Stanhope Road School

School Evaluation Report

Tēnā 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.

Context 

Stanhope Road School | Te Kura o Maungarei is a Years 1 to 8 school located in Mount Wellington, Auckland.  The school values are whakaute/respect, ngākau pono/honesty, manawaroa/resilience, whakakotahi/integrity.  The school is a member of the Maungakiekie Kāhui Ako.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part C: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Previous Improvement Goals 

Since the previous ERO report of October 2022, the school has been working with ERO to evaluate the extent to that sustainable learning partnerships between the school and its community contribute to raising learner engagement and achievement.  The focus of this evaluation is included in the school’s strategic and annual plans.

Expected Improvements and Findings

The school expected to see:

Reciprocal learning-centred relationships between leaders, teachers, parents, whānau and the community.

• Teachers have strengthened their practices and reciprocal (mutually beneficial), learning-centred relationships as a result of tailored professional learning and development.
• The board and leaders provide opportunities for community groups to meet and contribute feedback on school initiatives.
• Leaders and teachers have worked collaboratively with learners, parents and whānau to draft the Stanhope Road School Learner Profile.

Stronger connections with local iwi, marae, and connection with local kaumatua to ensure their voices are heard.

• Leaders and teachers have developed a localised curriculum with input from local Māori to learn about and incorporate local histories and participate in cultural experiences. 

Strengthening evaluative practice so leaders and teachers can measure the extent to that sustainable learning partnerships with parents, whānau and the community contribute to improved outcomes for all learners.

• Improved partnerships with parents, whānau and the community have led to improved achievement and attendance outcomes for learners.

During the course of the evaluation, it was found that teacher professional development to define the skills and attributes of a Stanhope Road learner has led to the early development of a learner profile.

The greatest shift that occurred in response to the school’s action was the implementation of a localised curriculum that is based on local stories and iwi links.

Part B: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

• Most students are achieving at or above expected curriculum levels in reading, writing and mathematics; the school is taking steps to address disparity for groups of learners, including some Māori and Pacific learners. 
• Learners who have additional learning needs make good progress and are well supported through well-established systems.
• Learners have a strong sense of wellbeing and belonging and are confident in their identities, languages and cultures.
• The large majority of learners attend school regularly; the school meets the Ministry of Education targets for attendance. 

Conditions to support learner success

• Leaders set and pursue improvement goals and targets that focus on achievement and wellbeing. 
• Leaders foster a culture committed to high quality teaching and equity and excellence in learner outcomes; learners are supported to be successful in their learning.
• Leadership is becoming more distributed through team and curriculum leadership; this supports the planning and progression of teaching and learning across the school. 

• Teachers create collaborative and meaningful learning experiences that promote inclusion and encourage learners to be actively engaged in their learning. 
• Learners have a localised curriculum that provides them with relevant learning opportunities, reflects local contexts and incorporates the culture and heritage of the Mt Wellington area.
• Teachers use a range of appropriate and good quality assessments to plan for and report on the progress and achievement of learners, and to adapt teaching practice to respond to learners’ strengths and needs. 

• Relationships between teachers and learners are founded on mutual trust that supports the learning and wellbeing of all learners.
• Professional development focuses on continuous improvement for learner wellbeing, progress and achievement. 
• The board strategically manages its budget to ensure that teaching and learning is a priority.

Part C: Where to next? 

The agreed next steps for the school are to: 

• regularly seek the perspectives of whānau and learners to inform further improvements
• continue to develop the Stanhope Road localised curriculum and learner profile so that it reflects whānau and iwi aspirations and provides a meaningful pathway for all learners
• identify learners who may be at risk of not achieving with a focus on transitions between the junior, senior and intermediate parts of the school.

The agreed actions for the next improvement cycle and timeframes are as follows:

Within six months:

• survey learners, whānau and iwi to inform the further development of the curriculum and learner profile 
• collect, analyse and interpret data from a range of sources to and identify and respond to learners who may be at risk of underachieving, particularly through transitions between the junior, senior and intermediate parts of the school

Every six months:

• provide intentional opportunities for parent, whānau and iwi to connect with teachers and leaders and provide feedback on school improvement priorities 
• use the learner profile as part of reporting to parents
• review learner achievement data at transition points to ensure that all learners who are at risk of under achievement are identified

Annually:

• review and update the strategic plan to ensure that improvement goals reflect the needs and aspirations of parents, whānau and iwi
• continue to review and refine the localised curriculum to check that learning progressions are clear, aligned to the learner profile and reflect coherent teaching approaches
• gather information from teachers, learners and achievement data to evaluate the impact of teaching and learning strategies on the expected progression of learning in reading, writing and maths, particularly through transition points.

Actions taken against these next steps are expected to result in:

• embedded systems for community contribution to the school’s strategic direction and improvement priorities
• the localised curriculum and learner profile being visible throughout the school and reflecting the aspirations of learners, their whānau and local iwi
• strengthened teaching practices and clear learning progressions in reading, writing and mathematics throughout the school to support continuous improvement.

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

Shelley Booysen
Director of Schools

3 September 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of July 2024, the Stanhope Road School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Stanhope Road School Board.

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.

Shelley Booysen
Director of Schools

3 September 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Provision for International Students Report

Background

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.

Findings

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.  

The school has effective processes for regularly reviewing its provision of pastoral care and the quality of learning and experience for international students. 

There were no international students enrolled at the time of the review.

Shelley Booysen
Director of Schools

3 September 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home