View Road 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  

​​View Road School​ is in Waiuku and works in partnership with Ngāti Te Ata Waiohua as mana whenua. The school provides education for learners in Years 1 to 8. It also has a technology unit that services all Year 7 and 8 students in the Waiuku area. The school promotes the values of ‘displaying passion for learning, respecting people, place and property, leading with integrity, celebrating diversity and aspiring for personal greatness’.  

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  

• Less than half of all learners are at the expected level of achievement for reading, writing and mathematics.  
• Improving Māori learners’ achievement remains an ongoing focus for the school, targeted interventions are in place to reduce disparity for groups of learners below expected curriculum levels. 
• Most students attend school regularly; the school has not yet met the Ministry of Education target for regular school attendance.   

Conditions to support learner success 

• Schoolwide systems and processes monitor the success of differentiated strategies to support at risk learners. 
• Leaders work collaboratively with learning support agencies to provide support programmes that improve student outcome. 
• School values are embedded into the day-to-day running of the school and student wellbeing is an integral part of the school culture. 

• Relational and affirming teaching practices, alongside well-established learning routines and expectations support learner engagement.  
• The structured literacy approach is gaining traction over time and leading to improved levels of student progress. 
• Increased wellbeing initiatives foster emotional intelligence and self-management as a foundation for learning. 

• The school curriculum’s vision, values and tikanga are grounded in the principles of Te Tiriti o Waitangi, and reflect the building of connections with Ngāti Ta Ata Waiohua, as mana whenua. 
• Staff professional development for teachers supports the implementation of a localised curriculum that promotes te reo Māori, tikanga and mātauranga Māori. 
• The school works with community organisations to ensure a wide range of curriculum opportunities are available for all learners. 

Part B: Where to next?  

The agreed next steps for the school are to:  

• use data, including entry data from other schools, to identify target students to better guide teaching and learning programmes for students who need support 
• strengthen assessment practices through moderation, to strengthen schoolwide consistency in teaching and learning expectations for students  
• further embed structured literacy practices to improve teacher practice and lift students’ progress and achievement outcomes 
• continue to focus on improving regular attendance of all students by strengthening the targeting of attendance initiatives, including students not meeting the Ministry of Education attendance targets. 

In three months:  

• analyse target students’ progress and achievement, successes and areas for ongoing improvement to inform personalise learning and individual goal setting  
• review schoolwide assessment systems to identify target areas for teacher professional development in moderation practices to support students to successfully transition from year to year 
• further implement structured literacy through ongoing staff professional development 
• scrutinise attendance data to identify successful attendance initiatives, to make informed decisions for future resourcing and initiatives to support increased attendance 

Every six months: 

• monitor target students’ progress and achievement and continue to personalise learning and individual goal setting to identify strategies that improve and accelerates learning 
• continue to strengthen schoolwide assessment systems including moderation through teacher professional development to better inform teaching practices 
• continue to develop and embed structured literacy through ongoing staff professional development  
• analyse and report weekly and termly attendance to measure the impact of attendance initiatives, including strengthening partnership with whānau and community organisations 

Annually: 

• review the progress of target students and the impact of interventions as they transition year groups to inform teaching and learning programme design and planning 
• review of schoolwide assessment for learning practices and impact on student outcomes across all year levels to further strengthen collaborative moderation processes 
• review impact of structured literacy on student outcomes and identify future next steps and further embedding of practice needed 
• report attendance analysis for the year and identify initiatives that have the biggest impact on increasing student attendance.  

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

• improved student outcomes by addressing gaps early and consistently support individual progress and accelerate learning 
• moderation supports more consistent teaching practices that better aligns assessment with personalised next steps and learning goals 
• consistency in embedding a structured literacy approach to increase students’ academic achievement and fosters long-term literacy knowledge and skills of all learners 
• increased regular attendance levels that enables improved student learning opportunities and outcomes. 

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 January 2025​ 

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