Macleans Primary School

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School Context

Macleans Primary School caters for children in Years 1-6. It has an increasing roll representing a wide range of diverse cultures. The roll is approximately 471 children with six percent identifying as Māori and five percent from Pacific cultural backgrounds. English language learners (ELL) make up nearly half of the roll.

The school’s vision is ‘Together – the best we can be’, supported by the values of respect, responsibility and cooperation. The valued outcomes for the Macleans’ learner include, “learning to be, learning to live together, and learning to learn”. The school’s local curriculum promotes the 4Cs: communication, collaboration, critical thinking and creativity.

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

  • achievement in reading, writing and mathematics in relation to curriculum levels
  • progress and acceleration of targeted students
  • other curriculum areas including science and aquatics
  • children with additional needs and those who are English language learners
  • the impact of professional learning and development on children’s learning.

Since the 2015 ERO review, leaders and teachers have participated in whole-school professional learning and development (PLD) in literacy, science, digital technologies and English Language Learning Progressions (ELLP). There has also been an increasing emphasis on incorporating learning-based play into junior classes, Innovative Learning Environment (ILE) pedagogy and student agency.

Macleans Primary School is a member of Te Ara Bucklands Beach Kahui Āko | Community of Learning (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 is working towards achieving greater equity and excellence in student achievement and outcomes.

School achievement data indicate that over the last three years, the majority of children have achieved at or above national curriculum expectations in literacy and mathematics. Writing data over the last four years show a decline in achievement. School leaders attribute this to the increased number of second language learners. The achievement data also indicate in-school disparity for some cohorts of students, in writing.

Achievement data show that for the small cohort of Māori and Pacific students, the majority achieve at expectation in literacy and mathematics. This level of achievement has been sustained over the last two years.

Children with additional needs are well integrated into the school’s inclusive culture. They are very well supported to achieve their personal goals and be successful learners. Effective processes, including deliberate planning and regular tracking of their progress, support these children.

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

School leaders effectively identify, monitor and respond to children who need to make accelerated progress. They acknowledge the challenge to increase parity of achievement in boys’ writing. School achievement data show that some individuals and groups of children, including Māori and Pacific have made accelerated progress in literacy and mathematics.

Teachers effectively use English Language Learning Progressions (ELLPs) to plan for English language learners. School leaders are promoting the use of ELLPs strategies, as deliberate acts of teaching, to increase the rate of accelerated progress for students who need this.

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 school’s processes and practices are increasingly effective in enabling the achievement of equity and excellence and the acceleration of learning.

The school has a deliberate focus on maintaining a clear alignment between the school’s vision and valued student outcomes. Children have many opportunities to develop specific strategies to grow as self-managing learners.

The board, leaders and teachers place children at the centre of teaching, learning and decision making. They promote an inclusive, respectful culture that values diversity and honours children’s language and identity. Meaningful progress is being made to integrate and embed bicultural practice within the school. Children enthusiastically learn about and experience te reo and tikanga Māori.

A key feature of the school’s development is the leadership’s effective and collaborative approach to building teacher capability across the school. Leaders focus on capability building and purposefully engage in professional learning conversations to improve teaching. They actively engage in targeted professional learning to ensure that a relentless focus on improving outcomes for children is maintained. They take collective responsibility for all children and make deliberate decisions about what works well for children who need to make accelerated progress.

The school and community engage in reciprocal learning-centred relationships. Leaders and teachers know students and their families well. Parents and whānau who spoke with ERO appreciate how the school is managing the steadily increasing school roll. They spoke positively about the many ways they are kept informed and involved in the life of the school. This is helping to build strong community support for children’s learning and wellbeing, and for the direction of the school.

Leaders and teachers use a range of approaches for purposeful evaluation for improvement and innovation. Trustees are well informed and make evidence-based decisions, including how best to resource the school.

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

In response to recent professional development, a review of the school curriculum has started. Leaders and trustees agree that aligning curriculum expectations, relevant learning and teaching theories and practices is a priority. This should provide a sound foundation for further building children’s self-management skills for learning.

