Mt Richmond School

The same report — the board assurance report of 18 April 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.

As at August 2023, ERO identified the following areas of non-compliance during the board assurance process:

timely follow-up and monitoring of student absences [s 36 Education and Training Act 2020; Education School Attendance regulations 1951]

update school policy and procedures to reflect current practices relating to stand downs, suspensions and exclusions [s 78 to 89 Education and Training Act 2020]

consult regularly with the school’s Māori community to develop and make known school policies, plans and targets for improving the progress and achievement of Māori students [Education and Training Act 2020]

develop and implement a complaints policy and process with a clear resolution component [Education and Training Act 2020]

update and make available the Child Protection Policy on the school’s website or on request [s 18 and 19 Children’s Act 2014]

develop and implement procedures for the surrender and retention of property and searches of students’ property [s 105 to 114, Part 3 [Subpart 4] Education and Training Act 2020]

update school policy on reducing student distress and the use of physical restraint to reflect the current Ministry of Education guidelines [s 101 Education and Training Act 2020]

ensure parents, caregivers, students, school staff and the school community know about and have made available to them documentation about the school’s policy and guidelines on reducing student distress and the use of physical restraint [s 101 Education and Training Act 2020]

record sufficient detail for identity checks and completion of risk assessments as part of safety checking for staff appointments [Children’s Act 2014]

hold regular trial evacuation practices and report these to the board [Fire and Emergency New Zealand Act 2017; Fire Safety, Evacuation Procedures and Evacuation Schemes Regulations 2018]

provide a written statement to parents/caregivers of students that the board has opted into the Donations Scheme. [s 551 and 552 Education and Training Act 2020].

By March 2024, most of the above areas have been addressed.

The following areas require further action:

consulting regularly with the school’s Māori community to develop and make known school policies, plans and targets for improving the progress and achievement of Māori students [Education and Training Act 2020]

recording sufficient details for identity checks and completion of risk assessments as part of safety checking for staff appointments [Children’s Act 2014].

The school recently reviewed its school policy and procedure framework after an 18-month lapse in regular policy review. After the board formally adopts this policy framework, the school should have a suitable policy framework in place to guide school operations, including planned regular reviews.

To ensure a successful transition to the new school policy framework, further work is required to ensure policies and procedures are implemented with fidelity and supported by targeted staff and board training.

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 205 — 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. June 2016

   140

   Counted while ERO’s review team was at the school. Education Review Office, report of 23 September 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 19 April 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

Background

This Profile Report was written since August 2023 following the Education Review Office and Mt Richmond 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

This report is part of a nationally coordinated evaluation of 27-day specialist schools during the second half of 2023. This included the development of day specialist school evaluation indicators by ERO with significant input from principals, staff, and the Special Education Principals’ Association of New Zealand (SEPAnz).

Context

Mt Richmond School is in Ōtāhuhu , South Auckland. The school caters for learners from 5 to 21 years of age who have high or very high complex needs and are eligible for Ongoing Resourcing Scheme (ORS) funding.

A specialist therapy team provide transdisciplinary support for students’ wellbeing and access to their learning. The specialist teacher outreach service based at the school, work with ORS funded students enrolled in local schools.

In addition to the base school in Ōtāhuhu , the school has satellite classes at Bairds Mainfreight Primary School, Flat Bush Primary, Rongomai Primary, Te Uho o te Nikau Primary, Papatoetoe Intermediate and Sir Edmund Hillary Collegiate. A new satellite will open at Ormiston Primary School in 2024.

The school continues to navigate and manage roll growth pressures along with the employment and property demands associated with this.

The school’s longstanding principal retired after 47 years of service in mid-2022 and the board appointed a new principal in Term 3, 2022. The school leadership team contains both long serving and more recent appointments. The board has a very experienced presiding member and another member with extensive service. More recent board members were elected in September 2022.

