- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
Blockhouse Bay School in Auckland is a multicultural school that caters for students in Years 1 to 6. The school celebrates and promotes its long history with the community. High quality resources, purpose-built facilities, extensive grounds and equipment are enjoyed by the students. Staffing has remained constant, with some teachers having a long association with the school
Over half of the students have a language other than English as their first language. The school benefits from high levels of parent support, involvement and commitment. The community has high expectations for student achievement. Staff and parents offer many extra-curricular activities for students who participate successfully in local events.
ERO's 2010 report recommended that the school curriculum be better aligned with the New Zealand Curriculum (NZC) and that senior staff and teachers make better use of student achievement information to identify trends and patterns in student engagement, progress and achievement. The report also noted that there was further work to do to support the progress and achievement of Māori and Pacific students and that a school-wide understanding of National Standards was required. The school has made considerable efforts in response to supporting its Māori students to succeed and has begun to make progress in response to its Pacific students.
Senior managers and teachers use analysed achievement information to identify groups of students who are not achieving National Standards in mathematics, reading and writing. The board is well informed about student progress and achievement over the current year through regular reports from senior managers. The board use this information to set appropriate school-wide targets and to make resourcing decisions.
Teachers use student achievement information effectively to target their teaching and to closely monitor the progress of groups of students. This very good practice supports teacher practice throughout the school. Teachers are beginning to use newly implemented assessment tools more to identify more precisely students' next steps for learning.
Students are well engaged in tasks. Teachers share the purpose and expectations of lessons and students are beginning to talk confidently about their progress with learning. Students who are English speakers of other languages (ESOL), students with special needs, and those who are not yet making sufficient progress, participate in programmes overseen by senior managers and a special needs teacher. Senior managers should now report well analysed information to the board on the effectiveness of programmes and initiatives related to the progress and achievement of these priority learners over their time at school
The board and principal have identified the need to provide a more targeted curriculum to raise the achievement of the school’s learners from Pacific nations. They have plans and strategies in place to improve the engagement, progress and achievement of Pacific students. These plans include more engaging more effectively with parents of Pacific students.
Many students are achieving well above National Standards and are demonstrating gifts and talents in many curriculum areas. Teachers and senior managers could make better use of well analysed achievement information to further challenge and extend students who are high achievers.
The school's curriculum design is effective in promoting and supporting student learning. The board and senior leaders have high expectations for student success and good use is made of community talents and contributions. Students have access to a broad curriculum that includes local histories and cultural celebrations.
Examples of very effective teaching are evident in the school. In particular, teachers who examine student achievement information to change their teaching approaches and find resources to match student needs, promote high levels of student engagement with learning. This practice should be promoted school-wide
A model for inquiry-based student learning is used across the school. Teachers have varied understanding of the ways students learn through inquiry. Some are using teacher-directed methods that are less effective in inquiry-based contexts. Senior managers agree that a greater focus could be placed on supporting students to learn through information and communication technologies (ICT). The board has plans in place to continue to increase the ICT infrastructure.
In order to increase the effectiveness of the curriculum, senior managers should continue to review the use of the school day to ensure that learning time is maximised.
The school has made good progress in supporting the progress and achievement of its Māori students. Staff are implementing a range of actions to promote the educational success for Māori as Māori. Senior managers report to the board and the parents/whānau of Māori students on how well Māori are achieving as a group. They also seek information from whānau about how relationships and partnerships with the school can be developed.
During the school’s annual hui with the community, senior managers have sought information from whānau about tikanga Māori in relation to local iwi. A group of interested parents have established a whānau committee whose purpose is to increase the partnership between the parents of Māori students and the school.
Teachers are becoming more confident in using te reo and tikanga Māori in classroom programmes and the school continues to support teacher learning.
The school is well placed to sustain its current performance and has the capacity for continuous improvement. A well-informed and cohesive board works collaboratively and has a clear understanding of its governance role. The board takes reasonable steps to ensure it is appointing staff with appropriate qualifications and skills for the positions they will be undertaking in the school
The school has a process for reviewing its performance. This process would be enhanced by the inclusion of recommendations for improvement or an evaluation of the effectiveness of the initiatives or programmes under review. School leaders agree that the continued strengthening of self review has the potential to increase the effectiveness of current school operations and practices, including teaching that is consistent with current research and teacher professional development.
To further contribute to continuous improvement, senior managers should continue to increase the rigour of performance management processes to support teachers to continue to improve their teaching practice. Expectations for teaching and learning should link to improvements in student progress and achievement.
The school is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238 F of the Education Act 1989. No International Students were enrolled at the time of the review.
The school has attested that it complies with all aspects of the Code.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO is likely to carry out the next review in three years.
Dale Bailey National Manager Review Services Northern Region
24 May 2013
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Location |
Blockhouse Bay, Auckland |
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Ministry of Education profile number |
1233 |
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School type |
Contributing (Years 1 to 6) |
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School roll |
552 |
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Gender composition |
Boys 51% Girls 49% |
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Ethnic composition |
NZ European/Pākehā Māori Indian Chinese other Asian Samoan other Pacific other |
27% 6% 26% 18% 4% 4% 3% 12% |
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Review team on site |
March 2013 |
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Date of this report |
24 May 2013 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
September 2010 December 2007 March 2005 |
