Nga Iwi 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 

Nga Iwi School is in Mangere, Auckland. It provides education for learners in Years 1 to 6. The school’s vision is of empowered and empathetic learners, and it is guided by the whakatauakī gifted by Tainui as mana whenua: Ngā iwi o te motu kia kotahi ai - People of the land be one. The bilingual unit, Tū Pakari, provides learning within a Māori cultural context and is open to learners of any cultural background.

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 

• More than half of learners achieve at or above expectation in reading and mathematics, less than half do so in writing. 
• Data for 2023 shows most learners made accelerated progress of more than one year in reading and writing, and the majority of learners made accelerated progress in mathematics; continuing to improve achievement outcomes remains a focus for teachers and leaders. 
• Learners with additional needs make good progress and interventions are effectively tailored to their needs to support improved outcomes. 
• Regular student attendance is below the Ministry of Education target; improving and maintaining student attendance is a priority for school leaders. 

Conditions to support learner success

• Leaders value and nurture a professional culture that enhances professional growth and development to support quality teaching and ongoing improvement. 
• Leaders use a range of evidence to coherently plan, monitor and evaluate the school’s strategic improvement cycle.
• Leaders prioritise building and sustaining relational trust and effective collaboration at every level of the school community to achieve the strategic vision and improvement goals.  

• Teachers know their learners well and prioritise developing positive relationships that build learners’ confidence in their identity, language and culture.
• Teachers increasingly integrate quality te reo Māori, tikanga Māori and mātauranga Māori learning opportunities to give effect to Te Tiriti o Waitangi.
• Appropriate and good quality assessment information is used to plan for, evaluate and report the progress of learners and to inform responsive teaching practice.

• Well-developed policies, programmes and practices are in place that promote learners’ engagement, wellbeing, inclusion and sense of belonging.
• Strategic planning is informed by consultation with relevant stakeholders; a recent review of the school’s Māori achievement plan has aligned with the Te Ahiwaru Iwi Education Plan to respond to the aspirations of mana whenua. 
• Leaders and teachers increasingly use effective communication strategies with parents and whānau to deepen shared understandings of learners’ strengths and learning needs.

Part B: Where to next? 

The agreed next steps for the school are to: 

• embed responsive teaching and learning strategies to accelerate learner progress and achievement in reading, writing and mathematics 
• develop and implement strategies to reduce barriers and ensure success for all learners, especially those identified with additional needs 
• further strengthen learning-focused partnerships with parents and whānau that enable them to be connected and actively engaged in the learning of their child
• implement strategies to continue to raise the number of learners attending school regularly.

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

Within six months:

• continue professional learning to support the implementation of strategies that ensure equitable outcomes for all learners, especially those with additional needs

Every six months:

• evaluate progress against targets and actions in the school’s annual plan, including attendance targets, to inform next steps to improve outcomes for learners 
• meet with parents and whānau to deepen learning partnerships through building shared understandings of learners’ strengths and needs, the curriculum and the teaching and learning process

Annually:

• using progress and achievement data for groups of learners, evaluate the effectiveness of strategies to improve learning, attendance and engagement, and report the outcomes to the board to inform improvement planning 
• gather feedback to evaluate the impact of strategies used to strengthen engagement and learning partnerships with parents and whānau.

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

• improved progress, achievement, engagement and attendance for all learners
• effective, responsive teaching and learning programmes that enable success for all learners, including those identified with additional needs
• open, learning-focused partnerships with parents and whānau who are connected and actively engaged with the learning taking place at 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

23 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