learning.

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?

Marshall Laing School, in Mt Roskill Auckland, provides education for students in Years 1 to 6. The school has a growing roll and caters for its culturally rich community very well. Many students speak languages other than English at home. Two percent of students identify as Māori and ten percent of students have Pacific heritage. A number of second generation families also attend the school.

Since the 2012 ERO report a new principal and two new assistant principals have been appointed. Building on good foundations, the new leadership team is further enhancing the school’s well established culture and very positive profile in the local community. Classrooms have been refurbished and there is increased provision for e-learning.

Families participate in the school’s extensive calendar of curriculum, arts, cultural and sporting events. The school provides an environment and culture that is welcoming, inclusive and strongly focussed on student wellbeing and achievement.

Marshall Laing School is a member of the recently established Lynfield Community of Schools.

The school has a positive ERO reporting history. The 2012 ERO report noted that students could talk knowledgeably about their learning and that they were motivated to participate, contribute and achieve. This continues to be the case. Self review has supported school leaders to make progress in the areas for development identified in the 2012 ERO report.

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 student achievement data indicates that in 2014 most students achieved at and above the National Standards in reading and in mathematics. Lifting student achievement in writing is an ongoing priority.

The progress and achievement of Māori and Pacific students is well monitored by the senior leadership team. Māori and Pacific students are achieving at similar levels to the national Māori and Pacific cohorts. Senior leaders are aware that further targeted action is necessary to ensure that Māori and Pacific student achievement is more comparable to that of all other students at the school.

A school wide focus on writing is helping to raise student achievement levels. The school has established strong internal and external moderation processes to enhance the reliability of its achievement information. Senior Leaders are now planning to work on a Ministry of Education moderation initiative in mathematics. This could further strengthen the school’s moderation processes.

Focussed professional learning opportunities and the establishment of teacher professional learning groups, in writing, maths and English language learning are impacting positively on student progress, achievement and engagement. Teachers collectively share teaching approaches to raise achievement levels and to address the needs of individual students.

Senior leaders use achievement information to set school priorities and achievement targets. Teachers use achievement information well to respond to student’s learning needs. Students with specific learning needs and abilities are identified and catered for effectively. Provision includes targeted teaching initiatives, enrichment programmes, and well considered English language learner programmes.

Teachers support students well to talk knowledgeably about their current goals, progress and achievement. Students are confident and secure in the learning environment and enjoy their learning activities and experiences. They are generally well engaged in classrooms and benefit from respectful relationships between teachers and students. Schoolwide values support students’ sense of belonging and wellbeing.

Parents receive good information about their child’s progress and achievement in relation to the National Standards in reading, writing and mathematics. Parents are also well informed about children’s progress and achievement in other learning areas, through written reports and student led three-way (student, parent, teacher) conferences. Student goal setting and the three-way conferences assist students to increasingly manage their own learning.

The board of trustees receives comprehensive information from the principal and senior leaders about student achievement. This information is well used to make decisions about goals and resourcing priorities.

During the course of the review school leaders and ERO discussed continuing to use professional learning to assist teachers to accelerate the progress of students who are not yet achieving the National Standards.

3 Curriculum

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

The school’s curriculum effectively promotes and supports students learning and wellbeing. It emphasises the school values of respect, care and responsibility.

Students benefit from a broad and engaging curriculum that appropriately prioritises literacy and numeracy. Students benefit from opportunities to learn other languages, participate in extension classes in maths and science and take part in arts and sports programmes. English language learners are catered for effectively in classrooms and specialist teaching programmes.

The school continues to prioritise reading, writing and mathematics as the foundations of learning. Other learning areas are integrated into various topics and themes called “inquiry learning”. There is a high degree of consistency in teaching approaches across classrooms and teaching teams.

Teachers deliver a culturally responsive curriculum. They have undertaken professional development to utilise the Pacific Education Plan.

An increasing emphasis on e-learning supports the school’s curriculum. Teachers and students use a variety of digital devices and approaches. School leaders have made good use of the strategic plan, to progressively extend e-learning opportunities. They have increased the number of digital classes, built student and teacher e-learning capability and are providing resourcing and infra structure support for an increasingly on-line learning environment.

School leaders agree the school’s curriculum could be further developed by:

  • continuing to strengthen students’ self management of learning

  • reviewing it against the principles and values of the New Zealand Curriculum

  • ensuring the documented curriculum reflects the school’s advances in e - learning.

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

The school is effective in promoting educational success for Māori, as Māori. The school has 13 students who identify as Māori. These students are well engaged in learning and take leadership roles in school events including in kapa haka performances and pōwhiri.

School leaders offer leadership opportunities to develop teachers’ understanding of Māori language and identity. Leaders and staff demonstrate a commitment to New Zealand’s bicultural heritage by prioritising participation in appropriate professional learning.

Whānau are well engaged in school life and express appreciation for the school’s inclusive culture. Whānau views and perspectives are used to inform strategic planning and set targets. The board and senior leaders report to whānau about the school’s progress in relation to these plans and targets.

The board of trustees and school leaders acknowledge that they should, in consultation with whānau and Māori leaders, develop a sequential school-wide programme of te reo and tikanga Māori.

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. The school’s board includes new and experienced trustees. They bring expertise and knowledge to their roles. The board have implemented the school’s latest strategic plan and use this plan as a tool to review their progress against the goals. The board has successfully managed the appointment of, and transition to, the new leadership team. The board has also managed well the classroom upgrades and refurbishment projects.

The principal and the two associate principals work well as a team. They model a commitment to home-school partnerships. Senior leaders are proactive, visible, and strongly value community engagement. Curriculum evenings, hui, fono evenings and the establishment of a homework club are initiatives that strengthen home-school learning partnerships.

The senior leadership team have strengthened self review processes. Self review is an integral component of school operations. The school’s appraisal system and procedures have been recently reviewed. As a result, appraisal is now a well considered process, aligned to school development and achievement goals. There is a school culture of ongoing improvement.

The board agrees that important next steps for its strategic planning include:

  • managing roll growth in a considered and effective manner

  • continuing to offer opportunities for growing distributed leadership throughout the school.

Provision for international students

Marshall Laing School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238Fof the Education Act 1989.At the time of the review there were five international students attending the school. The school requires all international students to be living with their parents.

The school provides international students with a very good standard of education that includes English language support programmes. Students are warmly welcomed and enjoy many opportunities to participate fully in school activities. Good quality pastoral care ensures students integrate well into the life of the school and community. Parents receive comprehensive information regarding their child’s progress and achievement.

The school has attested that it complies with all aspects of the code. ERO’s investigations confirmed that the school’s self review processes for international students is thorough.

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

Marshall Laing School has a very positive profile in the local community. It provides students and whānau/family with a welcoming and inclusive environment. The curriculum promotes and supports students' learning and wellbeing. The school responds well to its diverse community by engaging parents and families to support students' learning.

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

Graham Randell
Deputy Chief Review Officer Northern (Acting) 

About the School

Location

Mt Roskill, Auckland

Ministry of Education profile number

1362

School type

Contributing (Years 1 to 6)

School roll

536

Number of international students

5

Gender composition

Girls       51%

Boys      49%

Ethnic composition

Māori
Pākehā
Indian
Chinese
other Asian
Middle Eastern
Samoan
Tongan
other Pacific
other

  2%
14%
42%
10%
12%
  8%
  3%
  3%
  4%
  2%

Review team on site

June 2015

Date of this report

21 August 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2012
December 2009
August 2006