Konini School (Auckland)

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 412 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. September 2018

   408

   Counted while ERO’s review team was at the school. Education Review Office, report of 8 November 2018

2. June 2014

   400

   Counted while ERO’s review team was at the school. Education Review Office, report of 20 August 2014

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 17 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Konini School is in Glen Eden, West Auckland and provides education for learners in Years 1 to 6. The values of whanaungatanga, kaitiakitanga, manaakitanga, and mātauranga underpin the school’s culture. The school is working with local iwi, Te Kawerau ā Maki, to support learners to be kaitiaki of the local environment and sustain educational connections with mana whenua .

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

Outcomes are improving for some learners.

The majority of learners achieve at or above expected curriculum progress in reading, writing, and mathematics.

School data has yet to show equitable outcomes in reading, writing and mathematics for all learners.

Students experience positive and mutually respectful teacher-learner relationships that support learner engagement and wellbeing.

School attendance rates do not yet meet the national Ministry of Education’s targets.

Conditions to support learner success

Leadership increasingly fosters a culture to strengthen teaching and learning.

Leaders have strengthened collaboration with staff to effectively progress the strategic vision and improvement goals for learner success.

Leaders have begun to plan and coordinate the school’s curriculum and expectations for teaching and learning to enhance outcomes for learners.

Leaders are taking steps to foster a culture committed to quality teaching, and equity and excellence in learner outcomes.

Learners have meaningful opportunities to learn across the breadth and depth of The New Zealand Curriculum.

Learners experience a curriculum that includes environmental, artistic, and cultural activities, that enhances their engagement.

Learners have access to varied teaching and learning resources that well support a broad curriculum and learning.

Staff and students actively participate in te reo and tikanga Māori learning experiences that improves their confidence and understanding of te ao Māori .

Professional learning and inquiry are beginning to inform teaching and learning.

Teachers regularly work collectively to inquire into and improve aspects of their teaching practice to support learner progress and achievement.

Leaders and teachers are taking steps to use research findings and evidence-based practices to improve teaching and students learning.

The school gathers, analyses, and acts on learners’ wellbeing data and takes all steps where possible so that learners are free from harm and their experiences are mana enhancing.

Part B: Where to next?

The agreed next steps for the school are to:

consistently use data to inform teaching practice and next steps for student learning

embed robust moderation processes in literacy and mathematics to strengthen the validity and reliability of school assessment information

ensure early identification and intervention in literacy is made evident and consistent, to ensure learners attain foundational skills

increase and sustain high levels of regular student attendance

increase the equity and accelerate progress in achievement for Māori learners.

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

Within three months:

leaders share assessment data with teaching staff, and revisit school-wide writing moderation processes

leaders undertake classroom observations and analyse this information to ensure the fidelity of the school’s phonics programme

leaders and teachers visit a range of schools and observe writing and phonics programmes in the junior school.

Every six months:

teachers will improve the consistency of assessment moderation by discussing the collection and analysis of data in literacy and mathematics to inform teaching practice

leaders will share schoolwide progress and achievement reports, attendance reporting and next steps with the school board

leaders and teachers will evaluate implementation of schoolwide structured approaches to teaching, including spelling

teachers will use school learning progressions to support moderation processes and inform short term, specific interventions for learners at risk of not achieving.

Annually:

evaluate the effectiveness of practice team meetings that focus on evidence-informed teaching and learning conversations to improve teaching and learning

evaluate the effectiveness of early intervention learning programmes to ensure they improve outcomes for all learners

monitor the rates of student attendance and report trends and patterns to the board to determine further actions

analyse and evaluate school’s progress and achievement information and report to the school board to inform strategic decision making.

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

teachers using assessment information effectively to inform teaching practice and next steps for students learning

embedded and consistent school moderation processes to ensure validity and reliability of assessment information assessment

early identification and intervention in literacy to ensure learners gain foundational skills

Improved attendance rates, accelerated progress for Māori learners and equitable achievement outcomes for all learners.

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.

Shelley Booysen Director of Schools

17 September 2024

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

Read this report on ero.govt.nz →