View Road , Waiuku
View on mapView Road School
View 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
View Road School is in Waiuku and works in partnership with Ngāti Te Ata Waiohua as mana whenua. The school provides education for learners in Years 1 to 8. It also has a technology unit that services all Year 7 and 8 students in the Waiuku area. The school promotes the values of ‘displaying passion for learning, respecting people, place and property, leading with integrity, celebrating diversity and aspiring for personal greatness’.
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is working towards improving outcomes for learners. |
- Less than half of all learners are at the expected level of achievement for reading, writing and mathematics.
- Improving Māori learners’ achievement remains an ongoing focus for the school, targeted interventions are in place to reduce disparity for groups of learners below expected curriculum levels.
- Most students attend school regularly; the school has not yet met the Ministry of Education target for regular school attendance.
Conditions to support learner success
Leadership is increasingly using targeted interventions to improve student outcomes. |
- Schoolwide systems and processes monitor the success of differentiated strategies to support at risk learners.
- Leaders work collaboratively with learning support agencies to provide support programmes that improve student outcome.
- School values are embedded into the day-to-day running of the school and student wellbeing is an integral part of the school culture.
Teachers create positive and respectful learning environments that promote student engagement. |
- Relational and affirming teaching practices, alongside well-established learning routines and expectations support learner engagement.
- The structured literacy approach is gaining traction over time and leading to improved levels of student progress.
- Increased wellbeing initiatives foster emotional intelligence and self-management as a foundation for learning.
Students’ culture, language and identity are highly valued and promoted schoolwide. |
- The school curriculum’s vision, values and tikanga are grounded in the principles of Te Tiriti o Waitangi, and reflect the building of connections with Ngāti Ta Ata Waiohua, as mana whenua.
- Staff professional development for teachers supports the implementation of a localised curriculum that promotes te reo Māori, tikanga and mātauranga Māori.
- The school works with community organisations to ensure a wide range of curriculum opportunities are available for all learners.
Part B: Where to next?
The agreed next steps for the school are to:
- use data, including entry data from other schools, to identify target students to better guide teaching and learning programmes for students who need support
- strengthen assessment practices through moderation, to strengthen schoolwide consistency in teaching and learning expectations for students
- further embed structured literacy practices to improve teacher practice and lift students’ progress and achievement outcomes
- continue to focus on improving regular attendance of all students by strengthening the targeting of attendance initiatives, including students not meeting the Ministry of Education attendance targets.
In three months:
- analyse target students’ progress and achievement, successes and areas for ongoing improvement to inform personalise learning and individual goal setting
- review schoolwide assessment systems to identify target areas for teacher professional development in moderation practices to support students to successfully transition from year to year
- further implement structured literacy through ongoing staff professional development
- scrutinise attendance data to identify successful attendance initiatives, to make informed decisions for future resourcing and initiatives to support increased attendance
Every six months:
- monitor target students’ progress and achievement and continue to personalise learning and individual goal setting to identify strategies that improve and accelerates learning
- continue to strengthen schoolwide assessment systems including moderation through teacher professional development to better inform teaching practices
- continue to develop and embed structured literacy through ongoing staff professional development
- analyse and report weekly and termly attendance to measure the impact of attendance initiatives, including strengthening partnership with whānau and community organisations
Annually:
- review the progress of target students and the impact of interventions as they transition year groups to inform teaching and learning programme design and planning
- review of schoolwide assessment for learning practices and impact on student outcomes across all year levels to further strengthen collaborative moderation processes
- review impact of structured literacy on student outcomes and identify future next steps and further embedding of practice needed
- report attendance analysis for the year and identify initiatives that have the biggest impact on increasing student attendance.
Actions taken against these next steps are expected to result in:
- improved student outcomes by addressing gaps early and consistently support individual progress and accelerate learning
- moderation supports more consistent teaching practices that better aligns assessment with personalised next steps and learning goals
- consistency in embedding a structured literacy approach to increase students’ academic achievement and fosters long-term literacy knowledge and skills of all learners
- increased regular attendance levels that enables improved student learning opportunities and outcomes.
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
23 January 2025
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
View Road School
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of April 2024, the View 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 View 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
23 January 2025
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
View Road School - 28/02/2019
School Context
View Road School is situated in the township of Waiuku and caters for students from Years 1 to 8. The current roll is 157 including 106 who identify as Māori and 10 students from Pacific nations. The school provides technology programmes for Years 7 and 8 students from local schools and has a satellite class from Parkside School on site. Many students, staff and whānau have a long association with the school.
