Waitakere School

Waitakere 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

Waitakere School is located in semi-rural West Auckland and provides education for learners in Years 0 to 8. The school promotes the ‘Waitakere Way’ values as the foundation for learning and relationship-building. The school hosts some short-term groups of international students each year.

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 

Achievement outcomes for students, including Māori learners, are increasingly excellent and equitable. 
  • Almost all students are achieving at or above expected curriculum levels in reading and most in writing and mathematics; students with additional needs make appropriate progress in relation to their individual goals.
  • Data shows significant improvement for Māori learners in reading and writing; disparity remains in literacy and mathematics; girls outperform boys in writing.
  • Student voice gathered reports that learners feel safe and supported in their positive learning environment; they value their relationships with teachers and peers, and feel a strong sense of belonging.
  • The majority of students attend school regularly; the school is not yet meeting the 2024 Ministry of Education target, however data shows a significant increase in regular attendance since term 3, 2023. 

Conditions to support learner success

Strategic, collaborative leadership fosters a culture committed to high quality teaching to improve outcomes for learners that are increasingly equitable and excellent. 
  • Shared leadership continually focuses on school improvement, with expectations for high-quality teaching that are clear, consistent and effectively monitored.
  • Teachers’ professional development is targeted, well-planned and implemented to areas of priority for improving learning outcomes through the school’s localised curriculum.
  • Leaders actively mentor teachers to strengthen their practice, enhance teaching capabilities and provide a range of opportunities for professional growth.
Teachers and leaders continually adapt and sharpen consistency of teaching practice to raise student outcomes.
  • Teachers use a range of strategies that respond to learners’ needs, strengths, backgrounds and interests, promoting engagement in purposeful, well-paced learning opportunities.
  • Comprehensive systems for tracking and monitoring progress are in place, ensuring planning and teaching are responsive to the diverse needs of learners.
  • Positive environments and high levels of engagement are established, where learning time is maximised and teachers provide feedback to students that is specific to their learning; a key next step is to further strengthen practices that enhance students’ knowledge of their own learning.
Effective organisational conditions that underpin success in learning are strongly embedded in the school. 
  • An established culture of trusting relationships and shared responsibility enables staff to work together to improve outcomes for learners.
  • Liaison with a variety of external agencies, and in-class support, contribute to positive inclusion and success for learners with additional needs.
  • The school’s values programme underpins and guides the ongoing focus on wellbeing for students.
  • The board works alongside leaders to ensure planning is strategic and well-focused on increasing success for learners.

Part B: Where to next? 

The agreed next steps for the school are to: 

  • continue to improve progress and achievement outcomes and attendance for all learners including targeted teaching for priority learners
  • further develop assessment practices across the school to support students’ knowledge of their own learning and next steps
  • utilise teachers’ growth mindset approach to manage curriculum and assessment change that benefits their practice and student outcomes.

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

Within six months:

  • plan and implement professional learning opportunities to extend teachers’ growth mindsets to effectively manage beneficial change in education
  • review and explore approaches to increase consistency of assessment practices school-wide that align with annual planning and professional growth cycles

Annually:

  • monitor and evaluate the effectiveness of raising achievement for priority students and increasing equitable outcomes
  • continue to track, monitor and report on rates of student attendance 
  • provide evidence-based reporting to the board in relation to schoolwide consistency of practice and responses to change management, and the impact of these on teaching and learner outcomes.

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

  • sustained high levels of achievement, attendance and engagement for all learners, with increasingly equitable outcomes
  • changes in curriculum and assessment implemented in a timely, effective manner.

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

5 December 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

Waitakere School

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of September 2024, the Waitakere 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 Waitakere School, 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

5 December 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

Waitakere School

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 and has completed an annual self review of its implementation of the Code.

At the time of this review there were no international students or groups of students for short term stays attending the school.

Appropriate systems, processes and personnel are in place to provide for international students’ education, needs and pastoral care. Support is able to be provided for students for whom English is a second language and there is a range of planned activities to enrich the cultural experiences at the school.

