Sandspit Road School

Sandspit Road School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of September 2022, the Sandspit Road School, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Sandspit Road School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

10 March 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Sandspit Road School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within eight months of the Education Review Office and Sandspit Road School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Sandspit Road School is located in Waiuku, providing education for students in Years 1 to 8.

Sandspit Road School’s strategic priorities for improving outcomes for learners are:

  • building a positive, learning-focused school culture

  • enabling everyone to meet their potential

  • communicating learning in a clear and meaningful way.

You can find a copy of the school’s strategic and annual plan on Sandspit Road School’s website.

ERO and the school are working together to evaluate the effectiveness of targeted actions to raise achievement for all students with a particular focus on writing. An ongoing priority for the school is further strengthening knowledge and capability in evaluation.

The rationale for selecting this evaluation is:

  • the priority on further strengthening systems and practices to raise achievement for all learners, and improve equitable outcomes for identified groups of students

  • the goal to continue developing students’ engagement and empowerment in their own learning

  • the commitment to increasing collective capability in evaluation for continuous improvement.

The school expects to see deliberate actions implemented to improve rates of progress and equitable outcomes for students in literacy and mathematics.

Strengths

The school can draw from the following strengths to support its goal to strengthen evaluation capability to raise student achievement:

  • cohesive leadership and stewardship that prioritises actions to support continuous improvement

  • a strategic approach to professional development that is targeted to the needs of students and teachers

  • a collaborative team culture that promotes openness to change.

Where to next?

Moving forward, the school will prioritise:

  • developing a school-wide culture to effectively empower students/ākonga to make choices and decisions about their learning

  • a strategic approach to further strengthen evaluation skills and practices to increase students’ rates of progress and enable equitable outcomes for all.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

10 March 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Sandspit Road School - 06/10/2017

Summary

Sandspit Road School, located in Waiuku, provides education for children from Years 1 to 8. The roll of 335, includes 78 Māori children. There is an increasing number of children from Asian descent attending the school. Since the previous ERO review in 2014, school leadership has remained the same and there have been minimal changes to the teaching team. Teachers have undertaken professional learning and development in the areas of mathematics, spelling and the use of digital technology.

The proportion of Māori children and boys achieving at or above the National Standards in reading, writing and mathematics is significantly lower than for other groups of children at the school. Over the last three years this pattern of disparity has widened in writing. At the time of this review there were 11 short-stay international students from China attending the school.

Sandspit Road School is a member of the Waiuku Community of Learners| Kāhui Ako.

How well is the school achieving equitable outcomes for all children?

The school is not responding effectively to Māori children whose learning and achievement need acceleration.

Processes relating to culturally responsive practice, the school’s curriculum and teaching strategies enable the achievement of equity and excellence.

The school requires further development in the use of achievement information and strengthening leadership for learning. ERO identified the need to strengthen the school’s staff appraisal processes and to review systems related to the enrolment of international students. At the time of this review approximately 80% of students were achieving at or above the National Standards in reading and mathematics. Significantly lower results are evident in writing.

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated

  • need to develop and implement approaches that effectively meet the needs of each learner

  • need to improve the school conditions that support the acceleration of learners’ progress and achievement

  • need to build teacher capability to accelerate learners’ progress and achievement.

The school agrees to:

  • develop more targeted planning to accelerate progress for learners

  • monitor targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO.

ERO will:

  • provide feedback and resources to support the development of more targeted planning
  • provide an internal workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all learners.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is not responding effectively to Māori and other children whose learning and achievement need acceleration. The school is yet to specifically target the achievement of children who are at-risk of not achieving the expected National Standard.

Over the past three years, in reading and mathematics, approximately 80% of all students have achieved at or above National Standards. However, levels of achievement in writing have been lower.

The proportion of Māori children achieving at or above the standards is lower than that of other groups in the school. Boys’ achievement has been lower than girls’ achievement. A significant challenge for the school is to reduce the disparity between Māori, boys and other groups of students in the school.

Children with identified learning and/or behaviour needs benefit from the provision of a wide range of programmes and initiatives. This support is effectively managed by an experienced special education needs coordinator (SENCO) who accesses an extensive range of specialist expertise. The school’s achievement data indicates that many of these children make improved progress.

