1 Context
What are the important features of this school that have an impact on student learning?
Devonport School, on Auckland’s North Shore, caters for students from school entry to Year 6. Students receive high quality education in a supportive, learning focused environment. The board, principal, senior leaders and teachers work together effectively to meet school goals. They are committed to continuous improvement.
The home/school partnerships are founded on well formed, trusting relationships. The board and staff value the contributions of parents and the community. In turn, parents value the ways that the board and teachers engage children in learning. Students are encouraged to form long-term friendships and links that continue beyond their time at school.
The school has a history of positive ERO reporting. Since the 2010 ERO review, professional learning and development, supported by organisational changes, has further promoted consistency in effective teaching and learning practices. School developments have also increased students’ understanding and use of achievement information.
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 very well to make positive changes to learners’ engagement, progress and achievement. Most students achieve at or above National Standards for reading, writing and mathematics.
Students and their teachers share genuine enthusiasm for learning. Teachers’ in-depth knowledge of children’s learning preferences and social skills helps them personalise programmes for individual students. Ongoing professional dialogue between teachers and with senior leaders helps teachers modify their teaching to improve student achievement. This reflective, evidence informed practice, contributes to students being actively engaged in their learning.
Students confidently reflect on their progress and ways they can improve. They appreciate the varied opportunities they have to plan their next learning steps. Parents show a keen interest in their children’s progress across the school’s broad curriculum. Senior leaders and teachers share achievement information in a variety of ways that are useful to trustees, parents and students. Since the 2010 ERO review, students have had more significant opportunities to inform parents and family about their achievements.
Teachers use purposeful strategies to support learning progress for students who achieve below the National Standards. School leaders provide well considered resources and professional learning and development to help teachers cater for students’ diverse learning requirements. Students with special learning needs benefit from the school’s nurturing environment. Their progress is well monitored. Teachers modify programmes to promote students’ ongoing progress and achievement.
The school’s ongoing development, supported by self review, has enabled the school to sustain high quality teaching and learning practices.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is very effective in promoting and supporting student learning.
Teachers plan varied programmes that promote relevant and meaningful learning. Students confidently transfer skills and understandings to new learning. Literacy and numeracy are integrated purposefully across the curriculum. Students have good opportunities to influence the direction and scope of their learning. They access resources to support their independence. Teachers respect students’ contributions by responding to their interests, concerns and feedback.
Teachers support students’ individuality and self belief effectively. This aspect of the school’s culture contributes positively to the view students have of themselves as successful, capable learners. Students are increasingly taking responsibility for, and control of their learning. They collaborate with their teachers and other students and are receptive to new ideas and experiences. Learning partnerships are evident at all levels in the school.
Further areas of curriculum development that have contributed positively to the school’s focus on learning partnerships include senior leaders and teachers:
- revisiting the principles of The New Zealand Curriculum to continue to embed effective teaching and learning practices across all learning areas
- supporting students' continued use of information and communication technologies (ICT) in ways that enhance their learning
- exploring approaches that promote success for Māori and Pacific learners.
How effectively does the school promote educational success for Māori, as Māori?
Teachers use a variety of strategies to successfully promote educational success for Māori, as Māori.
School leaders and the board have a good understanding of the importance of Māori students achieving well in their learning and experiencing success as Māori. Ministry of Education resources such as Tātaiako and Ka Hikitia have helped the board and teachers to strengthen the school’s bicultural practices. Teachers are increasingly providing opportunities for Māori students to take leadership roles and to share experiences that reflect Te Ao Māori. The board is assured through regular reports that Māori students engage and progress well.
The board and leadership team have plans to build further on the positive relationships they have established with Māori whānau. They are keen to strengthen programmes and teaching practices that affirm and build on students’ culture, language and identity as Māori.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain and improve its performance.
The senior leadership team and board have a very good working relationship. They are focused on improved outcomes for all students.
The principal has led a well considered and innovative process for embedding student-led learning that provides a good foundation for future, continuous development. A sustainable, coherent organisational framework supports trustee, staff and student leadership. There is strong alignment between the school’s vision, strategic direction and action plans. Senior leaders share high expectations with staff in a respectful and affirming manner. Staff respond well to change and work well with each other to meet school goals.
Trustees, most of whom were elected in 2013, are keen to build on the successes of the previous board in order to support the continued development of the school. Board members are committed to continuing to develop their governance capability to support the continued success of the school.
Self review is integral to the successful operation of the school. The board and school leaders also use external review and professional expertise to determine areas for development. Reports of student achievement and progress inform the board’s decision-making. ERO is confident that the board, senior leaders and teachers have the capability to use the school’s well developed self-review processes to ensure that the high quality education they offer is sustained.
Provision for international students
The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. Students and teachers from a Korean school district make regular short-term visits. At the time of this review there were no international students attending the school. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.
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 four-to-five years.
Dale Bailey
National Manager Review Services
Northern Region
20 December 2013
About the School
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Location
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Devonport, Auckland
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Ministry of Education profile number
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1260
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School type
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Contributing (Years 1 to 6)
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School roll
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359
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Number of international students
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0
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Gender composition
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Boys 55%
Girls 45%
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Ethnic composition
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NZ European/Pākehā
Māori
British/Irish
Asian (Korean, Chinese, Indian)
Pacific (Cook Island Māori, Niue, Samoan, Tongan)
Other European
Other Asian
Other
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74%
5%
8%
2%
2%
6%
2%
1%
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Review team on site
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October 2013
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Date of this report
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20 December 2013
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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December 2010
November 2007
October 2004
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