Newtown School

Newtown 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 

​Newtown School​ located in Wellington, provides education for learners from Years 1 to 6. There are two full immersion classes, Ngāti Kotahitanga, for learners from Years 1 to 8 and, for learners in the English medium classes, a te reo Māori bilingual class available one day a week. The school reflects Newtown’s multicultural community where more than half of its students are English language learners. Newtown School’s values are whanangatanga, kia manahau, kia manaaki, kia whakapau kaha, kia ngākau hihiri. 

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  

In the past three years, ERO and the school have worked together to evaluate how well professional learning about bicultural responsiveness is embedded in teaching practice, and what impact it has on the school’s valued outcomes for its tamariki

Expected Improvements and Findings 

The school expects to see: 

A cohesive, and evidence-based evaluation that measures the impact of teachers’ professional learning about cultural responsiveness on learners’ achievement and hauora

  • Well analysed information shows that an inclusive, culturally responsive curriculum enables learners to sustain progress and, for many, to show accelerated achievement. 
  • Leaders and teachers’ increased knowledge of mātauranga Māori and te reo Māori has strengthened culturally responsive teaching practices enabling targeted interventions and accelerated achievement for many learners. 

That this evaluation is guiding and informing future decision making, planning and resourcing. 

  • The board of trustees works in a co-governance partnership to enact their kaupapa; that all learners will equitably achieve and succeed as tangata whenua and tangata tiriti
  • Strategic future planning and resourcing is focused on embedding and sustaining bicultural practices and improving achievement. 

Other Findings 

During the course of the evaluation, it was found that strengthened bicultural practices resulted in deepened learning relationships between staff, students and whānau, and the development of a clear, strategic determination to effect te Tiriti o Waitangi with integrity. 

The greatest shift that occurred in response to the school’s action was the improved achievement of many students and increased pride in their own language, culture and identity. 

Part B: Current State 

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

Learner Success and Wellbeing

Outcomes for learners are becoming increasingly equitable and excellent. 
  • Schoolwide achievement information shows that the majority of learners achieve at or above curriculum expectations in reading, writing and mathematics. 
  • Pacific learners are achieving as well as their school peers, while Māori learners are not achieving as well in writing or mathematics. 
  • An inclusive culture and highly responsive teaching practices support the wellbeing and achievement of learners with additional needs; this is particularly evident in the targeted support that is provided for English language learners. 
  • The school has made progress towards, but is not yet meeting, the Ministry of Education’s target for regular attendance; this remains an ongoing focus for the school. 

Conditions to support learner success

Leadership fosters and sustains a culture committed to quality teaching, and equity and excellence in learner outcomes. 
  • Leaders use quality evidence to evaluate how well learning targets and initiatives are implemented and strategically plan next steps to improve learners’ achievement. 
  • Professional learning that deepens teachers’ knowledge, develops consistent quality professional practice and improves student outcomes, is valued, prioritised and planned for by leaders.
Teachers use evidence-based, culturally responsive strategies that enable all learners to participate in purposeful and well-paced learning opportunities. 
  • Teachers deliberately prioritise the integration of quality te reo Māori, tikanga Māori and mātauranga Māori throughout the curriculum to increase students’ knowledge and sense of belonging. 
  • Quality assessment information is effectively used to plan for, evaluate and report on the accelerated progress and achievement of learners. 
  • Local contexts are reflected throughout the curriculum so that students can relate to learning; seeing themselves, their identities and their cultures.
Planning for improvement is well informed by evidence and in partnership with the school’s community. 
  • The co-governance model enables the Board to effectively represent the school’s community, including mana whenua, and to collaboratively identify and develop improvement priorities that promote and resource achievement and wellbeing for all learners. 
  • The school’s vision, direction and priorities reflect those set out by whānau and are anchored in a commitment to Te Tiriti o Waitangi
  • Parents and whānau are respected partners in learning; they are well informed and provided with many opportunities to support and actively participate in their child’s learning. 

Part C: Where to next? 

The agreed next steps for the school are to: 

  • implement a schoolwide professional learning plan focused on improved engagement and achievement in writing 
  • work alongside parents and whānau and co-construct a plan for improving rates of attendance 
  • continue to strengthen the use of te reo Māori, tikanga Māori and mātauranga Māori learning across the school to increase students’ knowledge and sense of belonging. 

