Newton Central School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and Newton Central 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

Context 

Newton Central School is an urban school situated in central Auckland. The school provides two learning pathways: 

• Te Aka Pūkaea, Māori medium with immersion learning in Te Uru Karaka and bilingual learning in Whānau Awahou
• Te Puāwaitanga, English medium Auraki, with learning in the New Zealand curriculum.

The school has a long-standing co-governance structure, reflecting the partnership model of Te Tiriti o Waitangi. A new principal was appointed at the beginning of 2023. The school has recently completed a revisioning process resulting in a new vision and strategic plan. 

Newton Central School’s strategic priorities for improving outcomes for learners are:

• Ensure all tamariki have access to a holistic learning approach with explicit teaching of reading, writing and maths.
• Co-construct a localised curriculum with Mana Whenua that captures the different language pathways, diverse culture and Te Tiriti-based practice at Te Uru Karaka Newton Central School.
• Grow kaimahi capacity to lead learning that strengthens partnerships with tamariki, kaimahi and whānau.
• To enhance the functionality and appearance of our school’s physical environment, so that we feel welcome, connected, proud and inspired to learn.

You can find a copy of the school’s strategic and annual plan on Newton Central School’s website.

ERO and the school are working together to evaluate how effectively the core curriculum areas are meeting the needs of ākonga.

The rationale for selecting this evaluation is to ensure that:

• the development and implementation of consistent and transparent long-term curriculum planning that guides all kaiako and learning programmes
• kaiako develop specific and relevant teaching and learning outcomes to meet the needs of all ākonga.

The school expects to see:

• all ākonga who are achieving and making progress with their learning
• cohesive curriculum progressions that are defined and provide kaiako and ākonga with clear teaching and learning pathways through the school.

Strengths

The school can draw from the following strengths to support its goal to evaluate how effectively the core curriculum areas are meeting the needs of all ākonga:

• Te Tiriti based practices that support co-governance, inclusion and promotes language, culture and identity
• Whanaungatanga – acknowledging and celebrating each person’s individuality
• Ākonga, kaimahi and whānau who have a strong sense of belonging.

Rumaki/Bilingual Outcomes and Condition to Support Learners

Learner outcomes

• The school’s learning information for Te Aka Pukaea shows the majority of ākonga are achieving educational success in literacy and numeracy.
• The analysis of assessment information informs differentiated teaching and learning programmes that support ākonga learning outcomes.
• Equitable outcomes for tamariki in Te Aka Pukaea are being achieved through equally strong representation at senior management and governance levels.

Conditions to support learners

• Effective assessment practices and systems are in place to collect and analyse achievement and inform next steps for teaching and learning.
• Robust and collaborative planning leads to quality teaching and learning programmes in literacy and numeracy.
• Equitable outcomes for Māori ākonga are a priority and realised through the provision of a safe, te ao Māori focused learning environment.

Priorities for improvement

• Implementing a new strategic plan for Te Aka Pukaea that reflects the communities' aspirations to ensure ākonga experience quality education and cultural success.
• Developing succinct and manageable literacy progressions that align to the values of Te Aka Pukaea so these can be effectively monitored, tracked, and reported on by kaiako and ākonga.

Where to next?

Moving forward, the school will prioritise:

• introducing professional development to enable all kaiako to deliver a structured literacy programme across the whole school
• strengthening the kaiako professional growth cycle to include cultural competencies
• continuing to implement a maintenance programme that provides a safe and healthy learning environment. 

Shelley Booysen
Director of Schools

26 February 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