Summerland Primary

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 

Summerland Primary, a large, culturally diverse school in West Auckland, provides education for students in Years 1 to 6. The school is a kaitiaki of the local environment, and has connections to Te Kawerau ā Maki, mana whenua. The school values include respect (whakaute), and working as a team (whakakotahitanga), with a ’one size fits one’ approach to improving learner outcomes.

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 

Outcomes for learners are becoming increasingly equitable. 

• The majority of learners achieve at expected curriculum levels in reading, writing and mathematics; the school has yet to have equitable outcomes for Māori and Pacific learners.
• Learners experience a positive and inclusive learning environment where physical and emotional safety is well promoted and contributes to their sense of belonging. 
• School attendance information shows the school is meeting the Ministry of Education’s national target for regular attendance.

Conditions to support learner success

Leadership effectively fosters and sustains a culture committed to high quality teaching and meeting the needs of each learner.

• Leaders create a learning culture for improvement that features high levels of collaboration and relational trust among staff to support learner success.
• Leaders foster a culture of inquiry where staff question, discuss and adapt their teaching practice to improve learner outcomes.
• Leadership ensures effective planning, coordination, and evaluation of teaching and learning to meet students’ learning needs.

Strategic resourcing effectively supports curriculum implementation and teaching and learning.

• Learners needing additional support have appropriate supportive programmes throughout the school in reading, writing and mathematics to achieve success. 
• Teachers consistently provide explicit instruction in learning strategies that enable learners to think for themselves and to make decisions about their learning.
• Positive and mutually respectful teacher-learner relationships, supported by learning assistants, are integral to highly engaging classroom learning environments.

Key conditions are embedded to support successful schooling.

• Leaders and teachers use a range of effective strategies to reduce barriers to education and support access to learning for all learners, including those with additional needs.
• Leaders, teachers, and the board understand the role of whānau, hapū and iwi in supporting students to value, acquire and use te reo Māori; this continues to be a priority for the school.
• The board actively seeks parent and whānau engagement by being visible and accessible to the community; they have a good understanding of their roles and responsibilities. 
• Well established analysis of school achievement information and reflection on school progress by leaders and teachers support reporting to the board and ongoing improvement.

Part B: Where to next? 

The agreed next steps for the school are to: 

• use research, investigate and implement effective teaching and learning strategies that will accelerate learning outcomes for Māori and Pacific learners
• increase community engagement in the school that promotes learning partnerships and maintains a focus on improving attendance
• use Poutama Reo as a framework for self-review in te reo and te ao Māori
• continue to use research and the school’s responsive coaching model, to embed high quality teaching and learning to enhance outcomes for learners.

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

Within six months:

• explore research and implement teaching and learning strategies that improve learning outcomes for Māori and Pacific learners
• schedule regular community engagement activities that promote learning partnerships and continues to prioritise attendance 
• investigate Poutama Reo as a framework for self-review in te reo and te ao Māori; determine a plan for implementation 
• continue to use research and embed the school’s responsive coaching model.

Annually:

• evaluate the impact of teaching and learning strategies on outcomes for Māori and Pacific learners and determine next steps and report to the board on this progress
• evaluate the impact of community engagement activities, attendance initiatives and learning partnerships between school and whānau to support student success
• evaluate the school’s progress against the Poutama Reo framework, and review and reestablish the profile of relationship-based teaching
• further develop in-school coaches to support and sustain the school’s effective teaching model to ensure consistency of teaching practice.

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

• improved achievement outcomes for Māori and Pacific learners
• increased community engagement focused on learning partnerships and promoting attendance
• the successful implementation of a school framework designed from a te ao Māori perspective
• an embedded responsive coaching model for quality teaching, underpinned by the latest research into effective teaching.

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

24 October 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