Waitakere S D A School

Education institution number:
4151
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
65
Telephone:
Address:

26 Corban Avenue, Henderson, Auckland

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Waitakere S D A School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within eight months of the Education Review Office and Waitakere S D A 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 

Waitakere S D A School is a small, state integrated school with a growing roll. It caters for local students from years 1 to 8. During 2023 a new vision; ‘nurturing successful leaders empowered to serve in preparation for eternity’ and strategic plan were developed. 

Waitakere S D A School’s strategic priorities for improving outcomes for learners are:

  • Develop students understanding of God’s love to foster a culture of inclusiveness.
  • Students and staff will work collaboratively with others to achieve teaching and learning goals.
  • All students will be motivated and engaged to reach their fullest academic potential.

You can find a copy of the school’s strategic and annual plan on Waitakere S D A School’s website.

ERO and the school are working together to evaluate how effectively teaching and learning programmes enable all students to make progress and achieve their best. 

The rationale for selecting this evaluation is to: 

  • support teachers to collaborate and develop plans that identify student needs and show student progress and achievement over time 
  • strengthen teacher practice in literacy and numeracy.

The school expects to see learners who are engaged and motivated, confident, and independent problem solvers who all experience success.

Strengths 

The school can draw from the following strengths to support its goal to evaluate how effectively teaching and learning programmes enable all students to make progress and achieve their best:

  • students who enjoy coming to school and learning
  • senior leadership’s dedication to the school and to achieving the school vision
  • the strong sense of belonging that is shared by whole school community.

Where to next?

Moving forward, the school will prioritise: 

  • sharing the new strategic plan with the community
  • further developing the induction programme to enable new staff to successfully support all students to make progress and achieve their best
  • establishing a collaborative curriculum planning system that encompasses the school vision and strategic goals. 

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. 

Shelley Booysen
Director of Schools

8 April 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 S D A School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of June 2023, the Waitakere S D A 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 S D A 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

8 April 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 S D A School August 2022

Findings

The school has made sufficient progress and will transition into ERO’s approach to working with schools, Te Ara Huarau.

1 Background and Context

What is the background and context for this school’s review?

Waitakere S D A School is a small, state integrated school that caters for students from Years 1 to 8. The school is adjacent to the Seventh Day Adventist Church, and located in Henderson, West Auckland. The board includes long serving and some new members. In 2018, a new principal was appointed as a first-time principal.

The school’s vision states: ‘W S D A will produce individuals of noble character who will be empowered to contribute to this world as they prepare for eternity’. The motto, CARE: care, attitude, respect and excellence, underpin school operations. ERO’s 2018 review reported positive learning and working relationships among trustees, school leaders, teachers, children and the community. These positive relationships continue.

The 2018 ERO report identified some key areas that required development. The report recommended that ERO continue to maintain an ongoing relationship with the school to build capacity and evaluate progress. Significant staff turnover and the COVID-19 pandemic have hampered the school’s opportunity to build capacity and evaluate progress.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Waitakere S D A School has been involved in a longitudinal review with ERO to support school progress and development. The agreed priorities for school improvement identified from ERO’s 2018 report include:

  • curriculum development
  • develop robust assessment systems, processes, and practices
  • improve consistency and quality of teaching and learning
  • strengthen internal evaluation capability and capacity
  • build leadership and stewardship capability to sustain and embed changes.

The principal and board are actively working with external facilitators to address these development priorities.

Progress

The board, principal and staff have contributed to progressing all priority areas.

Since 2018, the school has received support from the Ministry of Education (MoE), including a Student Achievement Function (SAF) practitioner. Consultants in school management and operations, curriculum development and teaching and learning have provided support, which has significantly contributed to improving school systems and processes.

School processes for evaluation and knowledge-building for improvement are being established. These now need to be guided by a systematic approach to identify and evaluate areas for improvement that positively impact on outcomes for all students. The principal is beginning to collate and monitor overall school achievement and teaching capability more effectively.

The principal and teachers are establishing a responsive localised curriculum framework. A school curriculum overview and implementation plans are now in place to support the delivery of the New Zealand Curriculum (NZC).

Learner progress and achievement are not yet equitable and excellent. However, the school is beginning to establish priorities and plans to improve outcomes for all learners. Teachers are identifying student strengths, and using teaching strategies to increase learner success and reduce disparity.

The principal is ensuring that regular professional learning is supporting teachers to develop their capability. Professional knowledge, and approaches that support teacher effectiveness, are helping to improve student learning. Significant staff changes since 2018 have hindered the effectiveness of these strategies to accelerate student learning.

The board sought support from the New Zealand School Trustees Association (NZSTA), and as a result board members are more aware of how they can enact its roles and responsibilities. The board has systems and support in place to ensure that policies are regularly reviewed to respond to emerging school requirements and legislative changes.

Key next steps

Leaders and teachers should continue to consolidate and embed practices and initiatives that have been introduced by:

  • refining the collation and analysis of student information to enhance regular reports to the board about the progress of different groups of learners, including their wellbeing
  • continuing to develop a school-wide understanding and use of The Learning Progressions
  • evaluating how well the intentions of strategic and annual plans impact on student outcomes
  • continuing to develop a responsive local curriculum that is relevant to students, and responds to parent aspirations for their children.

Sustainable performance and self review

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

Waitakere S D A School is beginning to develop its capacity to sustain and improve its performance. Factors contributing to sustainability are: 

  • continuity and commitment from staff, school leadership and the board to develop its capacity and improve school systems and processes
  • schoolwide systems being embedded to monitor student achievement and progress
  • professional learning and development in place for leaders and teachers to improve their capability
  • governance guidelines in place to support board members with their roles and responsibilities.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the Ministry of Education continues its support of the school due to the disruption caused by significant staff turnover and the COVID 19 lockdowns over recent years.

Te Ara Huarau

The school has made sufficient progress and will transition into ERO’s approach to working with schools, Te Ara Huarau.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki

19 July 2022

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.