Shelley Booysen
Director of Schools

5 December 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

Waitakere School - 10/08/2018

School Context

Waitakere School is located in semi-rural West Auckland and is a member of the Whiria Te Tangata Community of Learning|Kāhui Ako (CoL). There are currently 500 students in Years 1 to 8. The roll includes approximately 80 percent European and 16 percent Māori. The school hosts some short-term international students each year. A boys-only class is traditionally established each year in the Year 3 and 4 team.

The school promotes the ‘Waitakere Way’ values as the foundation for learning and relationship-building. The school’s motto ‘Not for ourselves alone/Ehara mo mātou anake’, aligns with its vision to be “at the centre of a supportive learning community where all aspire to achieve personal excellence”. The school’s long-term goals for improvement include continuing to:

  • lift student achievement in literacy and mathematics

  • develop a culture of inquiry in the learning environment for staff and students

  • strengthen the learning environment by ensuring the vision is at the heart

  • grow leadership skills for staff and students

  • increase Māori engagement and develop a culturally responsive environment.

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

  • achievement data based on reading, writing and mathematics assessments

  • achievement data relating to specific programmes, and in relation to targets

  • curriculum information, and the types and range of programmes and interventions

  • the ‘Waitakere Way’ values in action

  • student survey feedback on aspects of the learning programme and wellbeing

  • Kāhui Ako achievement

  • programmes for international students.

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?

Most students achieve at or above expected levels in reading, writing and mathematics. Individual students are supported to make good progress in classroom programmes, and in learning intervention programmes.

Since ERO’s 2013 review, there has been a reduction in the proportion of boys and of Māori students who achieve at appropriate levels in writing and mathematics. The school notes that this trend is apparent in other schools in their CoL, and is working as part of the COL to achieve greater equity for all students. The school is also collaborating with other local schools to address achievement challenges in reading, writing and mathematics.

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

The school has established some useful practices to support accelerated learning progress for individuals and groups of students who need this.

Since the 2013 ERO review, teachers have increased their collaborative analysis and use of data. Each teaching team uses achievement data to identify individuals and groups of students that they will support in a more targeted way in classroom programmes. These groups are a focus for teachers’ research and inquiry, so that they can make changes to classroom practice accordingly.

A specialist mathematics withdrawal programme shows accelerated learning for participants. It demonstrates clear programme expectations and provides a good model for other interventions. A designated mathematics specialist teacher usefully tracks and reviews students’ strengths and needs, in consultation with leaders, teachers and parents.

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 leaders recognise the value of collaboration within and across teaching teams. This enables the sharing of critical information about students’ learning, engagement and achievement to inform planning at class, team and schoolwide levels. Teachers and leaders analyse data to identify year-group targets and individual students requiring additional support. Teaching teams have greater ownership of the achievement picture and of plans for improvement as a result of this approach.

Students with specific learning or behaviour challenges are identified, and their programmes and progress are overseen by a coordinator. Good systems with very clear processes and practices foster collaborative support for these learners. There is a team approach to setting and monitoring their individual education plans. Progress is clearly evident in a coherent documentation trail that identifies the layers of support for these students.

The leadership team emphasises building powerful connections and relationships with families. They organise a variety of hui and information evenings to assist parents to support their children’s learning. Interesting and engaging home-learning activities are offered. Parents have opportunities to have input into the curriculum. On-line opportunities for information sharing are a developing feature.

A collaborative and long-standing relationship with Māori whānau is demonstrated through Te Rūnanga o te Kura o Waitakere and the involvement of a kaumātua. There is a longstanding commitment to promoting te reo Māori and kapa haka. Ngā Tumunako values are woven through the school values and culture of respect.

A shared commitment to enhancing teaching and learning practices in new and innovative ways is highly evident. The school makes good use of external expertise and an internal team leadership model. The principal and senior leaders are committed to further developing professional partnerships with other schools and early learning services, including those in the CoL. This involvement keeps staff updated with new initiatives, and supports transition pathways for children.

