Pt England School

Pt England School - 20/06/2019

School Context

Pt England School in Glen Innes is a large multi-ethnic school and an educational hub for its community. Of the 605 students currently enrolled, 32 percent are Māori and 60 percent have Pacific heritages.

The school’s mission statement is “to work in partnership with our community to build a Path to Success for the children we share”. The Treaty of Waitangi principles of participation, protection and partnership underpin the school’s vision of developing students as leaders, responsible citizens and confident, lifelong learners.

The school’s goals and targets for improvement are framed around accelerating the learning of all students in reading, writing and mathematics. Strategic priorities focus on curriculum inquiry and development, promoting the school culture and wellbeing, and maintaining effective learning partnerships with parents and the wider community.

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

  • achievement in reading, writing and mathematics
  • accelerated learning progress in relation to literacy and numeracy targets
  • engagement and wellbeing for success
  • the local curriculum, including science, technology and environmental sustainability, digital capability, and participation in sports and cultural arts.

The school provides leadership in the Manaiakalani Kāhui Ako | Community of Learning (CoL). It is committed to working with the CoL to establish and maintain pathways to success for all students. The Woolf Fisher Research Centre provides the CoL and the school with ongoing feedback about how well groups of students achieve and progress.

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 making very good progress in achieving equitable outcomes for all children. The school has an unrelenting focus on raising the achievement for all learners. By the end of Year 8, most children are on track to participate in the curriculum at secondary school.

More than half the children enrolled achieve at expected levels in reading, writing and mathematics. Achievement in writing has lifted significantly over the past three years. Reading and mathematics achievement levels have remained stable.

There is parity in achievement for Māori and Pacific children. School leaders identify areas of achievement disparity for specific groups of children, including for boys in reading and writing. They employ a variety of effective initiatives to target cohort and individual learning needs.

Children with additional learning needs make very good progress in relation to their individual learning goals. Those children whose first language is not English are well supported by an integrated programme that builds on their strengths.

School leaders report regularly on students’ progress and achievement in relation to the school’s valued outcomes. Reports are comprehensive and provide a rich picture of children’s learning across the breadth of the school curriculum. Active engagement in learning is highly evident. Participation in sports and cultural activities is very high. Children see themselves as competent, confident, digitally literate learners.

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

The school’s key goal is to accelerate learning. Achievement data show that over the past five years, strategies for accelerating learning have been consistently successful. Significant numbers of individuals and groups of children have made accelerated progress in literacy and mathematics.

Achievement information for 2018 shows effective learning acceleration for Māori, Pacific and other children in writing, where 75 percent made accelerated progress. Half of the children made accelerated progress in mathematics, and 45 percent in reading. The school makes a positive difference for many children who attend the school for short periods.

Close examination of achievement and progress information shows that shifts are larger in learning areas where teachers’ focused inquiry is evident. Deliberate strategies to promote acceleration include:

  • building motivation through teachers’ deliberate scaffolding of learning for children

  • purposeful, focused group teaching that is designed to provide children with high quality learning experiences

  • inclusive teaching and learning practices that connect to students’ lives and cultures

  • specific, targeted strategies to address gaps in children’s learning and support their ongoing learning at home.

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?

School conditions are coherent, consistently well developed and effective in enabling accelerated learning, equity and excellence.

Respectful, trusting relationships build a strong sense of belonging across the school community. The learning culture that has been established values the contributions of all its members and affirms students’ cultural identity.

Leadership across the school is strategic and committed to the school’s vision and strategic direction. It is a shared enterprise, with leaders, teachers, students and families working together to analyse and use assessment information to promote acceleration. Leaders inspire staff to contribute to an environment of innovation and inquiry into learning theory and practice. Evidence-based decision making guides changes to school systems and processes, and supports well-aligned, coherent practices across the school.

The school’s curriculum very effectively responds to, and enacts the principles of the New Zealand Curriculum. Culturally respectful and responsive teaching practices support and promote children’s active participation in their learning across curriculum areas. Digital learning is a distinct and integral part of the curriculum and learning. Leaders and teachers promote strong links between learning and wellbeing, one valued outcome supporting the other.

