Ero manuka primary-Manuka Primary School - 13/05/ | Education Review Office

Here are just a few [ Team News Welcome to all the new students who have joined team Manuka this term. We hope we have made you feel welcome and you have had a [ We hope you have settled well into your new classes and are enjoying becoming [ To view our school policies and procedures please click on the image below.

Ero manuka primary

Ero manuka primary

Ero manuka primary

Ero manuka primary

Ero manuka primary

We enjoy Ero manuka primary a school that is aware of the needs of 21 st Century Life Long Learners as well as the need to be environmentally aware and action based. During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing: emotional safety of students including prevention of bullying and sexual harassment physical safety of students teacher registration processes for appointing staff stand down, suspensions, expulsions and exclusions attendance compliance with the provisions of the Vulnerable Children Act Closes 3pm 07 November We value the wellbeing of our students and our teachers. Teachers have opportunities to compare and manyka their assessments as a staff and there are plans to moderate assessments with teachers Ero manuka primary other schools. The board of trustees provides sufficient resourcing for teacher aides, teacher professional learning and development, and digital and other learning resources. We endeavour to instill our three values; Respect, Responsibility and Resilience throughout their time at Manuka School. Closes 3pm 07 November Together they have deepened their analysis of assessment data to find the gaps in children's learning. If Ero manuka primary have Erk other questions you can call in to the office Reproduction british army uniforms speak with Diane or Shelley, or email office bayview.

Cleavage small boobs. 2 Equity and excellence

Witheford Heights. Orewa North Primary School. Whangaparaoa School. From Wikipedia, the free encyclopedia. Baradene College Ero manuka primary the Sacred Heart. Ministry of Education New Zealand. There were 4, males and 4, primwry. Suburb in Auckland Council, New Zealand. Our school is a learning community that encourages children to reach their Ero manuka primary best. City Impact Church School Primary. Grey Lynn School. North Shore ward.

My name is Deborah Barclay and I have the privilege of leading this wonderful community.

  • The school roll has remained steady.
  • Manuka Primary School is a decile 6 school with a proven history of effective teaching and learning.
  • We provide a great learning environment, with wonderful teachers, and a range of opportunities for children to participate, to contribute, to take responsibility and to challenge themselves.
  • It contains a few small rural primary schools, some small town primary and secondary schools, and a large number of city schools.

Manuka Primary in Glenfield, Auckland provides education for children from Years 1 to 6. The community is culturally diverse and this is celebrated by children, parents and staff. Children's wellbeing and sense of belonging in the school is well promoted. The school's inclusive culture values the reciprocal relationships established with children and staff from the two classes of the Wilson Home School located at the school.

Many of the teaching staff have worked at the school for several years and as a result they have a good knowledge of children's families and the local community. The principal is retiring this year after twenty years of care for, and service to the children and families of this community. The school is part of the Kaipataki Learning Change Network formed to build professional connections between staff in a cluster of schools. This networking is likely to help teachers to better support children and their families as they move from primary through to secondary schooling.

The school's vision and valued outcomes focus on supporting children to be respectful, resilient and responsible life-long learners. Student achievement across all national standards significantly lifted in , particularly in mathematics. Student achievement in writing continues to be considerably lower than achievement in other standards and leaders are investigating this.

Since the last ERO evaluation the school has raised teachers' expectations about effective teaching and learning practices. Teachers' recent professional learning has focussed on literacy, mathematics, and positive behaviour strategies. This has contributed to positive shifts in achievement and behaviour throughout the school. In monitoring the progress of these children became an integral part of the school's teacher performance appraisal process. Together they have deepened their analysis of assessment data to find the gaps in children's learning.

Teachers use this information to provide teaching programmes that specifically support children at their point of learning need. Teachers often provide families with resources and strategies to assist with children's learning at home.

Progress towards these targets is closely monitored by teachers and teaching teams and the board and school leaders. Leaders are progressively building collective staff responsibility for children's learning progress. Teaching teams meet fortnightly specifically to discuss samples of student assessment and strategies for better supporting individual children's learning progress. This helps teachers provide learning programmes that are targeted to children's individual learning strengths and needs.

Children have an increasing understanding of their own achievement and next learning steps. Teachers and leaders have recently developed progressions of literacy learning that children themselves can use. Children have good opportunities to assess their peers' work, praise achievement and suggest ways to improve. They are also increasingly leading discussions about their learning goals in conferences with their teachers and parents.

