Clendon Park School

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

Clendon Park School is a large urban Year 1 to 8 contributing primary school in south Auckland. 

The school provides bilingual education with te reo Māori in ‘Te Whanau Āwhina’ and gagana Samoa in ‘Tautua Mo Tupulaga’. The local community marae, Whare Āwhina, is a focal point for many school, iwi and community events. A satellite class of Rosehill School and an Early Childhood Service, ‘Mokopuna’, are onsite.

The school aims to enact its values ‘Commitment + Pride = Success’.

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

• A small majority of students are achieving to curriculum expectations in reading; less than half are achieving to expectations in writing and mathematics.
• Students with additional needs are supported to achieve through inclusive school practices and less than half make expected progress.
• A small majority of students attend school regularly and the school is progressing towards meeting the Ministry of Education attendance target.

Conditions to support learner success

• School leaders monitor the effectiveness of teachers’ practices to improve students’ learning outcomes.
• Leaders know the school community well and work together to achieve parent and whānau aspirations for their children’s success.
• Distributed leadership provide teachers with opportunities to strengthen their practice and focus on raising overall student achievement.

• Students have access to a broad range of learning opportunities including education outside the classroom to access the breadth and depth of the curriculum.
• Teachers have high expectations and are increasingly adapting programmes to promote students' success. 
• Students are assessed each term in reading, writing and mathematics; teachers identify and respond to students’ learning needs and adapt their teaching practices.

• Students' language, culture and identity is valued, promoting a strong sense of belonging. 
• Culturally powerful connections with whānau and iwi promote engagement and partnership between the school and families.
• The board actively supports the school to achieve strategic goals, including raising student achievement as a key priority.
• Inquiry and evaluation processes for school improvement are well-established in a range of areas to build teacher capability and promote students’ engagement in learning.

Rumaki/Bilingual Outcomes and Condition to Support Learner Success

Clendon Park School provides Māori medium bilingual and immersion education for 158 tamariki. Te Whānau Āwhina consists of eight classes ranging from Years 0 to 8. Student learning is supported in Te Whānau Āwhina by eight kaiako.

Learner success and wellbeing 

• Tamariki demonstrate confidence leading tikanga practices.
• Robust analysis of assessment information informs differentiated teaching and learning programmes.
• Whānau feel that kaiako know their tamariki and are committed to their individual aspirations.
• Tamariki are beginning to develop a sense of connection and understanding of their tūrangawaewae.

Conditions to support learner success

• Opportunities for tamariki to apply skills and knowledge in authentic te ao Māori learning environments. 
• Reviewing assessment practices strengthens how student achievement information is used. 
• Promoting an inclusive caring culture with a focus on well-being, diversity, and celebrating success.
• Tamariki and whānau are being supported and encouraged to reconnect to their own whakapapa. 

Part B: Where to next? 

The agreed next steps for the school are to:

• monitor and improve students’ attendance levels to raise their engagement and achievement 
• continue to implement and review teaching, learning and assessment approaches in reading, writing and mathematics to improve students’ learning outcomes
• provide ongoing review and design of the school’s curriculum to further develop engaging and challenging reading, writing, mathematics and science programmes that encourage students’ active participation in their learning
• strengthen kaiako scaffolding skills through te reo Māori using differentiated teaching practices.

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

Within six months:

• review and implement strategies to improve attendance
• implement consistent teaching, learning and assessment approaches in reading, writing and mathematics to improve students’ learning outcomes
• continue to review the school’s curriculum reading, writing, mathematics and science programmes to further strengthen a responsive curriculum
• design and implement a te reo Māori acceleration plan that includes kaiako differentiated skills to improve tamariki learning.

Every six months:

• monitor and report regular student attendance to the board 
• continue to participate in professional learning in reading, writing and mathematics to engage students in their learning and to improve their learning outcomes
• implement agreed teaching, learning and assessment approaches across the school to improve the consistency of teaching and learning
• implement a responsive curriculum to further support engaging and challenging learning.

Annually:

• school leaders will review and report on the effectiveness of teaching, learning and assessment of students’ reading, writing and mathematics learning outcomes 
• continue to set and report on annual achievement targets for reading, writing and mathematics and introduce attendance targets to the board
• review the school’s curriculum to ensure students access engaging and challenging reading, writing, mathematics and science programmes 
• evaluate how well kaiako scaffolding skills through te reo Māori using differentiated teaching practices have been implemented.

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

• improved rates of students' regular attendance 
• improvement in students’ overall achievement and progress in reading, writing and mathematics
• ākonga having increased fluency in oral and written te reo Māori
• well-established and effective teaching, learning and assessment approaches consistently implemented across the school.

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

4 December 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