34 Elgin Road , Mornington, Dunedin
View on mapTēnā 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.
Mornington School is located in the hill suburbs of Dunedin. The school provides education for students in Years 1 to 6. Their mission states: Noho Tahi, Ako Tahi – Together we live and learn.
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.
Since the previous ERO report of November 2022, ERO and the school have worked together to evaluate the impact of the ‘Developing Mathematical Inquiry Communities’ (DMIC) approach on teacher practice, curriculum and student learning outcomes
The school expected to see increasingly consistent and effective teacher practice, leading to improved learning outcomes for all students in mathematics, and particularly for priority students.
The greatest shift that occurred in response to the school’s action is the growth in teachers’ knowledge about how learners think mathematically and learn new mathematical concepts. Teachers are increasingly using this knowledge to notice and respond to learners’ needs in mathematics lessons.
The following findings are to inform the school’s future priorities for improvement.
| The school is working towards excellent and equitable outcomes for learners. |
| Leadership is building a culture committed to high-quality teaching and learning. |
| Teaching is increasingly responsive to the needs of learners. |
| Key conditions that underpin successful schooling are embedding. |
The agreed next steps for the school are:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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
27 February 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of September 2024, the Mornington School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Mornington 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
27 February 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
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.
No international students were enrolled at the time of the ERO review.
Shelley Booysen
Director of Schools
27 February 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 12 months of the Education Review Office and Mornington 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
Mornington School is located in the hill suburbs of Dunedin. The school provides education for students in years 1 - 6. Their mission states: ‘Noho Tahi, Ako Tahi – Together we live and learn.’
Mornington School’s strategic priorities for improving outcomes for learners are:
accelerating the progress of all students in Mathematics
reducing the number of students achieving below their expected levels in Mathematics
enhancing teacher capabilities in behaviour management using schoolwide approaches
You can find a copy of the school’s strategic and annual plan on Mornington School’s website.
ERO and the school are working together to evaluate the impact of the ‘Developing Mathematical Inquiry Communities’ (DMIC) approach on teacher practice, curriculum and student learning outcomes.
The rationale for selecting this evaluation is:
Mornington School has committed significant professional learning time and resourcing to its implementation plan for ‘DMIC’. The school wishes to evaluate the impact of this approach on teacher practice and student outcomes in order to inform future planning for sustainability and improvement.
The school expects to see increasingly consistent and effective teacher practice, leading to improved learning outcomes for all students in Mathematics, and particularly for priority students.
The school can draw from the following strengths to support its goal to evaluate the impact of the ‘Developing Mathematical Inquiry Communities’ (DMIC) approach on teacher practice, curriculum and student learning outcomes:
a strategic approach to professional learning and development which supports continuous improvement in teaching and learning
high expectations for excellent and equitable learning outcomes for all students.
Moving forward, in order to accelerate the progress of all students in Mathematics and particularly for priority students, the school will prioritise:
strengthening teacher confidence and capability in delivering Mathematics education
analysing high-quality progress and achievement information.
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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
15 November 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of March 2022, the Mornington School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Mornington School Board of Trustees.
The next Board of Trustees 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
15 November 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
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.
No international students were enrolled at the time of the ERO review.
Going forward, the school should make use of current tools provided by NZQA.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
15 November 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
At the time of this review Mornington school had a roll of 263 children in Years 1 to 6. Of these, 43 identify as Māori. Another 31 children come from ethnicities other than New Zealand European. There are a number of children for whom English is a second language.
Since the last ERO review (2014) the school has participated in a Ministry of Education professional development programme focused on accelerating learning in mathematics (ALiM).
The board of trustees includes many new members and has undertaken relevant training to build its capability.
The school has maintained good achievement levels in mathematics and reading over time. Lifting achievement levels in writing is the school’s current priority. At the time of this review the school had started a programme of professional learning in the teaching of writing.
The school has responded well to most of the areas for development identified in the last review. How well school programmes incorporate bicultural perspectives remains an area for review and development.
The school responds well to most children whose learning and achievement need acceleration. Further development is needed to lift achievement levels in writing, particularly for boys.
The school has many processes that are effective in enabling the achievement of equity and excellence. These include evaluative processes for identifying areas needing development to improve.
There is a strong focus on student well-being and equity of outcomes for learners. The school’s curriculum and the provision of learning support respond well to children’s interests and diverse needs. Leaders promote and support effective teaching in a range of ways. The school needs to make better use of school-wide assessment information to identify key learning needs. It also needs to ensure it is monitoring children’s rate of progress against the National Standards in order to evaluate the effectiveness of interventions and teaching.
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for some children remains.
ERO is likely to carry out the next review in three years.
This school responds well to most children whose learning and achievement need acceleration.
The school’s achievement information shows that for the last three years:
Māori children achieve equitable outcomes in mathematics, writing and reading. The school’s planned actions have reduced disparity in outcomes for Māori children in reading in recent years.
Over time the proportion of boys achieving at or above the National Standards in writing has decreased. The school needs to develop targeted planning and effective approaches to lifting boys’ achievement in writing.
School information shows that planned actions to accelerate the progress of some children in reading and mathematics in recent years have been successful.
Children for whom English is a second language make good progress in English language learning over time and are effectively supported to access the curriculum at appropriate levels alongside their peers.
Children with additional learning needs make meaningful progress against their individual goals.
The school has appropriate processes for moderating teachers’ judgements about children’s achievement. These include some moderation with other schools and regular review of assessment practices.
The school has many good quality processes that are effective in enabling the achievement of equity and excellence.
The school’s vision and strategic goals provide clear direction and prioritise student achievement and well-being and teacher effectiveness. These priorities are clearly evident through leadership, curriculum and teaching plans.
The school’s curriculum effectively supports children to develop the skills and attitudes valued by the school community – to be confident, resilient, healthy, thinkers. Teachers plan programmes that make good use of rich, authentic contexts for learning and respond well to children’s interests, strengths and needs. Teachers encourage children to be active participants in their learning and support them to know what they need to do to make progress.
There are effective processes for identifying children needing additional learning support and a wide range of specialist programmes and services to meet the diverse needs of children.
The school has a strength in the provision of English language learning for children for whom English is a second language.
Teachers build purposeful relationships with whānau and parents to support children’s well-being and learning. This includes working closely with parents to support successful transitions into, through, and on from school.
Leaders have high expectations for effective teaching. Leaders support teachers to meet these expectations by:
Leaders promote a strong sense of collective ownership for positive learning outcomes for children.
Overall the school has good processes for identifying areas needing development to better address and overcome barriers to achieving equity and excellence. Addressing the areas identified below will further strengthen these processes.
Trustees and leaders need to:
ERO agrees with the school’s current priority of building the capability of teachers to accelerate the progress of children yet to achieve at expected levels in writing, particularly boys.
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
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.
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 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.
The school has the capacity and capability to accelerate learning for all children. However, disparity in achievement for some children remains.
Leaders and teachers:
The school agrees to:
ERO is likely to carry out the next review in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
21 September 2017
|
Location |
Dunedin |
|
Ministry of Education profile number |
3776 |
|
School type |
Contributing Primary |
|
School roll |
263 |
|
Gender composition |
Female: 45% Male: 55% |
|
Ethnic composition |
Māori 16% |
|
Provision of Māori medium education |
No |
|
Review team on site |
June 2017 |
|
Date of this report |
21 September 2017 |
|
Most recent ERO reports |
Education Review June 2014 |