Middle School West Auckland

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. 

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved. 

About the school  

​​Middle School West Auckland​ is in Henderson, Auckland and provides education for students in Years 7 to 10. There are 157 students located across two campuses. The school roll is 151 students, almost half of students identify as Māori, 40% are of Pacific heritage and 30% Pakeha/NZ European. The school provides a Te Reo Māori programme at the Pōhutukawa Villa campus. 

The school’s vision is to provide young people with effective teaching, quality facilities, an optimal day structure and an integrated curriculum. 

Education Counts provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home 

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office 

What do we know about learner success  

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation. 

Learner Success and Wellbeing  

This section provides a summary of learner success and wellbeing.

• A small majority of students achieve at or above expected curriculum levels in reading, writing and mathematics.
• Achievement information shows significant disparity for some groups of learners.
• Learners are proud of their school, they speak positively about the way staff value and affirm their identity and culture, enhancing their wellbeing.
• The school is behind the Government’s target for regular attendance, with less than half of students attending school regularly. Leaders are implementing a plan to improve attendance. 

Conditions to support learner success 

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement. 

• Leaders work actively to remove barriers to learner engagement at school. The wellbeing of students and their whānau is prioritised and a range of strategies are in place to support this.
• Leadership is developing a coordinated approach to professional learning that aligns with the needs of teachers and learners.
• Leaders are implementing a shared understanding among staff of a range of key concepts in teaching and learning that are beginning to benefit student progress and achievement. 

• Teachers and leaders have a strong understanding of their students and design learning programmes tailored to individual needs, with a clear focus on improving outcomes.
• Students experience an integrated curriculum through a range of relevant learning opportunities that support their progress and achievement.
• Staff regularly collaborate within each learning area and across the school, providing opportunities to share practice and strengthen agreed expectations for effective teaching and learning. 

• Students with additional needs are well supported to access the curriculum and make progress.
• Students at risk of underachievement are quickly identified and targeted interventions are put in place to support them.
• Staff develop productive partnerships within the community that enhance learning experiences and provide students with real-life examples of positive citizenship.
• Staff value external educational partnerships that inform practice, enrich teaching and learning opportunities and build internal evaluation capability. 

Next steps for improvement  

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement. 

Key priorities for the school 

• Strengthen the focus on accelerating progress for all students at risk of not achieving in reading, writing and mathematics.
• Strengthen teaching, learning and assessment practices to ensure consistency of approaches to planning and teaching.
• Further develop and implement strategies that improve regular attendance. 

Actions to bring about improvement 

Within six months: 

• leaders and teachers analyse attendance information collated through the school’s Attendance Summary and Student Improved Attendance Form to inform next steps 

Every six months: 

• leaders and teachers review and report to the School Board on the impact of teaching practices designed to support learners at risk of not achieving, identifying further actions
• leaders and teachers review student progress and achievement to see how well professional development and teaching approaches are working
• leaders report to the Board on the effectiveness of attendance strategies to inform next steps 

Annually: 

• the School Board use information from leaders and teachers about practices that help learners at risk of not meeting expectations to guide planning and resource decisions
• the School Board use information about student attendance, progress, and achievement to support strategic planning and decision-making. 

Expected outcomes 

• Increased progress and achievement for students at risk of not achieving in reading, writing and mathematics.
• Consistent high-quality teaching and learning.
• Increased regular attendance for all learners. 

The next public report on ERO’s website will be a School Evaluation Report and is due within four 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 

​​Sharon Kelly​ 
​Director of Schools (Acting)​ 

​​2 September 2025​