The school's curriculum aligns to The New Zealand Curriculum NZC , reflects the school's vision and values and is increasingly effective in promoting the learning of all children. Class programmes appropriately emphasise literacy and mathematics. The school's integrated approach to curriculum helps children to make connections across learning areas. Programmes also offer children opportunities to present and engage with multiple perspectives about their learning. Children have good opportunities to research topics that are of special interest to them.

It is also helping them to consolidate their literacy and mathematical skills across the wider curriculum. Teachers are increasingly including observations of children using skills across the curriculum to assist them when they make overall judgements about each child's achievement in relation to National Standards.

The principal and staff work hard to provide equitable learning experiences and outcomes for all. Leaders and staff carefully consider what is best for children with special learning needs and their families. Children and families are well supported as they transition into the school and on to their next school.

Leaders and teachers have established greater consistency in teaching and learning approaches and behaviour expectations across the school. As a result, children are familiar with approaches and expectations as they transition across the year levels. This helps teachers to sustain and accelerate children's progress. Teachers use a wide range of appropriate assessments to guide their overall judgements about each child's achievement. Teachers have opportunities to compare and discuss their assessments as a staff and there are plans to moderate assessments with teachers in other schools.

Senior leaders work collaboratively with staff to review and adapt the school curriculum, and help guide programme planning and implementation. They are continuing to develop a reflective teaching culture to promote flexible, responsive learning for children. The board of trustees works well a team and trustees have a good understanding of the board's responsibilities regarding students' wellbeing, learning and progress.

Trustees value and use the information that leaders provide to guide board decision-making and provide a school environment that is conducive to learning. The principal and board agree with ERO that evaluating progress towards charter strategic and annual goals throughout the year is a worthwhile next step. Trustees could also evaluate the effectiveness of their practice as a board in order to provide a useful guide for the incoming board this year.

Parents who spoke with ERO appreciate the school's open, inclusive culture and regular consultation and communication practices. Before the review the board of trustees and principal of the school completed the ERO board assurance statement and Self Audit Checklists.

In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:. During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:. ERO recommends that leaders and teachers work to sustain and build the school's achievement momentum by continuing to build evaluative capability and capacity at all levels of the school.

Evidence-based evaluation should focus on the effectiveness of practices and the impact they have on children's progress in order to inform the school's ongoing development. How effectively does this school respond to other children whose learning and achievement need acceleration? Leaders and teachers: know the children whose learning and achievement need to be accelerated respond effectively to the strengths, needs and interests of each child regularly evaluate how well teaching is working for these children act on what they know works well for each child build teacher capability effectively to achieve equitable outcomes for all children are well placed to achieve and sustain equitable and excellent outcomes for all children.

Leaders have identified relevant priorities for further development. These include: increasing children's perspectives in school and curriculum evaluation increasing children's opportunities to learn through digital technologies refining and embedding the new teacher appraisal processes linked to the Practising Teacher Criteria. ERO is likely to carry out the next review in three years. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following: board administration curriculum management of health, safety and welfare personnel management asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing: emotional safety of students including prevention of bullying and sexual harassment physical safety of students teacher registration processes for appointing staff stand down, suspensions, expulsions and exclusions attendance compliance with the provisions of the Vulnerable Children Act

In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following: board administration curriculum management of health, safety and welfare personnel management asset management. Before the review the board of trustees and principal of the school completed the ERO board assurance statement and Self Audit Checklists. The principal and staff work hard to provide equitable learning experiences and outcomes for all. The school has identified groups of students whose achievement needs accelerating. Evidence-based evaluation should focus on the effectiveness of practices and the impact they have on children's progress in order to inform the school's ongoing development. It contains a few small rural primary schools, some small town primary and secondary schools, and a large number of city schools.

Ero manuka primary

Ero manuka primary

Ero manuka primary

Ero manuka primary. 2 Equity and excellence

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Pigeon Mountain Primary School - Manuka Team Newsletters

Here are just a few [ Team News Welcome to all the new students who have joined team Manuka this term. We hope we have made you feel welcome and you have had a [ We hope you have settled well into your new classes and are enjoying becoming [ To view our school policies and procedures please click on the image below.

Term 1, 4 February - 12 April. Term 3, 22 July - 27 September. Term 4, 14 October - TBC. School Docs.

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Ero manuka primary

Ero manuka primary

Ero manuka primary