Wymondley Road School is a small contributing school in Otara, Auckland. The school has recently celebrated its 60th year anniversary. The roll of nearly 180 students consists predominantly of students of Pacific heritage with a small percentage of Māori students.
The school’s overarching vision is for students to learn and lead with courage. The vision aims to nurture students as leaders who stand tall, are strong in character, confident in identity and who strive for excellence. The school has expectations that learners will reach their full potential and develop values of whakaute (respect), mahi tahi (teamwork), ngākau tapatahi (integrity), hiringa (determination) and manaakitanga (caring).
Since the 2016 ERO review, new trustees, a new senior leadership team and many new teachers have been appointed. The principal worked with the Ministry of Education’s Student Achievement Function practitioner (SAF) to improve school assessment systems and processes. Teachers have participated in professional learning in relation to digital learning and mathematics.
ERO’s 2016 report identified further work was needed in curriculum design, teaching and learning, and governance. These areas still need to be addressed.
The school’s current achievement targets focus on children achieving at expected curriculum levels in reading, writing and mathematics.
Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:
Wymondley Road School is a member of the Papatoetoe Community of Learning I Kāhui Ako (CoL).
Wymondley Road School is at the developing stage in its effectiveness toward achieving equitable and excellent outcomes for students.
At the time of the review, the school did not have longitudinal data or achievement information to show how well all students or groups of students are progressing and achieving. The data the school provided was not reliable. The school is yet to define accelerated learning or expected rates of progress that would support each student to achieve expected curriculum levels.
Senior leaders are continuing to develop relevant and meaningful assessment practices so teachers can make more reliable judgements on student achievement. They have planned professional learning in mathematics, inquiry learning and digital technologies to raise student learning outcomes.
Wymondley Road School is beginning to develop its effectiveness in responding to students who need to make accelerated progress.
The school values are reflected in the school’s inclusive culture. School leaders and teachers are connected and committed to serving the school community. A range of appropriate communication strategies are used to communicate with and engage parents, whānau and community. School leaders and teachers focus on building relational trust and reciprocal learning-centred relationships with parents and whānau. They provide learning opportunities to enable parents and whānau to support their children’s learning at home.
School leaders acknowledge further developments in curriculum design and implementation are needed to improve outcomes for students. They recognise that a more challenging and interactive curriculum is required to extend learning opportunities, so students actively engage in critical thinking, creativity and oral language. Some curriculum initiatives are at the beginning stage and a new strategic plan has been developed. School leaders are aware of students’ potential and now need to promote this more fully through student leadership and learning opportunities.
To promote more equitable outcomes for students -
School leaders need to:
Trustees need to:
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Wymondley Road School’s performance in achieving valued outcomes for its students is: Needs development.
ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
community collaboration and partnerships that extend learning opportunities for students
caring, collaborative and inclusive learning community that students participate and learn in.
For sustained improvement and future learner success, priorities for further development are in:
ensuring that students have effective, sufficient and equitable opportunities to learn
leaders ensuring effective planning, assessment, coordination and evaluation of the school’s curriculum and teaching practices
teachers’ access to relevant expertise to build capability for ongoing teaching improvement and innovation
developing the board’s scrutiny of the school’s work to promote valued student outcomes
more coherent organisational conditions that promote evaluation, inquiry and knowledge building.
ERO identified non-compliance in relation to personnel and self-review.
In order to address this the board must:
maintain an ongoing programme of self review in relation to policies, plans and programmes
[National Administration Guidelines 2(b)]
ensure appointments are made with appropriate identification and vetting processes
[National Administration Guidelines 2(b), Vulnerable Children Act 2014, New Zealand Education Gazette]
annually assess the principal against all professional standards for principals.
[New Zealand Education Gazette: and relevant employment agreement]
ERO recommends that the Ministry of Education consider providing support for the school in order to bring about improvements in:
curriculum design, implementation and review
assessment systems and processes to monitor accelerated progress and achievement
school leadership to lead change.
ERO recommends that the New Zealand School Trustees Association consider providing support for the school in order to bring about improvement in trustees’ understanding of their roles and responsibilities.
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
5 August 2020