Students and whānau are deeply respected for their knowledge and capabilities in planning programmes. Strong learning-centred partnerships enrich the curriculum with a focus on real world problem-solving, and children working in authentic contexts. Learning at home is actively promoted and facilitated by digital resources, building relationships with whānau as members of the learning community. Partnerships with business and iwi are also genuine and meaningful, enriching the opportunities students have to be confident, connected, actively involved, lifelong learners.

Evaluation is an integral and embedded component of all school operations and accountability processes, including the work of the board. The school’s collective capacity to use the findings from inquiry and evaluation sustains improvement and promotes innovation in teaching and learning. Opportunities for collaborative evaluation provide valued perspectives that contribute to the wider education community, including the Manaiakalani Kāhui Ako.

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

School leaders have identified that while children make accelerated progress in a learning area that is being focused on at a particular time, the rate of acceleration is often not maintained once the focus changes. Continuing to refine the acceleration focus to achieve and sustain gains across reading, writing and mathematics simultaneously, is an agreed priority.

It is timely for teachers to support children to strengthen their capability to reflect on their learning, in order to identify ways they can transfer and apply understandings and skills across learning areas. School leaders plan to revisit strategies for self and peer assessment, to help children make informed decisions about their next steps as a learner.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Pt England School’s performance in achieving valued outcomes for its students is: Strong.

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

5 Going forward

Key strengths of the school

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

  • a positive school culture that responds to learners’ needs, promotes their wellbeing and supports their learning success

  • a broad, responsive and relevant curriculum that promotes critical thinking and future-focused learning
  • culturally responsive teaching practices that help support and develop children’s identity and promote their engagement in learning
  • partnerships in the school community that have a learning purpose and foster high expectations for equitable and excellent outcomes for all children.

Next steps

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

  • sustaining learning acceleration in reading, writing and mathematics
  • enhancing children’s capability to transfer understanding and skills from one learning area to another.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

20 June 2019

About the school


Glen Innes, Auckland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori 32%
Tongan 24%
Samoan 15%
Cook Island Māori 14%
Niuean 5%
Myanmar 4%
other ethnic groups 6%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

May 2019

Date of this report

20 June 2019

Most recent ERO report(s)

Education Review May 2014
Education Review June 2009
Education Review May 2006

Pt England School - 23/05/2014

1 Context

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

Pt England school is a large multi-cultural, primary school located in Panmure, Auckland. The school caters for students in Years 1 to 8 and is part of the Manaiakalani cluster of neighbouring schools. The cluster’s focus is on supporting all students to succeed, be confident and see themselves as digitally competent world citizens. The Manaiakalani Education Trust (Trust) provides extra resource for the learning community and raises equity to enable parents and whānau to partner in the education process and pay for digital learning devices for all learners in Years 4 to 8. As a result, the school is able to provide these students with a highly digitalised learning environment.

The board of trustees takes pride in making the school a functioning community hub by ensuring children and parents have ongoing access to the school’s digital environment. Whānau support the school and their children enthusiastically and in many different ways. The principal and teachers have a strong commitment to sharing their educational approaches with the many national and international visitors interested in the school’s vision.

Since the 2009 ERO review, the school has expanded to include Years 7 and 8 students. The board and senior managers have developed strategic initiatives and created corporate partnerships aimed at ensuring all students have equal access to the learning tools they need to succeed in the 21st century. The Manaiakalani Trust employs researchers from the Woolf Fisher Research Centre to study the impact that initiatives are having on students’ educational progress and achievement.

2 Learning

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

The principal and senior managers use achievement information very well to make positive changes in learners’ engagement, progress and achievement.

The board and senior managers identify raising student achievement as their key challenge, given that students are achieving well below national averages in reading and writing when they begin their schooling. In response, the school sets high expectations for students’ learning and achievement and has a clear focus on accelerating the progress of all students in reading, writing and mathematics. Teachers work collaboratively in teams to plan for students’ ongoing learning. Their commitment to ongoing improvement in teaching and learning is evident. More than 50% of students are achieving at or above the National Standards in reading and mathematics. Information available to parents shows that all Year 4 to Year 8 students are making accelerated progress in writing. The principal is now investigating how digital tools could be used to successfully accelerate progress for Years 1 to 3 students.

Students are highly engaged in their learning activities. Trusting and respectful relationships between students and teachers are evident in all classrooms. Students are proud of their successes in learning. The open relationships established with students and their whānau help teachers to build their understandings of the social and educational needs of students.

