Bailey Road School - 30/04/2013

1 Context

What are the important features of this school that have an impact on student learning?

Bailey Road School, in Mount Wellington, caters for students from Years 1 to 8. The school’s values framework, ‘The Bailey Road HEART’, supports students to be contributing and participating members of society.

Students enjoy being at school. They are considerate of each other and respond well to the inclusive environment that staff provide. Students have opportunities to show leadership and share their culture with others.

The board and school community value the diversity of cultures among students, staff and trustees. Shared understandings about the bicultural nature of Aotearoa New Zealand guide decision-making about the provision of equitable outcomes for all students.

A newly appointed principal has worked successfully with the board and staff to ensure that recommendations from the ERO 2010 report continue to guide school development and review. Professional learning and development (PLD) opportunities have supported teachers to modify programmes and their teaching practice in order to promote student-led learning and accelerate student progress.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information to make positive changes to learners’ engagement, progress and achievement.

Classrooms are learning focused. Students show good engagement and support each other in their work. The development of consistent behaviour management strategies has contributed to an environment in which students experience success as learners. They contribute confidently to discussions and are proud of their achievements.

School achievement information continues to show that student achievement compares favourably with that of schools of similar socio-economic standing and type. While there have been gains in student achievement since the 2010 ERO review, the board and senior leaders are committed to accelerating progress so that more students achieve at and above the National Standards for reading, writing and mathematics.

Effective processes that have been used to accelerate student progress include:

  • the principal and deputy principal supporting team leaders to develop a reflective teaching and learning culture
  • well analysed achievement information to help the board allocate resources for professional learning and development
  • teachers supporting students to develop their understanding about what they are learning and how they can improve their achievement.

While students can explain what they have learnt, teachers could now support them to lead their own learning. Students would benefit from more opportunities to reflect on their learning and to plan how they can reach agreed goals. To help this process, teachers could build on their positive relationships with students and parents to develop partnerships with families that are focused on working together to help children with their learning.

As teachers become more confident in assessing children’s progress in relation to the National Standards, senior leaders should be able to provide the board with more reliable achievement information. This development will also add reliability to the very good reporting processes used by teachers to inform parents about their children’s progress and achievement in relation to the National Standards for reading, writing and mathematics. Parents receive useful suggestions from teachers about ways they can support their children’s learning.

In discussion with ERO, senior leaders have identified the following areas for development and review:

  • strengthening formative teaching and learning practice by promoting more student involvement
  • supporting teachers to analyse and reflect on their students’ achievement information in order to modify their teaching practice and learning programmes
  • developing teacher capability to form well considered overall teacher judgements (OTJs) about student progress and achievement in relation to the National Standards.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s broad curriculum is firmly based on the principles of The New Zealand Curriculum (NZC). Teachers and trustees share a commitment to support all students to develop their capabilities. Programmes are designed to enable students to be inquiring thinkers who adapt to new situations and succeed in a changing global society.

Students are supported to be learners for the future by being provided with opportunities to use information and communication technologies (ICT) to access and present information. Senior leaders are currently exploring ways ICT can be used by teachers and students to improve writing. This should help to identify ways student learning can be further enhanced.

The learning needs of Pacific learners and children with special needs are mostly well catered for. The board and senior leaders are committed to using self review to explore ways to enhance curriculum delivery for these groups of learners. Teacher aides now receive professional development that is designed to help them assist individual students with their particular learning requirements.

Professional development has helped senior leaders develop structures and processes to promote reflective teaching practice. Teachers collaboratively plan programmes and discuss ways individual student’s learning and social requirements can be catered for. Recently introduced student-led achievement meetings with parents are supported by teachers. Senior leaders acknowledge that while there are systems in place and some good teaching practices evident, greater focus could be placed on helping teachers to:

  • build on students’ capabilities including their language, identity and culture
  • contribute to self review about improving learning outcomes for students
  • share, through appraisal processes, strategies that they plan to use to accelerate student progress.

How effectively does the school promote educational success for Māori, as Māori?

The school’s inclusive environment helps Māori students engage in their learning. As a result of this engagement, most Māori students progress and achieve at comparable levels to their classmates.

Māori students have opportunities to experience success as Māori. Teachers provide opportunities for students, particularly in the senior school, to take leadership roles in kapa haka and events that celebrate their identity, language and culture.

Senior leaders and the board use the Ministry of Education’s Māori Education Strategy, Ka Hikitia: Managing for Success, as a tool for reviewing how well school policies and practices develop the potential of Māori students. Trustees and school leaders have high expectations for improved outcomes for Māori students. Māori representation on the board has helped the school’s drive to ensure that Māori students experience success as Māori.

ERO and senior leaders have identified areas for development and review that will further promote educational success for Māori, as Māori. These areas include the provision of a school-wide te reo Māori programme that progressively builds on students’ capability and progresses the use of te reo Māori. Classroom programmes could also include more bi-cultural knowledge and perspectives so that all children are more aware of te ao Māori.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance.

The board governs the school successfully and supports the principal and teachers in their work. Trustees value parent contributions and have developed trusting relationships with parents, whānau and aiga. They think strategically about ways to support teachers and parents in their work to achieve positive outcomes for students. The board and senior managers share high expectations for teachers and students.

Team leaders are enthusiastic about the next phase of the school's development and ways they can contribute to school direction. Since the 2010 ERO review, more consistent teaching and learning practice is evident school-wide as a result of good monitoring by team leaders and focused PLD. This development has contributed to a growing professional learning community.

The board and senior leaders use self review to identify areas for school development. It is timely that self-review processes are refined to ensure more contributions from trustees, senior leaders, teachers, students and parents.

Board assurance on legal requirements

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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in three years.

Dale Bailey National Manager Review Services Northern Region

30 April 2013

About the School

Location

Mount Wellington, Auckland

Ministry of Education profile number

1216

School type

Full Primary (Years 1 to 8)

School roll

457

Gender composition

Girls 53% Boys 47%

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Tongan

Indian

Cook Island Māori

Filipino

Niue

Middle Eastern

African

Chinese

Fijian

Other

25%

10%

16%

15%

12%

6%

5%

4%

2%

1%

1%

1%

2%

Review team on site

February 2013

Date of this report

30 April 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2010

May 2007

April 2005