Naenae School

Achievement for Māori students improved significantly between 2017 and 2020. In 2017, the school identified 'significant disparity in achievement' between Māori and other learners, with only half achieving at expected levels in mathematics and writing. By 2020, a 'large majority of students achieving at expected curriculum levels in reading, mathematics and writing' is reported, with the school having 'established culturally responsive practices recognising students' culture, language and identity with provision for Māori immersion learning.'

2017-06 → 2020-06 diff source

Naenae School demonstrated substantial improvement in overall achievement between 2017 and 2020. In 2017, approximately three-quarters of students achieved at or above in reading, but only half achieved at this level in mathematics and writing, with significant disparities evident between demographic groups. By 2020, a large majority of students were achieving at expected curriculum levels across all three areas in both English medium and Te Kohanga Te Ra, representing marked progress in addressing previous achievement gaps.

2017-06 → 2020-06 diff source

Naenae School demonstrated significant progress on equity between 2017 and 2020. The 2017 report identified 'significant disparity in achievement' between boys and girls and between Māori and Pacific learners, with the caveat that 'disparity in achievement for Māori and other children remains' despite school capacity. By 2020, the school had 'established culturally responsive practices' and achieved 'some success in accelerating learning for Māori and other students,' with acceleration now 'evident for some students of all ethnicities' across key learning areas.

2017-06 → 2020-06 diff source

Leadership improved significantly between 2017 and 2020. The 2017 report identified a need for trustees and leaders to use internal evaluation to drive improvement, while the 2020 report confirmed that leaders had become 'improvement focused and consultative' and were effectively 'set[ting] clear expectations for improvements to students' success and teachers' professional learning.'

2017-06 → 2020-06 diff source

Teaching practice improved significantly between 2017 and 2020, moving from targeted PLD in specific areas (PB4L, literacy, mathematics) to establishment of broader culturally responsive practices across both mediums. However, a new concern emerged in 2020 about the need to develop schoolwide processes to measure the impact of teaching initiatives on student outcomes.

2017-06 → 2020-06 diff source