The board and senior managers have identified, and ERO agrees, that continuing to build close relationships and developing shared understandings about preparing students for school is a next step for better supporting students to make the transition to school.

3 Curriculum

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

The school’s curriculum promotes and supports student learning effectively. A focus of the school’s curriculum is responding to students’ individual learning needs and supporting them to take greater responsibility for monitoring their own progress and achievement. The key competencies identified in The New Zealand Curriculum are emphasised in teaching and learning. Teachers regularly participate in professional development that aligns well with the school’s vision and long-term goals.

Current knowledge about modern learning environments influences the design and use of learning spaces in the school. Students working in the Year 5 and 6 open learning space are grouped into three home classes and move into curriculum learning groups. These groups are based on students’ progress against identified key competencies.

The board, principal and teachers recognise and value the cultural experiences and heritage that students bring to the school. Teaching programmes offer opportunities for learners to share and celebrate their diversity. These experiences include aspects that relate to students’ knowledge about their home languages and cultures.

The school’s curriculum promotes a ‘learn, create, share’ approach and students have many opportunities to develop and share their creativity with their local and wider community. This is evident in the innovative digital material created and shared by students to demonstrate their understandings about their learning.

Student ambassadors for the school confidently share their perspectives of learning within a digital world, thus attracting many visitors to the school. This has resulted in increased student engagement, particularly when they receive feedback from people who are influential in their lives. For example, students in 2013 created a rap about living in Glen Innes and posted it on YouTube. An international singer responded to their creative presentation and visited the school to meet the students involved.

Students’ wellbeing is a further very high priority for the school. Te Tiriti o Waitangi is a foundation document for the school and all decision making is linked to the Treaty’s principles of participation, partnership and protection. The board, principal and staff have successfully focused efforts on increasing student attendance and improving student health. The school uses a wide variety of external agencies to support students and their families.

Sporting events, cultural experiences, such as the school’s fiafia, and students’ sharing their digital competence with parents have resulted in a marked increase in community involvement. The school provides training for parents who volunteer to assist as coaches and for those who make themselves available to share their cultural knowledge. Parents’ increasing involvement in their children’s education provides students with a clear sense of the way the school values them, their whānau and their community.

All students are encouraged to take part in the wide variety of sports offered and to engage in other activities as part of the hauora, holistic wellbeing and health programme.

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

A third of the students identify as Māori. Many are achieving at or above the National Standards, particularly in mathematics, and also in reading. The school has developed many useful initiatives to promote education success for Māori students and for them to succeed as Māori. Cultural events and activities play an important role in celebrating Māori.

The board and principal have identified, and ERO agrees, that they should continue to integrate aspects of te ao Māori and te reo Māori in curriculum programmes throughout the school.

4 Sustainable Performance

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

Pt England School is very well placed to continue to sustain and improve its performance. The board and principal have strategically planned to ensure their vision for students ‘to thrive’ is successful. Students’ progress, achievement and wellbeing are at the centre of all school decision making and the principal, senior managers and teachers keep the board well informed about the school’s progress towards its goals.

The school has developed strong partnerships with its parent, corporate and wider communities. The board has a strong commitment to transparency and information about students’ achievement and progress is available digitally to parents and the community. This has resulted in progress towards the cluster’s goal of 'building a pathway of success' for students and their families.

The principal guides the leadership team well. He is highly reflective and distributes responsibilities capably within the team. The leadership team is supporting the school and its community skilfully through this time of change as it moves into a highly digital environment.

The school and Trust recognise that, to accelerate students’ achievement, whānau need to be engaged in their children’s learning. As a result, a number of useful strategies are in place to promote partnerships with parents.

Self review is an integral and ongoing process that informs the board about the effectiveness of initiatives. Staff and students are highly reflective about the impact of teaching and learning programmes on students’ achievement. They recognise that a useful next step would be to collaboratively develop criteria for student success.

To further support sustainable school improvement, the board and principal have identified that they should continue to investigate ways to:

  • ensure students in all classes are highly engaged in their learning
  • extend digital education opportunities for students in Years 1-3.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services

Northern Region

23 May 2014

About the School


Glen Innes, Auckland

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 51%

Girls 49%

Ethnic composition


NZ European/Pākehā



Cook Island Māori












Review team on site

March 2014

Date of this report

23 May 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2009

May 2006

November 2002