Wymondley Road School

Education institution number:
1579
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
135
Telephone:
Address:

77 Wymondley Road, Otara, Auckland

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Wymondley Road School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Wymondley Road 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 

Wymondley Road School is a contributing primary school located in Otara, Auckland.  The school motto is Stand Tall – Tu Rangitira.  The vision is to learn and lead with courage and nurture learners who stand tall strong in character, confident in identify, striving for excellence.

The school is a member of the Papatoetoe Kāhui Ako.

Wymondley Road School’s strategic priorities for improving outcomes for learners are to:

  • implement a responsive and adaptive curriculum

  • engage and equip learners to reach their full potential

  • create an environment where whānau feel engaged and valued.

You can find a copy of the school’s strategic and annual plan on Wymondley Road School’s website.

ERO and the school are working together to evaluate the extent to which student achievement information in literacy is used by teachers and leaders to promote positive outcomes for all learners.

The rationale for selecting this evaluation is:

  • the school is currently engaged with Assessment for Learning professional development

  • teachers and leaders have identified the need to develop consistency in the use of student achievement information to identify effective practices to accelerate learning across the school

  • to raise literacy achievement of all learners so that they are engaged and achieve success.

The school expects to see:

  • teachers deliberately effective formative practices that lead to an acceleration of learning

  • children able to articulate their learning successes and future needs

  • teachers continue to develop a shared understanding and use of achievement information to identify learning needs

  • leaders strengthen their use of achievement information to identify, report and respond to patterns and trends.

Strengths

The school can draw from the following strengths to support its goal to evaluate the extent to which student achievement data in literacy is used by teachers and leaders to promote positive outcomes for all learners:

  • strengthening community partnerships which focus on relationships and engagement

  • school-wide professional development focus on raising achievement in literacy through developing formative assessment practices.

  • learning interventions are increasingly better targeted to support well-being and learning.

Where to next?

Moving forward, the school will prioritise:

  • embedding the professional learning about formative assessment practices across the school

  • developing and extending evidence-based conversations between teachers to inform planning and teaching

  • increasingly involve learners in decisions about their own learning

  • strengthening systems to monitor and track learner progress and achievement.

Recommendation

ERO recommends that the Ministry of Education’s Student Achievement Function Practitioner continue to support the school in its improvement journey.

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.

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

16 December 2022 

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

Wymondley Road School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of September 2022, the Wymondley Road 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 Wymondley Road School Board.

The next 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.

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

16 December 2022 

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

Wymondley Road School - 05/08/2020

School Context

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:

  • achievement in reading, writing and mathematics
  • progress towards the school’s strategic goals
  • outcomes related to engagement and wellbeing.

Wymondley Road School is a member of the Papatoetoe Community of Learning I Kāhui Ako (CoL).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

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.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Wymondley Road School is beginning to develop its effectiveness in responding to students who need to make accelerated progress.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

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.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

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:

  • improve curriculum design and implementation, assessment, evaluation and reporting
  • set more specific and meaningful achievement targets for accelerating progress and achievement
  • develop effective assessment systems and processes to increase the reliability in achievement data
  • develop data literacy capability to support teachers to analyse and use achievement information
  • evaluate the effectiveness of teaching strategies to accelerate progress and achievement
  • continue to build the positive learning relationships with whānau and parents
  • increase opportunities for students to manage their own learning.

Trustees need to:

  • access training to have a shared understanding of their governance role and responsibilities
  • regularly review the school’s policy framework to ensure all legal requirements are met
  • ensure effective employment processes
  • receive evaluative reports to help them scrutinise the effectiveness of the school achieving its valued student outcomes
  • develop internal evaluation processes and understanding to evaluate how effectively the board is fulfilling its stewardship role.

3 Board Assurance on Legal Requirements

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
  • finance
  • 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 Children’s Act 2014.

4 ERO’s Overall Judgement

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.

5 Going forward

Key strengths of the school

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.

Next steps

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.

Actions for compliance

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]

Recommendations to other agencies

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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

5 August 2020

About the school

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

Wymondley Road School - 04/03/2016

Findings

Wymondley Road School is increasing students’ involvement in meaningful learning. Students are keen and willing learners. They have good opportunities for engaging in authentic learning, and positive social interaction. Teachers are committed to promoting students’ wellbeing and success. The school has embedded strong learning partnerships with aiga/whānau and is continuing to promote educational success for Māori, as Māori.

ERO is likely to carry out the next review in three years. 

1 Context

What are the important features of this school that have an impact on student learning?

Wymondley Road School is a small suburban school in South Auckland that caters for students in Years 1 to 6. Eighty-four percent of the students have Pacific heritage. Many of these students are bilingual and are learning English as an additional language. Māori students make up 14 percent of the school roll.

Since the 2012 ERO review, the principal and the senior leadership team have worked collaboratively with teachers to build on many of the school’s strengths. A deputy principal was appointed in 2014 to promote students’ engagement in the curriculum.

The newly elected board chair is supported by both new and experienced trustees who bring a range of skills to their governance role. Senior leaders, staff and the board of trustees are committed to providing a school where students are valued and can celebrate success in learning.

The positive tone of the school supports good teaching and learning. Students enjoy focussed learning relationships with each other and with teachers. The school values and promotes ‘Tu Rangatira’ (Stand Tall). Students experience modern learning environments and have increasing opportunities to collaborate with other students.

ERO’s 2012 report identified self-review processes as an area for review and development. The school has made good progress in this area.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Student achievement information is used well to make positive changes to learners’ engagement, progress and achievement. Teachers closely monitor students’ progress and achievement. Students with additional learning needs receive support to help them succeed.

