34 Shakespeare Road , Milford, Auckland
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Milford School, Auckland provides education for students in Years 1 to 6. The school delivers The New Zealand Curriculum and is an International Baccalaureate Primary Years Programme (IBPYP) School.
The school’s vision is, ‘to be a leading Primary Years Programme (PYP) school renowned for innovative education and an inclusive community where students are empowered to embrace challenges, celebrate diversity and contribute to a better world’.
The school roll is 626 and serves a multicultural community. The ethnic composition is Asian 48%, New Zealand Pākehā 42%, Māori 6% and other ethnic groups 4%.
The school evaluated how the school’s strategic goals promote students to be flourishing learners with a strong sense of cultural identity. The school curriculum review strengthened approaches for enhancing students’ cultural identities. This contributed to students’ rates of progress and more equitable achievement outcomes.
The greatest shift that occurred through improved visibility of the school curriculum, and the consistency of the school’s language of learning through the use of PYP frameworks. This included identifying how these add value to quality learning experiences and outcomes for students.
| How well are learners succeeding? | Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups. |
| What is the quality of teaching and learning? | Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.
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| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | School planning and conditions to support high quality education for learners are driving excellent school performance. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents and whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards Government reading, writing and mathematics targets and is likely to meet them by 2030.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Students are engaged in learning in caring and culturally inclusive classroom environments; this results a strong sense of belonging. Students demonstrate pride in their learning; know what they are learning and are increasingly able to talk about their learning next steps.
School programmes value the diverse languages, cultures and identity students bring to their schooling.
Students experience a wide range of meaningful learning opportunities through the school curriculum. Specialist teachers and learning assistants are integral to teaching and learning approaches.
Senior leadership builds and sustains a school culture committed to high quality teaching practices; they relentlessly pursue improvement goals and targets to sustain students’ progress and achievement over time.
Well-considered staff professional development is identified through the school strategic goals increase staff capability and capacity of all staff to enable high-quality teaching and learning practices to support all students. Structured literacy and mathematics programmes continue to embed and strengthen.
Robust evidence and evaluation by board, leaders and staff guide school strategic decision making and sustains ongoing improvement for students.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there were 5 international students attending the school.
The school supports international students to access a broad school curriculum and are fully integrated into the life of the school community. International students are well supported with effective teaching programmes and learning support strategies are in place for those with learning needs.
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
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ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Sharon Kelly
Acting Director of Schools
27 February 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 18 months of the Education Review Office and Milford School (Auckland) 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 www.ero.govt.nz
Milford School is located in Milford, on Auckland’s North Shore. It provides education for students in Years 1 to 6.
At Milford School teaching and learning focuses on a concept-driven, inquiry-based curriculum, with rich units of inquiry under broad transdisciplinary themes. The school delivers the New Zealand Curriculum and, as an IBPYP (International Baccalaureate Primary Years Programme) School, use IBPYP framework to support their learners by taking in-depth inquiry into authentic units through a transdisciplinary lens.
Milford School’s strategic priorities uses the three pillars of Ako, Whanaungatanga, Hauora for improving outcomes for learners. These are:
providing a quality education that empowers curious, creative, and critical thinkers who strive for success in all they do
creating an inclusive culture where diversity and difference are welcomed and respected and where cultural identity is valued and supported
enhancing well-being through the promotion of strategies and skills that build personal resilience.
You can find a copy of the school’s strategic and annual plan on Milford School (Auckland)’s website.
ERO and the school are working together to evaluate to what extent the school’s strategic pillars promote students to be flourishing learners with a strong sense of cultural identity.
The rationale for selecting this evaluation is to:
provide an understanding of what it means and looks like for our learners to be confident and capable, flourishing learners with a strong sense of cultural identity
work in collaboration with staff and whānau around what a strong sense of cultural identity looks like
ensure school leaders and staff are continuing to provide an environment that supports and
promotes positive learning and wellbeing outcomes for all students.
The school expects to see learners experience a culturally responsive and localised curriculum reflecting the pedagogy of IBPYP. Learners will demonstrate agency and self-efficacy in their learning to achieve equity and excellence of outcomes.