Leaders and teachers have identified the need to continue:

  • identifying effective strategies to increase parity in achievement for all students, in writing

  • evaluating current processes and practices to understand what makes the biggest difference for all learners.

3 Other Matters

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review, there was one international student attending the school and a small group of short-stay children and their accompanying parents.

International students benefit from the school’s pastoral care systems and its inclusive, positive environment. English language programmes support the students to participate successfully across the curriculum and help them to integrate into all aspects of school life.

4 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Macleans Primary 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

6 Going forward

Key strengths of the school

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

  • an inclusive and respectful culture that places children at the centre
  • a collaborative and cohesive approach to teaching and learning that ensures high expectations for all
  • strong school leadership that creates and sustains high relational trust through effective communication.

Next steps

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

  • reviewing the school’s local curriculum to ensure that expectations, teaching theories and practices align to foster positive outcomes for all learners
  • continuing to inquire into effective assessment systems and practices
  • using internal evaluation to understand what makes the biggest difference for children in terms of taking more ownership of their own learning and achieving equitable outcomes for all.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

25 November 2019

About the school

Location

Bucklands Beach, Auckland

Ministry of Education profile number

1388

School type

Contributing – Years 1-6

School roll

471

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori 6%
NZ European/Pākehā 9%
Pacific 5%
Chinese 23%
Indian 16%
African 14%
South East Asian 10%
other Asian 7%
other European 5%
other ethnic groups 5%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2019

Date of this report

25 November 2019

Most recent ERO report(s)

Education Review May 2015
Education Review August 2010
Education Review July 2007

Findings

Macleans Primary School provides high quality, holistic education for all students. The school places the learner at the centre of all decisions. Students learn and achieve within an inclusive environment that supports diversity and student leadership. High expectations and a focus on excellence are integral to the school’s success.

ERO is likely to carry out the next review in four-to-five years.

1 Context

What are the important features of this school that have an impact on student learning?

Macleans Primary School, in the east Auckland suburb of Bucklands Beach, continues to provide high quality education for students. Since ERO’s 2010 review, the Māori roll has remained constant and constitutes eight percent of the school roll. The school is very multi-ethnic and approximately 33 percent of students are learning English as an additional language.

A continued feature of the school is the inclusive and welcoming culture that it provides for students and their whānau. Students respond well to the school’s high expectations for their progress and achievement. The school supports the wellbeing of students and staff and fosters a strong sense of belonging within the school community.

A school ethos of placing the learner at the centre of decisions guides all operations. The school vision ‘Together-the best we can be’ sits alongside the school values of respect, responsibility and cooperation. The school vision and values underpin a holistic approach to learning and pastoral care that values and respects the dignity of students, staff and whānau.

The school is led by an experienced and successful principal. High quality professional leadership drives the school vision, underpinned by a strong research base. A shared vision is held by senior staff, teachers and trustees. Trustees, the principal and senior staff work together very well. They share a genuine desire to continue to sustain and further develop high quality school practices.

2 Learning

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

Student achievement information is used very effectively to make positive changes to learners’ engagement, progress and achievement. Robust professional inquiry underpins teacher practice. Senior staff and teachers work collaboratively and have a high degree of capability to evaluate the impact of programmes. They undertake highly effective analysis of achievement information. They also use the findings well to set appropriate targets for student progress and focus their teaching and learning programmes on areas of need.

The school’s National Standards achievement in reading, writing and mathematics compares favourably with other schools locally and nationally. School information clearly shows that Māori and Pacific achievement is above national comparisons. The school places a high value on inclusive learning programmes. Students are highly engaged in their learning and are supported by respectful relationships with teachers.

Parents have a variety of opportunities to discuss their children’s engagement, learning and progress in relation to the National Standards. Well developed and continually refined reporting gives students and parents a clear and comprehensive indication of how students are achieving.