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

Within six months: 

  • develop a responsive implementation plan to guide teacher professional learning focused on strengthening learner engagement, achievement and acceleration in writing 
  • undertake a data-informed review of literacy in the middle and senior school; prioritise and plan for students who require structured learning support 
  • review the delivery of te reo Māori, tikanga Māori and mātauranga Māori learning across the school; develop a plan focused on strengthening and sustaining the capability of staff and students. 

Every six months: 

  • review the effectiveness of teachers’ professional practice through classroom observations and learners’ achievement in writing; report progress and planned next steps to the board 
  • monitor and report the progress and attendance of targeted groups who are receiving specialised support to their whānau and to the board. 

Annually: 

  • analyse schoolwide achievement in writing, including that of identified learners; use this data to report to the board, and to strategically plan actions that will improve the achievement and learning outcomes of all 
  • review the progress of students identified as requiring structured literacy support; identify initiatives that have been most successful in accelerating their progress and develop next steps for strategic planning 
  • identify patterns of increased capability of staff, students and whānau in te reo Māori, tikanga Māori and mātauranga Māori learning across the school; review and strategically plan next steps 
  • review learner attendance, progress and achievement against the school’s improvement priorities and goals to inform decision making. 

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

  • improved achievement outcomes and accelerated progress in writing 
  • learners who confidently and successfully apply structured literacy strategies in their learning 
  • strengthened capability of staff, learners and whānau in te reo Māori, tikanga Māori and mātauranga Māori 
  • more students attending regularly. 

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 

​13 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 

Newtown School

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to ​2027​

As of ​September 2024​, the ​Newtown 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 ​Newtown 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  

​13 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 

Newtown School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Newtown School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz

Context

Newtown School, located in Wellington, provides education for learners from years 1 to 6. There is also a te reo Māori bilingual and full immersion class, Ngāti Kotahitanga, for learners from years 1 to 8

Newtown School’s strategic priorities for improving outcomes for learners are:

  • ākonga are supported to be strong and secure in their cultural identity and enabled to have agency to succeed (rangatiratanga) including language, literacy and numeracy

  • collaborative teaching and learning practices are high quality, reciprocal (ako) and demonstrate high expectations for all ākonga. We reflect on the impact of our practice and take action to grow

  • we will learn in an inclusive, safe and supportive environment that enacts our school values, having a professional, flexible response to the needs of all ākonga, to ensure success for all

  • build strong learning partnerships with iwi and communities that are ongoing, meaningful, reciprocal and transparent. Honour Te Tiriri o Waitangi through deepening understanding of Māori as Tangata Whenua

  • effectively enable and sustain coherent conditions to achieve equity, excellence and innovation. Build and sustain belonging, relational trust, efficacy and agency

  • honour and embody the principles and obligations of Te Tiriti o Waitangi. Decision making practices are shared and evidence-informed to sustain and extend ākonga opportunities to learn, and achieve equity and excellence.

You can find a copy of the school’s strategic and annual plan on Newtown School’s website.

ERO and the school are working together to evaluate how well professional learning about bicultural responsiveness is embedded in teaching practice, and what impact it has on the school’s valued outcomes for tamariki.

The rationale for selecting this evaluation is:

  • ​​​that the school has identified the need to investigate and measure the impact of teacher’s professional learning about bicultural responsiveness on learner’s achievement and hauora
  • that this evaluation will support the school to achieve equity and excellence for all ākonga.

The school expects to see a cohesive, and evidence-based evaluation that will measure the impact of teachers’ professional learning on valued outcomes for ākonga and Kaiako. This evaluation will guide and inform future decision making, resourcing and continuous improvement in teaching and learning.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate how well professional learning in bicultural responsiveness has been embedded in teaching practice, and what impact it has on the school’s valued outcomes for tamariki:

  • high relational trust that promotes learning partnership between ākonga, kaiako and whānau

  • a staff of active learners, committed to strengthening their knowledge and use of te reo Māori throughout the wider curriculum

  • well established, culturally responsive pedagogical practices that support and promote learning.

Where to next?

Moving forward, the school will prioritise:

  • valuing the ongoing learning conversations that strengthen learning partnerships between ākonga, whānau, kaiako and iwi

  • ensuring clear alignment between the school’s strategic priorities and kaiako professional practice which will support equity and excellence for all ākonga.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Kathy Lye
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

17 February 2023 

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

Newtown School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of May 2022, the Newtown School, 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 Newtown 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

17 February 2023 

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