Iqra 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 

​​Iqra School​ is in New Lynn, west Auckland and provides education for students in Years 1 to 8. The school’s mission is to provide high quality learning and education in an Islamic environment. A new principal began in July 2024.

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

• A large majority of students achieve at expected curriculum levels in mathematics; a small majority achieve these expectations in reading and writing.
• Students have a strong sense of belonging to their school; they describe a positive and affirming learning environment that acknowledges their culture, language and identity.
• A large majority of students attend school regularly; the school is working towards meeting the Government’s target for regular attendance.

Conditions to support learner success

• Leaders are highly visible in the school and work collaboratively with teachers to support student wellbeing and outcomes.
• Leadership sets relevant improvement goals that are informed by achievement information and the special character values; leaders and the board are taking steps to regularly review these goals to decide ongoing strategic decision making.
• Senior leaders are developing and implementing a quality practice framework that supports consistency of teaching approaches and programmes.

• Leaders and teachers are refining the curriculum overview to build a shared understanding among students, staff and parents of teaching and learning expectations.
• Teachers participate in relevant professional learning that increases their knowledge and use of structured literacy approaches and supports planning for learners who have English as a second language.
• Teachers are taking steps to integrate more te reo Māori and tikanga Māori into class programmes, giving greater effect to Te Tiriti o Waitangi and increasing student understanding of Aotearoa New Zealand.

• Leaders and teachers are developing strong educational partnerships with a range of external agencies that increasingly build teaching and learning practices and respond to community aspirations.
• Students who have additional learning needs are appropriately identified, supported and monitored to increase their rates of progress.
• Parents are valued partners in their children’s learning, which supports relationships of respect and care with school staff.

Part B: Where to next?

The agreed next steps for the school are to:

• monitor and review initiatives to improve the regular attendance of all students
• refine the curriculum, embedding the new literacy and mathematics requirements school wide to improve student progress and achievement
• strengthen effective teaching, learning and assessment practices to ensure consistency of high quality teaching approaches.

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

Within six months:

• review structured literacy and mathematics approaches school wide and provide ongoing staff professional learning to enhance teaching practice
• implement the quality practice framework to support consistency of teaching approaches and programmes

Every six months:

• monitor and review the impact of initiatives and strategies to improve regular attendance and identify further actions
• review the progress and achievement of learners identified at risk of not achieving in reading, writing and mathematics and implement actions for their continued progress
• evaluate the impact of staff professional learning and the quality practice framework on strengthening teachers’ understanding and consistent use of highly effective teaching, learning and assessment practices

Annually:

• review and report to the board on student attendance, progress and achievement information to support ongoing strategic decision making for improvement
• evaluate the school wide consistency of teaching, learning and assessment practices, including the impact on students’ engagement, progress and achievement and use this to inform next steps.

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

• improved regular student attendance
• increased progress and achievement in reading, writing and mathematics, with a focus on those students at risk of not achieving
• consistent high quality teaching practices embedded school wide.

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

​​Sharon Kelly​
Director of Schools (Acting)​

​​18 March 2025​

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 

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

As of ​November 2024​, the ​Iqra 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​

Actions for Compliance

ERO and the board have identified the following area of non-compliance during the board assurance process:

• ensure the board gives written authorisation of an employee, who is not a teacher, to use physical restraint.
  [s99 Education and Training Act 2020]

The board has since taken steps to address this area of non-compliance.

Further Information

For further information please contact ​Iqra 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.

​​Sharon Kelly​
​Director of Schools (Acting)​

​​18 March 2025​

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