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mangere central school nz












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  • ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.

Mangere Central School – 20/05/2015

  • On this page:

  • Findings
  • 1. Context
  • 2. Learning
  • 3. Curriculum
  • 4. Sustainable Performance
  • About the School


Findings

Mangere Central School continues to be a high performing school. It has a warm and affirming environment that strongly values students’ languages, cultures and identities. The future-focused curriculum is well designed, meaningful and relevant. It, along with effective home/school partnerships, promotes high levels of student engagement, progress and achievement.

ERO is likely to carry out the next review in four-to-five years.

1. Context

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

Mangere Central School, founded in 1859, continues to provide high quality learning opportunities and experiences for students in Years 1 to 8. Sixty-six percent of the school identify as Pacific, and twenty-two percent are of Māori heritage. The culturally diverse staff and board of trustees value and reflect the school’s inclusive practices. The school provides for the needs of a high number of students who are new speakers of English.

The affirming school climate promotes a sense of student wellbeing and belonging. The school’s guiding values of respect and responsibility are very evident amongst students and teachers. These values underpin all operations and systems in the school. High expectations of, and for students and their learning, permeate interactions and relationships.

Home/school partnerships continue to be a highly valued and central to student success. Partnerships were further strengthened in 2014 by the introduction of the Mutukaroa partnership programme. This programme is aimed at working closely with families to develop and review personalised programmes for students from Years 1 to 3.

The recently changed management structure provides a wide range of leadership opportunities across syndicates and all curriculum learning areas. Collaborative relationships and cohesive ways of working permeate the school. As a Health Promoting School, students, their families, teachers and leaders are actively involved in seeking sustainable ways of being healthy and self reliant.

High quality practices identified in previous ERO reports continue to be a feature of the school. Since ERO’s 2010 review, the school has prioritised the building of a modern learning environment for students in Years 4 to 6, strengthened digital learning and technology and appropriate teaching strategies, and deliberately linked with Asian countries and schools as integral components to students’ future learning.

2. Learning

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

The school uses student achievement information very effectively to make positive changes to learners’ engagement, progress and achievement. Overall, students are well engaged and show pride in their learning. Their achievement levels are generally high and are increasing over time.

Students show confidence and pride in their language, culture and identity, and are motivated to be successful. Māori and Pacific students achieve as well as their peers. There is strong evidence of accelerated student progress, especially for students who have been identified as achieving below National Standards. Students with additional learning requirements receive very good support from caring and well trained staff.

Highly developed analysis of student achievement data focuses on success for all students. Actions to use this information effectively include:

  • frequent, accurate monitoring of student progress and achievement that is accompanied by focused teaching strategies to promote the success of individuals and groups of students
  • increasing students’ ability to understand, manage and be responsible for their learning
  • high quality reporting to parents against National Standards in reading, writing and mathematics, as well as against the wider curriculum, with very clear and useful information about how parents can further support their child’s learning
  • ensuring the accuracy of student achievement data and decision making
  • deliberate and aspirational target setting and appropriate resourcing.

Leaders and trustees have shared their interest with ERO in exploring their student achievement data more deeply. This deeper analysis should help the school to further evaluate and report to the board on the effectiveness of all initiatives and programmes, including those for students with English as a second language. Leaders are also keen to extend their current moderation practices within the school and to include schools within their cluster.

3. Curriculum

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

The school’s curriculum promotes and supports student learning very effectively. It successfully integrates student learning across the learning areas of The New Zealand Curriculum. The school charter reflects the school’s commitment to a future-focused philosophy about teaching and learning. This commitment is informed by current theory and research.

Strengths of the school’s curriculum include the:

  • strong focus on literacy and numeracy, and the value placed on students’ first language
  • high levels of responsiveness to students’ cultures and interests
  • provision of authentic learning opportunities that make good use of the current construction and building challenges outside the school
  • ways that teachers consciously reflect on their professional practice to improve outcomes for students.

Future-focused curriculum strengths include the:

  • ways teachers build students’ understanding of, and leadership and engagement in environmental, local and global connections and issues
  • ways that digital technologies and learning environments are well used to engage and motivate students in learning.