Teachers are enthusiastic practitioners, and classrooms are busy learning environments. Children enjoy the variety of opportunities and growing learning choices. Teaching practices are influenced by teachers’ research into modern learning approaches. All classes have been introduced to a visual prompt to help students track how well they demonstrate the ‘Waitakere Way’. Teachers are strongly encouraged to reflect and innovate to enhance learning, within a culture of team support.

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

The school has identified appropriate areas of strategic focus for ongoing development, including refining data analysis, more robust evaluation and strategies for lifting student achievement.

Since the 2013 ERO review, school leaders have emphasised better use of data and greater collaboration to inform planning for teaching and learning. Data is collated to give an annual picture of achievement for year groups. There is now scope for further developing longer-term strategic analysis of trends in the achievement, strengths and needs of other groups. Deeper scrutiny of data would add further detail to the existing strategic planning and tracking picture.

Several teaching and learning innovations are being trialled across the school to enhance programmes. Purposefully planned internal evaluation should help the board to monitor and measure the impact of these changes on outcomes for students.

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 Vulnerable Children Act 2014.

Provision for international students

The school is 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. No international students were enrolled at the time of the ERO review.

Areas for improved compliance practice

As part of this review, some improvements have been made to school policies and procedures. To further improve current practices, the board of trustees should ensure that policies and procedures are consistently implemented and well documented.

4 Going forward

Key strengths of the school

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

  • established community relationships, including Te Rūnanga involvement, that support children’s learning and wellbeing

  • vision and values that nurture children’s confident participation in the school’s curriculum, with growing independence

  • a collaborative, professional culture of team support, with a shared focus on improvement.

Next steps

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

  • more strategically analysing and using data to prioritise and define key goals, targets and actions to accelerate students’ learning progress

  • more deliberate use of internal evaluation to determine the impact of interventions, teaching practices and programmes on students’ learning, engagement and wellbeing

  • more targeted teaching to lift the achievement of students who are not achieving at expected levels.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

10 August 2018

About the school

Location

West Auckland

Ministry of Education profile number

1557

School type

Full Primary (Years 1 to 8)

School roll

499

Gender composition

Boys 52% Girls 48%

Ethnic composition

Pākehā
Māori
Pacific
other European
other

78%
16%
2%
2%
2%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

May 2018

Date of this report

10 August 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2013
June 2010
June 2007

Waitakere School - 19/06/2013

1 Context

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

Waitakere School, located in rural west Auckland, is an inclusive, full primary school catering for students from Year 1 to Year 8. The school attracts students from Bethells Beach (Te Henga), Waitakere township, and surrounding areas, resulting in a school with a strong urban and rural mix.

The majority of students attend pre-school prior to enrolling at the school. The board continues to support two boys-only classes, in response to views expressed in parent and teacher consultation.

The school benefits from an active parent community that includes representation in the Parent-Teacher Association, Te Runanga o te Kura o Waitakere, a sustainability group, and parents involved in school sporting pursuits.

The school has a good ERO reporting history and has responded positively to recommendations made in previous reports.

2 Learning

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

The school makes very good use of student achievement information to make positive changes in learners’ engagement, progress and achievement.

Students are achieving well. The majority of students are succeeding at or above National Standards in literacy and mathematics. The board, through the senior leaders, has implemented effective strategies to support students who are yet to meet National Standards. The board has relevant school-wide goals that focus on raising student achievement and are based on robust information. Senior leaders regularly report students’ progress to the board.

Students are very well engaged in learning. Class programmes make good use of appropriate learning contexts. Teachers have reviewed and made changes to the school’s inquiry learning programme to make the process of investigating their areas of interest clearer to students. Parents have many opportunities to contribute to and support their children’s learning. Regular parent and student survey results inform learning programmes and the future direction of the school. Senior leaders and teachers know the strengths and next learning steps of students well and implement programmes to support their ongoing learning.