The school can draw from the following strengths to support the school in its goal to evaluate the extent that the school’s strategic pillars promote students to be flourishing learners with a strong sense of cultural identity:
Milford School has a strong conceptual, inquiry-based pedagogy through the New Zealand Curriculum and IBPYP, where students understand, know, and do, and use a consistent language of learning
community collaborations enrich opportunities for learners to become confident, connected, actively involved, lifelong learners
systematic, collaborative inquiry processes and challenging professional learning opportunities and
coaching processes, build professional capability and collective capacity.
Moving forward, the school will prioritise:
embedding culturally responsive teaching, learning and assessment practices
continuing to develop the localised curriculum, reflective of the pedagogy of IBPYP.
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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
21 November 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of October 2022, the Milford School Board has attested to the following regulatory and legislative requirements:
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Yes
Yes
Yes
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Yes
For further information please contact Milford School Board of Trustees.
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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
21 November 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the code.
At the time of this report there were seven international students attending the school and no exchange students. Prior to Covid in 2020 the school usually had at least 20 international students. The school aims to ensure that international students have access to a broad school curriculum and are fully integrated into the life of the school community. International students are well supported with effective procedures in place for language and learning needs. The school website has comprehensive information about the programmes offered.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
21 November 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Milford School on Auckland, North Shore caters for children in Years 1 to 6. The school has a positive ERO reporting history. Since ERO's 2011 review, the school has appointed a new principal and several new teachers. New trustees have recently been elected, and there is a new board chair.
The vision and valued outcomes defined by the school for all children are to be "inspired to learn and achieve". The school aims to "provide education and life skills… and reflect the changing needs of the local community".
The school's educational goals are based on a philosophy where "every child is given the opportunity to reach their full potential." The school values are "respect, responsibility, honesty, integrity, tolerance, self-control, independence and a strong work ethic".
School trustees, leaders and teachers are committed to all children achieving equitable outcomes. The school’s achievement information shows that in 2013 to 2015, 85% of children achieved at or above the National Standard in reading and 83% achieved at or above in writing. In mathematics, children achieve very well with 88% of the children at or above the National Standard.
In response to the school's analysis of achievement information against the National Standards, the board set more specific charter targets to accelerate Pacific students' progress in 2015 and Māori students' progress in 2016. Māori and Pacific children are not yet consistently achieving at the same high levels as other groups of students in the school. While some individual Māori and Pacific children achieve well, others continue to require more targeted support to accelerate their learning.
The school has useful tools and processes in place to evaluate children's progress and achievement. Continuing to find ways to document teachers' observations would provide rich opportunities for teams to reflect on teaching strategies that result in accelerated progress.
Since the 2011 ERO external evaluation, teachers have continued to participate in a wide range of professional learning including writing, mathematics, science and curriculum planning. External support for teachers is in place for the teaching of te reo Māori, at some year levels. External professional development is also supporting team and school leaders to further develop their leadership expertise.
Teachers are enhancing their effectiveness in responding to Māori children whose learning and achievement require acceleration. In 2016, school leaders began to promote a greater sense of urgency in accelerating Māori achievement.
The school now has a well-structured approach to accelerating the progress and achievement of all Māori children through the use of:
School systems that focus on Māori children and other children who require accelerated learning are well aligned and well led. Mid-year data is showing some Māori students are beginning to make accelerated progress. It would be helpful if teachers evaluated the key reasons for the improvement.
Current teaching plans could be enhanced if teachers more consistently documented the deliberate acts of teaching they are using to achieve accelerated outcomes. Trustees could make use of students' mid-year progress data against the National Standards to review the school's progress and the resourcing needs.
Pacific children benefitted from the school's 2015 charter target focus on their learning and achievement. Accelerated progress was evident for half of these children. The school could also consider setting targets over several years to ensure Pacific children are well placed to transition to their next school.
The board has also prioritised accelerating the progress and achievement of some groups of Year 6 children. Leaders are considering sub-targets to continue to increase equitable outcomes for boys in writing and this has been an ongoing, school-wide focus of professional development.
Staff work collaboratively with the senior leadership team and team leaders to ensure children who require additional support are targeted and monitored. Teachers and leaders meet regularly to discuss student learning. Teaching teams share ideas and teaching strategies. They use a variety of interventions to help accelerate children's progress.
Teacher aides, now called learning assistants, are used more strategically to work with target children in class or through intervention programmes. To continue improving student outcomes, leaders could review the current mathematics approach to target children's progress and efficacy.
