Auckland Seventh-Day Adventist H S
119 Mountain Road, Mangere Bridge · Auckland — South
Active MoE intervention — limited statutory manager
A limited statutory manager has been appointed to Auckland Seventh-Day Adventist H S as of 2008-07-25. NZ Gazette notice
Latest ERO review
2023-06-13 · Shelley Booysen, Auckland Office
- Use of data for identifying priority students and developing effective strategies to meet their needs
- Professional learning culture through established internal and external professional learning and development sessions
- Innovative and culturally responsive pedagogy is used by teachers which is inclusive of all learners
- Strong integration of special character and pastoral programme which support learning in the school
- High achievement of Māori and Pacific learners in National Certificate of Educational Achievement
"innovative and culturally responsive pedagogy is used by teachers which is inclusive of all learners"
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Auckland Seventh-Day Adventist H S demonstrated significant progress on equity between 2014 and 2017. The 2014 report identified acceleration needs for Year 9 students in literacy and numeracy, while the 2017 report confirmed the school had successfully "respond[ed] well to students whose learning and achievement need acceleration, with effective leadership and teaching practices reducing achievement disparity." NCEA Level 1 achievement rose from 46% to 78% over three years, and the school now "demonstrates strong progress toward achieving equity in educational outcomes." However, gender disparity in achievement persists as an ongoing concern.
2014-10 → 2017-11 diff source
The 2017 report explicitly confirms that 'Māori students are achieving well in NCEA' with 'effective leadership and teaching practices used to reduce achievement disparity,' demonstrating targeted progress on Māori achievement. The 2014 report mentions the principal's focus on embedding Treaty of Waitangi principles but does not provide specific data on Māori student achievement outcomes.
2014-10 → 2017-11 diff source
Teaching practice evolved from a focus on professional development and curriculum alignment (2014) to emphasis on relational trust, high expectations, and collaborative leadership building school-wide capability (2017). The later report highlights more sophisticated understanding of teaching's role in reducing achievement disparity and strengthening learning partnerships with whānau.
2014-10 → 2017-11 diff source
Both reports affirm strong curriculum work, but with a shift in focus. The 2014 report emphasized curriculum alignment with the NZC document and improved student engagement through review. The 2017 report shifted emphasis away from curriculum structure toward leadership effectiveness and equity outcomes, with no explicit curriculum dimension findings mentioned.
2014-10 → 2017-11 diff source
Governance evolved from a foundational strengthening phase (2014) focused on formal structures and Ministry training, to a more mature phase (2017) characterized by confident board oversight and trust in leadership. The 2014 report emphasized governance capacity-building through external support and handbook development, while the 2017 report noted the board's confidence in and commitment to supporting the principal's professional leadership.
2014-10 → 2017-11 diff source