The board and teachers have high expectations for students to succeed in all learning areas. Many students participate successfully in the school’s two kapa haka groups and in sporting pursuits. Students enjoy a wide variety of experiences that develop and strengthen their leadership skills.

Senior leaders regularly review the impact and the ongoing usefulness of new initiatives in raising student achievement. This information is reported to the board. It would now be useful for senior leaders to clearly document review outcomes to inform ongoing self review.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning.

The board, senior leaders and teachers have a shared understanding of the vision, motto and values of the school. Teachers are well supported to provide an effective curriculum. Students and staff benefit from the school’s focus on developing and maintaining a strong team culture.

The school curriculum is delivered through a well designed integrated approach of all of the learning areas. An ongoing feature of the curriculum is a strong commitment to the sustainability of the environment. A group of teachers, parents and students collaborate to design the next year’s programme based on all of their interests.

Teachers use a broad range of initiatives and teaching approaches to best meet the learning needs of students. These include the boys-only classes, team teaching and specialist teachers of literacy and mathematics. Students with identified gifts and talents are appropriately catered for within class programmes and have opportunities to participate in programmes offered outside the school.

The board has high expectations for teachers to enhance their own practices. Teachers participate in a wide variety of professional learning and development, both internally and externally. Professional development opportunities are aligned to the school-wide focus and teachers’ personal goals. Senior leaders have developed clearly defined expectations for programme delivery and effective teaching practices.

The principal and senior managers have previously been appraised by the board against the teacher registration criteria. The principal is now using an external appraiser to further develop her professional knowledge and skills. The principal provides many opportunities for teachers to increase their leadership and professional capabilities. The Ministry of Education's 2011 publication, Tataiako: Cultural Competencies of Māori Learners, is integrated into the teachers’ appraisal process. Good induction and mentoring processes are in place to ensure teachers’ success at all levels of the school.

The students from the Pacific Islands are achieving results that are similar to those of all other students. However, they would benefit from the board reviewing and implementing the recommendations of the Ministry of Education's, Pacific Education Plan.

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

The board and teachers promote educational success for Māori as Māori effectively.

Seven percent of the school roll identifies as Māori. Students are achieving results that are similar to those of all other students.

The board has a close working relationship with Te Runanga o te Kura o Waitakere. The Runanga supports teachers to strengthen the implementation of kaupapa Māori in the school. A representative of the Runanga is a board trustee. A school kaumatua, who has been a long-standing member of the Runanga, has been recently appointed to support the school.

Teachers are becoming increasingly confident in including te reo and tikanga Māori into class programmes. This use of te reo is being led and monitored by a designated teacher. The deputy principal has had a major role in promoting the success of Maori as Māori in the school.

The school has implemented an optional programme, Ngā Tumanako, through which students learn about Māori values alongside the school values programme.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The experienced board works well as a team and is confidently led by a long-standing chairperson. The board is committed to implementing successful governance practices and is supported by clear guidelines. Trustees are well informed about the progress and achievement of students.

The school culture is positive and inclusive. The board has a good understanding of its role as an employer. Personnel practices, including recruitment and appraisal, are well managed. A focus of the board and senior leaders is on the retention of good teaching staff. The board identifies and respects the diversity of teacher strengths and interests and supports the use of these in classroom teaching and learning programmes.

Formal and responsive self-review processes are used effectively to improve outcomes for students. Self-review information is reported to the board by senior leaders and is used well to inform long-term school goals. This information is used to develop an annual plan, which is evaluated at the end of each year. Consultation with the wider school community, and student achievement data, form the basis of ongoing self-review information.

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. No international students were enrolled at the time of the ERO review.

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

19 June 2013

About the School

Location

Auckland West, Auckland

Ministry of Education profile number

1557

School type

Full Primary (Years 1 to 8)

School roll

450

Number of international students

0

Gender composition

Boys 50% Girls 50%

Ethnic composition

NZ European/Pākehā

Māori

Asian

Pacific

Other

86%

9%

1%

1%

3%

Review team on site

May 2013

Date of this report

19 June 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2010

June 2007

January 2004