Mt Richmond School ’s strategic and annual goals for improving outcomes for learners are:

to develop an inclusive village-style approach that engages ākonga , whānau , staff and the community as all being essential components to the learning process, grounded in Reggio Emilia

to improve the effectiveness of the Positive Behaviour Support framework and strengthen support for all ākonga , staff and whānau

to focus on hauora -wellbeing, build and sustain lives worth living through developing strong and inclusive relationships by valuing kaiako, ākonga and whānau identity, language and culture which are underpinned by the three Te Tiriti o Waitangi principles of participation, partnership and protection.

A copy of the school’s strategic and annual plan can be requested from Mt Richmond School .

ERO and the school are working together to evaluate how well the school’s systems and processes support teaching and learning to enable equitable and excellent outcomes for all learners.

The rationale for selecting this evaluation is to ensure:

cohesive schoolwide systems, policies and processes are in place and followed

the school vision and strategic direction informs the implementation of a local curriculum and includes the views and aspirations of student, parents, whānau, staff and community

a shared understanding and expectations for staff of effective teaching, learning and assessment that meets learners’ individual needs that is supported by targeted staff professional development.

The school expects to see:

robust systems, policies and procedures implemented so that consistent expectations for practice guide and foster a positive school environment

a schoolwide localised curriculum that provides relevant and interesting learning opportunities that responds to the unique profiles of all learners

consistent and effective teaching, learning and assessment practices across the school supported by ongoing staff capacity building to achieve equitable and excellent outcomes.

Strengths

The school can draw from the following strengths to support its goal of enabling equitable and excellent outcomes for all learners:

Learners experience a positive learning climate that supports their engagement and caters for their diverse needs.

Classroom learning cultures are characterised by respect, inclusion and empathy, with aspects of Reggio Emilia guiding teaching and learning evident.

The school leadership team understand the importance of continuing to strengthen the foundations for building the professional capability and collective capacity of all staff through a strategic approach towards school improvement.

Where to next?

Moving forward, the school will prioritise:

continuing to build school leadership, board and staff capabilities to support ongoing school improvement

strengthening and embedding schoolwide systems, policies and processes to more effectively guide school operations including more targeted strategic planning to support this work

developing and implementing a localised school curriculum, based on consultation, that responds to the aspirations of students, parents, whānau, staff and the wider community to achieve equitable and excellent student outcomes

school leaders developing and implementing guidelines to support effective teaching, learning and assessment practice along with targeted staff professional development.

ERO has concerns about

School governance and school leadership in relation to:

ensuring an ongoing planned cycle of policy review and that school policies and processes are implemented with fidelity

the urgent need for a documented school curriculum that guides teaching and learning, including assessment practices

ensuring students, parents, whānau and the wider school’s views and aspirations for their children are sought through consultation to develop the curriculum, particularly whānau Māori

the need for the school strategic plan to focus on key areas for school improvement in 2024 that supports strengthened governance and professional leadership for teaching, learning and student outcomes.

Recommendations

The school continues to focus on improving outcomes for learners while adopting a new policy framework. School leaders should begin to develop a localised school curriculum and continue to strengthen schoolwide teaching practices, learning and assessment.

ERO recommends that the Secretary for Education consider an intervention listed in section 171 of the Education and Training Act 2020, by appointing a Limited Statutory Manager (LSM) to bring about the following improvements in:

the implementation of new school policy framework and processes, including planned policy review and targeted ongoing board and staff training

community consultation to inform curriculum development for effective teaching and learning, including assessment practices

strengthening staff appointment processes

strategic and annual implementation planning as a basis for annual school improvements that includes the above key areas in this report.

ERO intends to support the school in its improvement journey through regular progress evaluation activities.

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.

Shelley Booysen Director of Schools

19 April 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

This school has a base school site, satellites located within six host schools (seven host schools in 2024), a transition class and an outreach service that supports ORS-funded learners who are enrolled in mainstream schools.

Read this report on ero.govt.nz →