The school recognises the importance of monitoring the effectiveness of approaches as students’ transition from Year 6 to Year 7, particularly with regard to the learning environment, and the need for effective teaching and learning strategies. Leaders are interested in hearing from students in Years 7 and 8 about what would further engage, motivate and challenge them. They are also keen to complement the strong pastoral support for students with formalised, anonymous student wellbeing surveys across all year levels.

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

The school promotes educational success for Māori, as Māori, very effectively. Teachers demonstrate a strong commitment to improved outcomes for Māori students. Strong leadership in this area, coupled with very strong links to local iwi and the marae, and deliberate partnerships with parents and families/whānau form a strong foundation for the success of Māori students in this school. The school plans to develop more robust assessments in te reo Māori and to ensure te ao Māori is integrated into all curriculum areas.

4. Sustainable Performance

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

The school is very well placed to sustain and improve its performance. Students benefit from adults’ belief in children’s rights to high quality educational opportunities and experiences, and the importance placed on developing students as leaders. The school’s tone, culture and extent of community engagement provide a strong foundation for sustaining and improving student learning.

The school is very well led and managed. Effective self review is evident in systems, practices, and teaching and learning. The experienced school principal, together with the supportive and capable leadership team, mentor and support teachers and actively work together to grow leadership at all levels of the school. As a team they model ongoing learning that motivates other staff to follow a similar direction.

The school is very well governed. The board’s strategic goals are clearly reflected in practice at all levels of the school. Trustees strongly advocate for every child’s entitlement to achieve and experience success. They take every opportunity to engage with the community through networking and school activities to improve outcomes for students. They demonstrate a strong commitment to their community and the local area.

Effective quality assurance processes help to provide senior leaders and trustees with good information to guide decision making. Ongoing and strategic review of the school charter strongly informs the school’s future priorities for development and review, based on outcomes for students.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review there was one international student attending the school.

The school responds positively to occasional requests to provide care and education for international students. During their generally brief periods at the school, these students participate in an appropriate programme that includes in-class support for their English language needs within the wider curriculum. International students are included in all school activities and events. They are well supported by the school’s strong pastoral care systems.

School leaders could further improve their self evaluation through an evidence-based approach and reporting on the quality of provision for international students. This evaluation could mirror the current good practice evident in the analysis of overall student achievement.

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

Mangere Central School continues to be a high performing school. It has a warm and affirming environment that strongly values students’ languages, cultures and identities. The future-focused curriculum is well designed, meaningful and relevant. It, along with effective home/school partnerships, promotes high levels of student engagement, progress and achievement.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

Deputy Chief Review Officer Northern

20 May 2015

About the School

Location

Mangere, Auckland

Ministry of Education profile number

1347

School type

Full Primary (Years 1 to 8)

School roll

449

Number of international students

1

Gender composition

Girls 53%

Boys 47%

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Tongan

Cook Island Māori

South East Asian

Niue

Middle Eastern

Indian

other Pacific

other

22%

1%

30%

16%

13%

6%

4%

3%

2%

2%

1%

Review team on site

April 2015

Date of this report

20 May 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2010

September 2007

September 2004

Mangere Central School reports
  • Mangere Central School – 20/05/2015
  • Mangere Central School – 24/11/2010



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Mangere Central School – Profile & Contact Details

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Profile & Contact Details

Education institution no: 1347

Principal: Jacqualene Maindonald 

School type: Full Primary School (Year 1-8)

Authority: State

School gender: Co-Educational

Boarding facilities: No

Education medium: All students in English Medium

Cohort entry: Yes, from Term 1 2018

Location: 244 Kirkbride Road, Auckland

Postal details: 244 Kirkbride Road, Auckland, 2022

School telephone: 09-2759979 

Fax number: 09-2757631 

Email: [email protected] 

Website: http://www.mangerecentral.school.nz 

CoL Membership: Mangere Kāhui Ako

Education Review Office report

-36.974111
174.7905144
20

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