Drury 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  

​​Drury School​ is located within a rapidly growing area of South Auckland and provides education for learners in Years 0-8. Since ERO’s last review, there have been significant changes to the leadership team, with a new principal appointed in 2018 and two new deputy principals in more recent years. The school’s vision ‘Growth through Learning’ is underpinned by four key values: respect, responsibility, kindness, and excellence.  

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

• The large majority of learners achieve at or above curriculum expectations in reading, writing and mathematics.  
• Māori and Pacific learners achieve significantly lower than the rest of their peers in reading, writing and mathematics. 
• The majority of learners attend school regularly; for those students where attendance is of concern, the school monitors them closely and puts a range of meaningful supports in place. 
• Learners are confident and have a strong sense of belonging.

Conditions to support learner success 

• Leadership values and nurtures a culture of professional growth and development.  
• Leaders use evidence to prioritise, plan and monitor the impact of strategic goals and initiatives on learner outcomes.  
• Leaders focus on improving teaching practice across the school so that all students actively participate in the learning process.

• Relationships between teachers and learners are warm and respectful; teachers establish clear learning expectations and routines.  
• Teachers know the achievement levels of their students and plan learning activities that appropriately meet their needs; consistency in how teachers assess learners has been identified as a key next step. 
• Learners engage in a range of relevant learning experiences and confidently discuss their current learning.

• Parents and whānau are valued participants in their child’s learning.  
• Professional learning for staff aligns with the school’s key strategic priorities for improvement; this includes building staff confidence in te reo Māori. 
• Learners with additional needs are well-supported with programmes and interventions that meet their individual learning goals. 
• Leaders and teachers access outside support agencies to effectively improve learner wellbeing, mental and physical health outcomes.  

Part B: Where to next?  

The agreed next steps for the school are to:  

• improve the achievement of Māori and Pacific learners in reading, writing and mathematics  
• strengthen effective teaching, learning and assessment practices to enable learners to actively participate in their learning 
• continue to grow and sustain learner wellbeing and engagement. 

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

Within six months: 

• develop clear expectations and guidance for teachers to make dependable assessment decisions about learner progress towards curriculum levels; and supported by relevant professional learning  
• teachers closely track and monitor the progress and achievement of priority learners, with a focus on Māori and Pacific students 
• implement the wellbeing approach (MITEY) consistently across the school 

Annually: 

• evaluate the impact of teaching, learning and assessment practices on students’ progress and achievement and use this to inform next steps 
• review the progress of priority learners and evaluate the effectiveness of teaching approaches and resourcing decisions 
• monitor the impact of the wellbeing approach (Mitey) on learner wellbeing. 

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

• improved progress and achievement of Māori and Pacific learners in reading, writing and mathematics 
• confident learners that actively participate in the learning process and can explain what they are learning, why and their next steps 
• learners managing their wellbeing and engagement, and supporting the wellbeing of others.  

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 

​​12 July 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