The board of trustees makes good use of the analysed achievement information provided by the principal and senior staff. Their understanding of data and in-depth discussions enable them to make carefully considered decisions about future priorities to improve outcomes for students.

3 Curriculum

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

The curriculum is highly effective in promoting and supporting student learning. It reflects and responds extremely well to diverse groups of students in inclusive ways. Students who need support or extension are well catered for. Features of the school’s curriculum include:

  • ongoing curriculum review that is aligned with the principles of The New Zealand Curriculum and focuses on meeting the learning needs of all students
  • high quality teaching practice that supports a professional culture of reflection and ongoing learning
  • a broad curriculum where students experience a variety of opportunities to participate and show leadership
  • teachers and students working together to develop programmes so that students can lead their learning
  • the board’s commitment to resourcing an environment that prepares students for future learning, including digital technologies as teaching and learning tools
  • an emphasis on supporting students to produce high quality work
  • an affirming school culture that enables students to succeed through a sense of self belief and belonging.

Senior staff have identified appropriate next steps for this high quality curriculum continuing to:

  • strengthen the school’s engagement and relationships with its multi-cultural community to nurture partnerships that promote positive outcomes for students
  • empower students to lead their learning.

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

The principal, senior staff and teachers effectively promote educational success for Māori students, as Māori. There is a shared vision and a genuine commitment by staff to value the language, culture and identity of Māori students in the school. To further promote Māori success, Tātaiako, the cultural competencies for teachers of Māori learners, has been integrated into teacher appraisals.

Meaningful interactions with whānau Māori result in positive outcomes for students. A recent and highly effective strategy to gather whānau aspirations about their children’s learning has consolidated relationships between staff and Māori families.

Māori students have positive attitudes to school and learning. They achieve very well across all curriculum areas. They are confident and competent learners and are represented in leadership roles. A school kapa haka group and Māori school waiata contribute to supporting Māori student success.

There is a long term commitment to developing bicultural practice in the school. As part of a whole school focus in 2014 senior staff developed and are leading a school wide teaching plan to support and enrich educational success for Māori, as Māori.

4 Sustainable Performance

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

Macleans Primary School is very well placed to sustain and improve its performance.

The school has strong professional leadership. The principal is instrumental in building leadership capacity and fostering excellence in all areas of the school. He is well supported by experienced and very able senior leaders who plan to continue supporting staff leadership development.

A highly reflective school culture informs ongoing initiatives and improvements. Trustees, the principal, senior staff and teachers are relentless in their pursuit of excellence. Self-review processes are very effective. The school has a robust teacher appraisal system which reflects best practice. The system promotes high expectations and supports teachers to continually improve their practice.

The board’s governance is strategic and improvement focused. Trustees have a good knowledge of school policies and procedures. The board achieves a clear alignment of school values and vision with its strategic and annual plans and this is reflected in curriculum delivery. Trustees are well informed through very good reporting processes that support and guide their decision making.

Positive interactions to engage with whānau are supporting relationships between school and the Māori community. The board has agreed that next steps for the school include engaging in Treaty of Waitangi training and continuing to strengthen success for Māori students across the curriculum.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. At the time of this review there were no international students enrolled at Macleans Primary School. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process 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

Macleans Primary School provides high quality, holistic education for all students. The school places the learner at the centre of all decisions. Students learn and achieve within an inclusive environment that supports diversity and student leadership. High expectations and a focus on excellence are integral to the school’s success.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

Deputy Chief Review Officer Northern

8 May 2015

About the School

Location

Bucklands Beach

Ministry of Education profile number

1388

School type

Contributing (Years 1 to 6)

School roll

259

Gender composition

Boys 55%

Girls 45%

Ethnic composition

Māori

Pākehā

African

British/Irish

Cambodian

Chinese

Filipino

Indian

Middle Eastern

Samoan

Sri Lankan

Tongan

other Asian

other European

8%

17%

6%

2%

2%

24%

4%

17%

4%

1%

3%

1%

8%

3%

Review team on site

March 2015

Date of this report

8 May 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2010

July 2007

April 2004