Students are purposefully engaged in learning. Many students progress and achieve well in the National Standards, especially in reading and mathematics. Māori students achieve well in mathematics. Teachers are continuing to improve assessment to ensure that judgements made about student achievement are consistent and reliable.

School leaders and the board currently set general achievement targets. It would be more useful for them to set targets on specific groups of students at risk of not achieving in particular areas.

Students collaborate with teachers to report to their parents about their progress and achievement. Teachers’ reporting to parents includes identifying students’ next steps for learning and explaining how parents can help their children to make progress. Trustees prioritise the provision of suitable resources to support students’ learning at home.

Students use achievement information to set broad goals about their learning. They are keen and focussed learners. To improve outcomes for students, teachers have identified the continuing need to make learning transparent to promote students’ understanding and ownership of their learning.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum is increasingly effective in promoting and supporting students’ learning.

The school has a goal to develop students who are reflective, inspired, confident and articulate. The school's curriculum is broad and is aligned to The New Zealand Curriculum (NZC). Students experience a strong focus on literacy, numeracy and inquiry learning in classroom programmes. Literacy is integrated well into a range of learning areas. Students are engaged in various activities and co-curricular experiences, such as sport and the performing arts.

Students encounter an increasingly engaging curriculum that seeks to connect them to relevant and authentic learning experiences. Students’ participation and contributions are valued and celebrated. They are encouraged to be curious learners.

Students relate and interact well with others and have good opportunities for independent learning and collaboration. Character values are integrated in their learning to promote students’ positive thinking and responsibility. Students are confident, keen to express themselves and enjoy their learning.

Teachers connect well with students, promote their wellbeing and value their diverse cultural backgrounds. Positive relationships in the school help to promote student success. Teachers are committed to further strengthening their teaching practices. They are collaborative and reflective in developing effective partnerships with students in teaching and learning.

Parents have very good opportunities to support their children in creative and challenging learning and to share this with others. Through Akoranga, a school initiative to promote parent partnerships, parents are provided with learning resources to enhance and promote their children’s learning at home. Students participate in programmes with the support of parents and teachers to develop leadership skills.

There is good support for students with special learning needs and for students learning English as an additional language. The school provides students with effective transition into Year 1 and on to Year 7.

School leaders and teachers identify the need to continue to promote a responsive and engaging curriculum for students as a next step. They aim to develop a curriculum that provides further challenging, relevant and creative learning opportunities in all learning areas.

How effectively does the school promote educational success for Māori, as Māori?

The school is continuing to build on promoting success for Māori students as Māori. The school has 24 students who identify as Māori. Māori students have positive attitudes to school and learning.

The school prioritises Ka Hikitia - Accelerating Success 2013 – 2017, the Ministry of Education’s Māori Education Strategy, in its strategic and curriculum planning to promote Māori success. Whānau are welcomed in the school and are involved in their children’s learning. They share their aspirations at teacher/student/whānau conferences and in Toi Whenua, whānau hui.

The school is developing an increasingly bicultural curriculum and is committed to evolving te Ao Māori perspectives further in the curriculum. Māori students experience an inclusive culture where all students are familiar with, and can share, their personal pepeha that acknowledges pride in their whakapapa.

ERO and school leaders agree that it would now be useful to enhance students’ use of te reo Māori by implementing a sequential te reo programme using Te Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki: Te reo Māori in English medium schools.

4 Sustainable Performance

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

Wymondley Road School is well placed to sustain and improve its performance.

The school makes good use of self review to inform its future direction in teaching and learning. The process incorporates indicators of effective practice to evaluate progress made over time.

The principal and senior leaders provide strong professional leadership and are committed to ongoing improvement. The school’s culture of inclusive leadership promotes growth and confidence in students, teachers and parents/whānau. They are encouraged to lead and learn in a supportive and trusting environment. Consequently, there is a strong sense of belonging and an awareness that each individual can have a positive and meaningful influence.

The school has embedded positive learning partnerships with aiga/whānau. The community has embraced the school’s vision of actively promoting and supporting children’s learning. Parents/whānau are included in the school and feel they have a crucial role to play in their children’s learning.

Trustees are representative of their local community and have undertaken board training. They are informed about overall student achievement and are committed to supporting the school’s strategic goals and teachers’ professional learning. Trustees have a positive working relationship with school leaders. They have high expectations for performance and have processes that encourage responsive decision-making. Trustees could now further strengthen their governance role by using specific and relevant supporting documents with indicators of effective practice to further promote reflective practices.

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.

Conclusion

Wymondley Road School is increasing students’ involvement in meaningful learning. Students are keen and willing learners. They have good opportunities for engaging in authentic learning, and positive social interaction. Teachers are committed to promoting students’ wellbeing and success. The school has embedded strong learning partnerships with aiga/whānau and is continuing to promote educational success for Māori, as Māori.

ERO is likely to carry out the next review in three years. 

Graham Randell

Deputy Chief Review Officer Northern

4 March 2016

School Statistics

Location

Otara, Auckland

Ministry of Education profile number

1579

School type

Contributing (Years 1 to 6)

School roll

167

Gender composition

Girls 53% Boys 47%

Ethnic composition

Māori

Samoan

Tongan

Cook Island Māori

other

14%

44%

25%

15%

2%

Special Features

Social Worker in Schools (SWiS)

Review team on site

November 2015

Date of this report

4 March 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2012

September 2008

September 2005