Since the 2015 ERO review there have been several changes to the teaching team including the appointment of a new deputy principal. There has been a review of the school’s charter through extensive consultation, and a new playground has been completed.
The school motto: strive to achieve, (kia kaha ou matauranga), links with their vision to develop 21st Century learners through good communication, values, imaginative thinking, inquiring minds and great self-management skills.
The teaching and leadership teams have been involved in professional learning and development in culturally responsive pedagogy, and assessment for learning in reading, writing and mathematics. The school continues to participate in the Positive Behaviour for Learning Initiative (PB4L).
The board has responded positively to the 2015 ERO report and actively resources a wide range of initiatives for student wellbeing and holistic development.
The school belongs to the Waiuku Community of Learning|Kāhui Ako.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
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reading, writing and mathematics.
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?
Student achievement data for 2018 shows that the majority of students achieved at or above expected achievement levels for reading, writing and mathematics. There have been significant increases in student achievement in writing and mathematics since 2017. School achievement information also shows that there is significant disparity for Māori, in reading, writing and mathematics. The majority of Pacific students are achieving at or above national expectations. Girls achieve at higher levels than boys in reading and writing, and at comparable levels in mathematics.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
School leaders are yet to systematically collate and analyse data to show rates of progress for all identified at-risk learners. However, data gathered during the onsite stage of this ERO review indicates that the school is effectively accelerating the progress of targeted at-risk learners in mathematics and writing. Teachers closely monitor individual student achievement to show rates of progress in reading, writing and mathematics.
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 is providing well-informed governance. Trustees make appropriate resourcing decisions using student achievement information and consultation with parents/whānau. The board demonstrates a commitment to making a difference for students at risk with their learning.
The collaborative and reflective senior leadership team is promoting clear school direction and a shared vision. Leaders provide opportunities for relevant professional development as they continue to build teacher capability. Effective internal evaluation informs school improvement and programme innovation. Senior leaders are establishing a cohesive teaching team.
The school’s curriculum is broad and responsive. An extensive range of academic, sporting and cultural opportunities is available for all students. Māori context, content and language are evident. Te ao Māori is integrated into learning and teaching in ways that affirm the identity and culture of Māori learners and whānau. Teachers know students and whānau well and plan appropriate programmes to accelerate student learning.
An inclusive culture that appreciates and celebrates diversity is clearly evident. Students with special and additional needs, learn in an inclusive environment where diversity and difference is valued. Senior leaders and staff continue to maintain a welcoming, family-like learning environment. Parents/whānau, spoken to by ERO, value the approachability of staff, and feel well informed about their children’s progress and achievement. The school actively engages with whānau, specialist support agencies and external experts to provide wrap-around pastoral care and learning support for those students who need it.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
ERO and school management agree that there is a need to:
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enable students to be self-managing learners through the understanding and use of learning progressions in key curriculum areas
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develop specific school-wide targets focused on accelerating the achievement of all at-risk students
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develop a more consistent approach to school-wide assessment practice, particularly to monitor and report on rates of student progress
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continue build teacher capability through inquiry, reflection and appraisal practices.
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:
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board administration
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curriculum
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management of health, safety and welfare
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personnel management
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finance
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asset management.
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration and certification
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processes for appointing staff
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stand down, suspension, expulsion and exclusion of students
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attendance
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school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
4 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
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a curriculum that strongly reflects the school’s vision, aims and aspirations for achievement and success
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professional leadership that is focussed on strengthening teacher capability for ongoing improvement
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an inclusive culture that appreciates and celebrates diversity.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
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practices to enable all students to monitor and make decisions about their learning pathways
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consistent analysis of achievement data to demonstrate and report on rates of progress for identified groups of learners
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establishing school-wide targets to enable effective monitoring and resourcing of students whose learning needs accelerating.
ERO’s next external evaluation process and timing
ERO is likely to carry out the next external evaluation in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
28 February 2019
About the school
Location |
Waiuku |
Ministry of Education profile number |
1545 |
School type |
Full Primary (Years 1 to 8) |
School roll |
157 |
Gender composition |
Girls 53% Boys 47% |
Ethnic composition |
Māori 67% |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
No |
Review team on site |
November 2018 |
Date of this report |
28 February 2019 |
Most recent ERO report(s) |
Education Review June 2015 |