1041 Broadwood Road , Broadwood
View on mapThis Profile Report was written within six months of the Education Review Office and Broadwood Area 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
Broadwood Area School – Te Kura Takiwā o Manganuiowae is located in North Hokianga and provides education for students in Years 1 to 13. The school’s mission is ‘Whakaara i te kākano: challenging ourselves to reach our full potential’.
Broadwood Area School’s strategic priorities for improving outcomes for learners are:
to provide a responsive and flexible curriculum meeting our diverse needs
to thrive within Manganuiowaitanga, fostering identity, language and leadership
to cultivate an inclusive environment of whanaungatanga, wananga and ako.
You can find a copy of the school’s strategic and annual plan on Broadwood Area School’s website.
ERO and the school are working together to evaluate how effectively data is being used to identify and respond to the learning needs of ākonga to accelerate their progress and achievement.
The rationale for selecting this evaluation is to:
support ākonga to achieve success with a strong, secure sense of their identity
meet the aspirations of all ākonga, whānau, hapū and iwi through broad and meaningful educational experiences and pathways
build teacher capability to use robust and accurate achievement data to inform teaching and learning.
The school expects to see:
confident, resilient and connected ākonga who are actively engaged in their learning
targeted and appropriate interventions which effectively support ākonga to make accelerated progress towards achieving excellent and equitable outcomes.
The school can draw from the following strengths to support its goal to evaluate how effectively data is being used to accelerate ākonga progress and achievement:
a responsive and flexible localised curriculum to support meeting the diverse needs of ākonga has been implemented
conditions, structures, systems and processes to support ākonga progress and achievement are being strengthened and refined
leaders are working with teachers to embed effective and consistent teaching practices throughout the school.
Moving forward, the school will prioritise:
professional development which builds teaching capability to use achievement data to improve learner outcomes
developing student agency and understanding of progress and achievement to co-construct learning pathways which improve their learning outcomes
strengthening internal evaluation processes and practices.
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
18 October 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of June 2023, the Broadwood Area School Board has attested to the following regulatory and legislative requirements:
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For further information please contact the Broadwood Area 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
18 October 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Broadwood Area School | Te Kura Takiwa o Manganuiowae is located in North Hokianga. It caters for approximately 100 students in Years 1 to 15. Nearly all students are Māori. The local Māori community and marae are within the tribal boundaries of Ngāpuhi and Te Rarawa.
The 2018 ERO report recommended that ERO, the Ministry of Education (MoE) and New Zealand Trustees Association (NZSTA) support the school in its improvement journey. The report also noted the following strengths of the school that continue to be evident:
school values and vision underpin the school’s culture and foster a community of bicultural learning for all
a strong school identity that promotes opportunities for students to enjoy success as Māori
school leaders and trustees who are keen to promote greater collaboration with students, staff, parents and whānau.
The school has worked with MoE Student Achievement Function (SAF) practitioners focused on developing teaching and learning effectiveness and building leadership capability. During the past year, SAF practitioners have worked with senior leaders on improving school systems to support teachers’ professional growth.
Leaders and staff continue to manage challenges of the COVID-19 requirements, and the wellbeing in the school’s community. These challenges have constrained ongoing school development. In 2022, leaders, staff and students have also had to adapt to changes caused by the large building project funded by the MoE.
Broadwood Area School is a member of the Hokianga Community of Learning l Kāhui Ako (CoL).
Building stewardship and leadership capability.
Improving the quality of teaching and learning.
Developing a cohesive and responsive curriculum.
External agencies have continued to help senior leaders improve leadership and teaching practice, and support trustees to build their stewardship capability.
Growing leadership capability in the school has been a key aim for the principal, and she encourages and supports teachers to adapt their practice and lead initiatives. Well-considered allocation of management units is being used to support distributed leadership and growth.
The board has participated in governance training provided by NZSTA representatives. The school’s strategic planning and charter have been developed through working with staff. The charter reflects a collective voice and is inclusive of Te Tiriti o Waitangi principles. The board has adopted SchoolDocs to ensure that policies are kept current and reflect legislative requirements and changes.
Other factors contributing to capability building:
Externally facilitated professional learning and development (PLD) programmes supporting leadership growth, including the Springboard Trust’s High Performing Leadership Teams courses.
An external appraiser continues to work with senior leaders, offering them valuable opportunities to reflect on, and develop their roles.
Trustees have been co-opted onto the board to provide further perspectives from the community and to replace trustees who resigned during the pandemic.
Alongside the SAF work, multiple streams of PLD are ongoing in the school. Leadership PLD has continued with the aim of supporting teachers to lift the effectiveness of their practice. Relationship-based learning has focused on supporting students to achieve, including Māori students achieving as Māori. Digital learning PLD was timely for the challenges presented by COVID-19.
COVID-19 requirements have constrained developments in learning, assessment and progress over the past two years. Despite this significant event, leaders and teachers continue to develop their data analysis knowledge and skills. Plans are in place for a PLD programme to develop leaders’ and teachers’ use of the Learning Progressions Framework.
Other improvement features:
A current PLD contract involves a continuing focus on the quality of teaching and learning, including building teachers’ assessment for learning practices.
Kura Teina (Years 1 to 8) teachers have developed more consistent approaches to planning and assessment for student learning and progress. This year they are working with an external facilitator to develop practice aimed at raising achievement in writing.
The school’s professional growth cycle is supporting teachers to reflect on, and change their practice to cater for students’ diverse learning and wellbeing requirements.
Factors contributing to capability building:
Te marautanga o te kura has been developed as a guiding curriculum document for staff, students and the community. It aligns well with the school charter and strategic plan.
Various curriculum choices are provided for students in Whare Kura (Years 9 to 13) through advantageous staff appointments. Staff are appointed based on their expertise and experience, and most are from the community or have connections with kura staff.
Senior students can choose to join the sports academy programme that has been working in the school for more than two years.
A current PLD contract includes a focus on further developing the localised curriculum.
A key priority is for the board to proactively prepare for this year’s board elections by promoting community interest in the school’s governance and stewardship.
Evaluating the impact of PLD strategies on teaching practice and achievement outcomes for students.
Continue developing teachers’ and senior leaders’ analysis and reporting of student progress and achievement.
Develop evaluation processes to help the board, leaders and teachers scrutinise the impact of strategies that make the most difference for learners’ progress.
Broadwood Area School is much better placed to sustain and continue to improve its performance for students. The school has shown a steady trajectory of progress despite the ongoing challenges of COVID-19 constraints, community wellbeing and staffing for some senior subjects.
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.
ERO identified non-compliance in relation to all children’s workers needing to be safety checked every three years. This includes both staff employed and staff engaged in the kura, whose work involves regular or overnight contact with children.
Children’s Act 2014.
ERO recommends that the school continue to work with external expertise, including the MoE and NZSTA, to sustain improvements. Continued development of stewardship, leadership and teaching will contribute to positive learner outcomes.
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
16 September 2022