Specialised training in English language literacy progressions is supporting teachers to accelerate children's literacy progress and achievement. The school has a number of key staff who are skilled in teaching English for speakers of other languages (ESOL) and who support children, families and other staff well. Ministry of Education audits for the use of ESOL funding highlight the very good practices school-wide that support ESOL learners.
The school continues to respond well to children with additional learning requirements. Children benefit from observant teachers who work collaboratively to identity special learning needs and work alongside families and each other to ensure the right support is in place. Families ERO spoke with expressed their confidence in the school's approach.
The school has a strong focus on supporting effective transitions to school that benefit both children and their families. Children form positive relationships with their teachers. Further consideration of ensuring that transitions within the school are more effective may help to improve student outcomes.
The school's curriculum and organisational processes are effective in promoting excellence. The school is increasing its focus and evaluation to promote equitable outcomes for all children.
A positive, optimistic school culture helps children to settle quickly. Children show empathy for others and enjoy a broad range of leadership opportunities. They develop a strong sense of belonging and identity as a Milford learner. They are proud of their school and benefit from increased access to digital learning approaches. Additions to school facilities are modernising learning environments.
School leaders welcome families warmly and value their input. Parents have good opportunities to participate in their child's education and in the wider life of the school. Reporting to families in relation to the National Standards has been strengthened for children in Years 1 to 3. Leaders have identified that extending learning partnerships with Māori whānau is a key strategic priority.
The school is governed effectively and well led. It is well placed to continue to accelerate children's learning. There is a positive working environment and relational trust for school leaders to make ongoing improvements to benefit children. Leaders value external evaluation and are strengthening internal evaluation systems. Data driven decision making is evident.
Children experience a broad, relevant curriculum. A new school-wide curriculum planning approach is underway to extend children's thinking. Leaders and teachers are continuing to extend opportunities for children to make greater decisions and choices about their learning.
Specialist teachers in music and physical education help promote children's talents, wellbeing and learning experiences. The school makes very good use of the environment to promote children's confidence and teamwork.
Mandarin instruction is provided to extend children's language learning experiences. Cultural groups such as kapa haka and school productions offer children meaningful opportunities to learn about other students' cultures.
Increasing teachers' confidence and expertise to deliver a progressive te reo and tikanga Māori programme is necessary to strengthen the school's bicultural provision. A planned strategic approach is required to extend teachers' capability and also inform school tikanga and kawa. This could help to further affirm the language, culture and identity of Māori children. Over time, this should also help all teachers confidently meet the requirements for teacher registration.
The performance management system is well aligned to the new Education Council requirements. Teachers are developing the ways they document their evaluation about the success of their teaching practices. There are good systems in place to support teachers to develop their evaluation skills.
Leaders and teachers:
The school is well placed to make ongoing improvements. The board and principal have successfully managed a number of significant personnel changes and implemented new initiatives that require time to consolidate and embed. The principal is making good use of external appraisal for the senior leadership team to support effective change management.
The school benefits from a supportive school community that is culturally diverse and multilingual. The board and school leaders have identified it is timely to review the school's vision and valued outcomes. Ensuring the new vision and values incorporate a stronger focus on New Zealand's bicultural heritage, offers the school a meaningful opportunity to consult with Māori whānau.
The principal, board, school leaders and ERO agree that key developments for the school include:
ERO is likely to carry out the next review in three years.
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 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
processes for appointing staff
stand down, suspensions, expulsions and exclusions
attendance
compliance with the provisions of the Vulnerable Children Act 2014
provision for international students.
ERO recommends that the school continues to develop its evaluative capacity for promoting accelerated learning outcomes that result in equitable outcomes for all learners.
Graham Randell
Deputy Chief Review Officer Northern
10 October 2016
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Location |
Milford, Auckland |
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Ministry of Education profile number |
1375 |
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School type |
Contributing (Years 1 to 6) |
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School roll |
526 |
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Number of international students |
40 |
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Gender composition |
Girls 51% Boys 49% |
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Ethnic composition |
Māori Pākehā Chinese Korean Indian Filipino other Asian other Pacific other |
4% 53% 15% 9% 5% 1% 7% 3% 3% |
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Review team on site |
August 2016 |
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Date of this report |
10 October 2016 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
November 2011 August 2008 December 2005 |