Marina View 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 

Marina View School in West Harbour, Auckland, provides education for learners in Years 1 to 8. The school’s vision is based on confident and connected lifelong learners. The values of mana, manaakitanga and māramatanga underpin the school culture.

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 

Most learners make sustained progress and achieve well.

• School achievement information shows that most students achieve at or above expected curriculum levels in reading, writing and mathematics.
• The school has yet to get Māori and Pacific learners at the same levels of achievement in literacy and mathematics as other groups in the school.
• Students’ experience a positive, supportive learning environment that enhances their wellbeing and acknowledges their culture, language and identity. 
• Most learners attend school regularly, and the school meets the Ministry of Education targets.

Conditions to support learner success

School leadership increasingly fosters a culture of quality teaching, wellbeing and continual improvement for all learners.

• A well-established and collaborative senior leadership team sets and pursues improvement goals for improved learner outcomes.  
• Leadership uses reliable and dependable information to plan, coordinate and evaluate the school’s teaching and learning practices to improve student engagement.
• Leadership opportunities enable teachers to use their strengths across the school so all students can engage in a variety of school activities that broadens their learning. 

Teachers use responsive strategies that provide learners with purposeful and innovative learning opportunities.

• Learners see themselves, their identity and culture reflected throughout the local curriculum, to increase engagement and learning progress.
• Teachers consistently use agreed teaching and learning strategies that support the many different needs of learners.
• Teachers provide learners who require additional support with specific teaching programmes that meet their individual needs, to improve learner outcomes. 

Te Tiriti o Waitangi, board governance and partnerships underpin successful schooling conditions.

• Leaders and teachers are continuing to strengthen te reo Māori me ōna tikanga Māori across the school and in everyday classroom practices, giving greater effect to Te Tiriti o Waitangi.  
• The board represents and works well with the school community to develop the school’s vision and strategic direction, so community aspirations are valued and inform student outcomes.
• Parents and whānau are respected partners in the life of the school and strengthening learning partnerships to improve outcomes for learners is a school priority, affirmed by ERO’s evaluation.   

Part B: Where to next? 

The agreed next steps for the school are to: 

• give priority to Māori and Pacific learners' achievement by strengthening teacher, student, whānau learning partnerships
• strengthen the school’s relationship with the local iwi to whakamana (enhance) Te Tiriti o Waitangi obligations and inform the school’s improvement journey. 

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

Every six months:

• teachers will track and monitor the progress and achievement of Māori and Pacific learners, and use this information to inquire into and adapt their teaching practice to improve learner outcomes
• collect, analyse, and review data about how well learning partnerships with parents’ support student engagement and accelerate outcomes for learners
• review the integration of te reo me ōna tikanga Māori in classroom programmes so that teaching te reo is normalised, teachers' capability is developing, and learners are engaged

Annually:

• evaluate and report to the board on the impact of teaching and learning programmes used to address inequity for Māori and Pacific learners
• evaluate and report to the board and the community about the impact of learning partnerships with parents on student wellbeing, outcomes and progress  
• evaluate and report to the board and the community on the impact of te reo Māori me ōna tikanga Māori classroom practices on school culture and student engagement.

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

• improved progress and achievement outcomes for Māori and Pacific learners in literacy and mathematics
• normalising and embedding the use of te reo Māori me ōna tikanga Māori for all staff and students 
• teachers, staff and parents reporting that learning partnerships have a positive impact on learner progress 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

13 August 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