Massey Primary School

The same report — the board assurance report of 20 September 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO has identified the following areas of non-compliance during the board assurance process:

obtain police vets of non-teaching and unregistered employees (Section 104, Education and Training Act 2020)

ensure Workforce Safety Checking policy outlines the required safety checks of children’s workers (Sections 25, 26 and 27 Children’s Act 2014)

The board has since taken steps to address the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

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 534 — 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. August 2016

   425

   Counted while ERO’s review team was at the school. Education Review Office, report of 2 November 2016

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 20 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

Massey Primary School is located in West Auckland and provides education for learners in Years 1 to 8. The school values are I care, I respect, I value, I reflect, I learn. The school hosts one satellite classroom for Arohanui Special School.

The school is a member of the Tiriwa Kāhui Ako .

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Previous Improvement Goals

Since the previous ERO report of December 2022, ERO and the school have been working together to evaluate how well the local curriculum supports learner wellbeing, a sense of belonging and equity and excellence for all learners.

Expected Improvements and Findings

The school expected to see:

Improved learner achievement as a result of targeted professional learning and development.

Achievement in reading, writing and mathematics improved from 2021 to 2023 and accelerated progress for Māori is evident.

Teachers have deepened their understanding of assessment and apply this to their planning and practice; they use formative practices to provide feedback and feedforward to learners and to set high expectations for progress and achievement.

The development of a school wide positive behaviour programme which is based on Zones of Regulation.

The school has developed and implemented a programme based on the Zones of Regulation that promotes positive behaviour.

Learners respond positively to clear expectations for positive behaviour and self-regulation.

Learners can access a transition class that provides for different sensory and learning needs.

A localised curriculum which reflects the Massey Primary School focus on wellbeing, play-based teaching, and knowledge of the local histories.

Learners are beginning to learn the history of Massey and surrounding areas as part of research projects.

Leaders are seeking to make connections with the local iwi , Te Kawerau a Maki to further develop the localised curriculum.

Other Findings

During the course of the evaluation, it was found that professional learning and development led to increased teacher knowledge and skills in teaching writing.

The greatest shift that occurred in response to the school’s action was improved student achievement in writing as a result of the professional learning and development.

Part B: 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 and above expected curriculum levels in reading, writing and mathematics.

There has been an increase in achievement in reading, writing and mathematics since 2021; the school has yet to improve Māori and Pacific learners’ achievement to the same level as their peers.

Half of all learners attend school regularly; the school does not yet meet the Ministry of Education targets for attendance.

Conditions to support learner success

Experienced leaders work together to support learner success.

Leaders collect and analyse achievement and engagement data from a range of sources to plan and monitor school initiatives that target achievement and wellbeing.

Team and curriculum leaders set high expectations for quality planning and teaching and are working to ensure that consistent learning progressions are in place across the school.

Teachers develop positive and mutually respectful relationships with learners to support engagement.

Teachers are strengthening their use of deliberate strategies to teach writing, leading to improvements in writing achievement.

The curriculum increasingly reflects local contexts in a way that builds on learners’ experiences, knowledge and understanding.

Teachers create orderly learning environments in which learning time is increasingly maximised, and learners are supported to engage, experiment and apply new learning.

School conditions are strengthening to focus on the progress and achievement of all learners.

Professional development is building teachers’ capability to support the school’s goals to increase achievement in writing.

Established internal evaluation systems and processes are based on regular and increasingly reliable achievement and wellbeing data.

Leaders are beginning to involve parents and whānau in decision making; the school’s vision, goals, targets and priorities are yet to reflect those set out by the local iwi .

Part C: Where to next?

The agreed next steps for the school are to:

continue to prioritise strategies and initiatives that increase regular attendance and raise overall achievement for all learners

design and implement a system for measuring the year-to-year achievement of learners throughout their time at the school to know whether learners are making sufficient progress

strengthen partnerships with local iwi Te Kawerau a Maki to support development of a Māori Education plan focused on te reo Māori , achievement and attendance

strengthen partnerships with local Pacific groups to support development of a Pacific Education plan and a learning partnership focused on achievement and attendance.

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

Within three months:

design a system for the collection of year-to-year data to track learner achievement and wellbeing

seek and provide opportunities for local iwi Te Kawerau a Maki and Pacific groups to contribute to the school’s achievement and attendance plans for Māori and Pacific learners

develop a comprehensive cycle for the review of policies and check that all policies meet legislative requirements and good practice guidelines.

Every six months:

analyse school-wide achievement data to ensure that there is sufficient pace of progress, reducing disparity for Māori and Pacific learners and adjust teaching and learning programmes where necessary

monitor and adapt attendance initiatives to improve regular attendance.

Annually:

evaluate and adapt school initiatives based on achievement and wellbeing data over time so that all learners make expected progress

review the Māori and Pacific achievement and attendance plans against outcomes to ensure that disparities in learning and attendance are addressed

adapt localised curriculum planning to further embed the aspirations of the Māori , including local iwi and Pacific communities.

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

improved achievement in reading, writing and mathematics, including the reduced disparity of achievement for Māori and Pacific learners

improved attendance to meet Ministry of Education targets

strengthened teacher capability and confidence to more responsively plan, teach and assess learning through monitoring the achievement of each learner as they progress through the school

strengthened local curriculum through meaningful learning focused relationships with the local iwi and with community Pacific groups

strong Board systems for the review and update of school policies and procedures.

Recommendation

ERO recommends that the School Board consider seeking support to maintain a regular cycle of policy review to ensure that school policies meet current legislative requirements and good practice guidelines.

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

20 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 →