Our School

Milford School is a state, co-educational primary school catering for approximately 500 pupils from Year 1 (5 years) to Year 6 (10 – 11 years of age). The School has beautiful grounds with large mature trees along the perimeter. Lake Pupuke borders the southern side of the School.

The Milford area is a well established, popular area to live, with its proximity to Auckland City and the nearby safe swimming beach, Lake Pupuke and the excellent sporting and recreational facilities.

The community is well served with related educational institutions within easy reach: Takapuna Normal Intermediate, Westlake Boys and Girls High Schools, Carmel College, Rosmini College, Takapuna Grammar, Awataha Marae, Auckland University of Technology and Massey University.

Milford School welcomes pupils from many nations. Approximately 70% are New Zealand European. Our multi-cultural population includes students from Korea, China, Taiwan, Egypt, Iran, Malasya,Brazil, Germany,Iraq,Macedonia,Serbia, Russia, Tonga, Fiji, India and NZ Maori. We value and appreciate the diversity of cultures and the richness that these pupils bring to our school.

QUALITY OF EDUCATION

Student Achievement

Good quality systems for assessing and evaluating student achievement have been developed by the Principal in consultation with the Board, Curriculum Teams, Syndicates and individual teachers. Senior managers ensure that students are appropriately assessed against a selection of National Achievement Objectives.

Staff have recently developed a system of individual portfolios in which samples of student work, the results of school tests and other information are collected. The portfolios are a useful vehicle for teacher dialogue with parents on the progress of their children. Staff have also developed individual cumulative assessment records which document student progress from New Entrant to Year 6 level.

NZ standardised tests, such as Progressive Achievement Tests (PATs) in listening skills, mathematics, reading and study skills are administered for Year 3 – 6 children each year.
Our data shows that the school has a smaller proportion of students performing below average in reading and mathematics than nationally.

In addition to the PATs student achievement, information from school developed assessment tasks is also being collated. This year expected levels of achievement were set for reading, mastery of basic mathematics operations and in written language.
This is a valuable assessment tool for providing the Board with information about what students can actually do and is a good supplement to Progressive Achievement Test information for reading and mathematics.

Senior managers have developed an effective structure for providing a balanced curriculum and for ensuring that the curriculum is appropriately implemented. The system is dynamic, relatively complex, requires high levels of involvement from curriculum co-ordinators and syndicate leaders, and is enthusiastically implemented by class teachers. The curriculum plan makes provision for the coverage of national achievement objectives of each of the curricula within appropriate time frames.
Detailed planning at school wide, syndicate and class level is a feature of the school. Learning objectives, consistent with the curriculum documents, are established each term by the curriculum teams. These objectives determine the planning at syndicate level where class programmes are developed co-operatively.

This practice ensures consistency, shares the work load equitably among teachers and makes best use of individual teacher strengths. At the classroom level, teachers either use a standard planning form, or adhere to closely defined guidelines which ensure that all the aspects of a successful unit plan are effectively addressed.

Programme evaluation carried out by class teachers is of good quality. Teachers evaluate the success of the learning activities in meeting the designated achievement objectives, identify groups or individuals who need further challenge or consolidation, and use the information to inform future planning.

CURRICULUM MANAGEMENT / TEACHING QUALITY

Teaching Quality
Teachers demonstrate high levels of enthusiasm and professionalism and this is reflected in the excellent learning climate throughout the school. They provide unobtrusive but highly structured frameworks of routines and expectations within which students have the freedom to work independently, develop their own initiatives and take responsibility for their own learning. Teachers have a sound knowledge of individual learning needs and strengths and tailor their programmes accordingly. They appropriately incorporate terms of particular relevance to Maori in their learning programmes and set the learning of Maori language in meaningful contexts. Students are secure, happy and work purposefully.

Classroom environments are vibrant and educationally stimulating. Teachers make good use of the available space to display a variety of student art, writing and charted outcomes of other curriculum programmes. Teacher designed bulletin boards, learning aid charts and learning centres help to develop independence, reinforce previous learning and support current programmes. Desks and chairs are arranged to facilitate purposeful group interaction.

Teachers demonstrate a good knowledge of the national curriculum and use an appropriate range of strategies to address the challenges inherent in implementing curriculum changes.

CAMPS AND OUTDOOR EDUCATION

YEAR 5 OUTDOOR EDUCATION WEEK – This is held in Term 1.  All classes do a compulsory Beach Education Day, then the children may choose from a range of activities for the other days. Activities include : Art at the Botanic Gardens, kayaking on Lake Pupuke, various tramps and walks around Auckland. Visits to Auckland Art Gallery, Maritime Museum, Rock climbing, Snorkelling, Bivouac Making, Archery, Snow Planet, Millenium Institute Swimming…

YEAR 6 CAMP – These are held for a week during either Term 1 or Term 2. Current venues include Carey Park, Henderson , Peter Snell Youth Village, Whangaparoa Peninsula and Camp Bentzon, Kawau Island.

WATERWISE –  Waterwise is an aquatis programme based in our school grounds on Lake Pupuke.It aims to teach Years 5-8 children water safety and water confidence through teaching them to sail and kayak. Waterwise operates every Monday afternoon for our year 5 and 6 classes in terms 1,2 and 4(weather permitting) and is dependent on parent help.Currently, we have over 30 parent instructors and helpers who are rostered on to help two teachers run the programme.