School leaders are continuing to develop processes that support teachers to make reliable judgements in relation to the National Standards.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Processes relating to culturally responsive practice, the school’s curriculum and teaching strategies enable the achievement of equity and excellence for most children.

The school’s curriculum effectively supports children’s wellbeing and engagement. Teachers have positive and affirming relationships with children. ERO observed calm, unhurried class programmes where children actively engage in a wide range of learning experiences. There are many opportunities for children to participate and experience success in a variety of academic, sporting and cultural activities. School values are well known and reflect community aspirations. Children enjoy and benefit from positive and collaborative learning environments.

Some teachers use well-considered strategies and approaches to accelerate children’s achievement. Teachers are willing to explore and trial different initiatives to raise achievement. They increasingly support parents and whānau to become partners in their children’s learning. Teachers are working more collaboratively to share strategies and practice that accelerate progress and achievement. Some teachers are effectively using achievement data to reflect on the effectiveness of their practice. Where these approaches are consistently implemented children’s learning and achievement is enhanced.

Culturally responses practices are more evident within the school. The Pa Kakano leadership team is in the early stages of developing a Māori achievement implementation plan that reflects the aspirations of whānau and Māori learners. This includes expectations for teaching and learning te reo and tikanga Māori. The school has developed useful links with local iwi that are enhancing the use of local Māori contexts in learning programmes. Māori children are encouraged to take leadership roles in a range of Māori and school-wide contexts. Māori children’s sense of wellbeing and belonging at the school is enhanced by the implementation of these culturally responsive practices.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The school requires further development in the use of achievement information and leadership for learning. The analysis and use of student achievement information requires strengthening.

There is a need for:

  • the board to set specific targets in the annual plan, focused on the number of children whose achievement requires acceleration
  • leaders and teachers to more effectively track, monitor and report the progress of at-risk learners against expected outcomes
  • teachers to plan more responsively to address the needs of identified at-risk learners
  • teachers to implement processes that support children to understand their achievement and next steps for learning
  • trustees and leaders to more effectively use achievement data to evaluate the effectiveness of programmes and initiatives.

Leadership for learning needs to be prioritised. School leaders need to:

  • develop agreed expectations for high quality teaching and learning
  • provide ongoing feedback and feed forward to teachers about their practices
  • target professional learning and development to individual teachers’ needs, and school-wide achievement patterns.

Board assurance on legal requirements

Before the review, the board 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • asset management.

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

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989.

The school has attested that it does not comply with all aspects of the Code.

At the time of this review there were 11 international students attending the school.

ERO’s audit of the school’s implementation of the Code identified significant concerns.

The school has not reviewed, updated and implemented its policies and practices since the introduction of the Code which came into effect on 1 December 2016. The safety and wellbeing of children under 10 placed in homestays does not meet the expectations of the code.

ERO identified non-compliance in relation to staff appraisal

In order to address this the board must implement the school’s policies and procedures for the appraisal of staff. [s 77C State Sector Act 1988]

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated

  • need to develop and implement approaches that effectively meet the needs of each learner

  • need to improve the school conditions that support the acceleration of learners’ progress and achievement

  • need to build teacher capability to accelerate learners’ progress and achievement.

The school agrees to:

  • develop more targeted planning to accelerate progress for learners

  • monitor targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO.

ERO will:

  • provide feedback and resources to support the development of more targeted planning
  • provide an internal workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all learners.

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

Recommendation

ERO recommends that the New Zealand Qualifications Authority as Administrator of the Education (Pastoral Care of International Students) Code of Practice 2016 follows up with the school about its implementation of the Code, with particular reference to outcome six, safety and wellbeing.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

6 October 2017

About the school

Location

Waiuku

Ministry of Education profile number

1479

School type

Full Primary (Year 1 to 8)

School roll

335

Gender composition

Boys 56% Girls 44%

Ethnic composition

Pākehā 61%
Māori 22%
Indian 3%
Asian 3%
Other European 2%
Other 9%

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

6 October 2017

Most recent ERO report(s)

Education Review June 2014
Education Review May 2011
Education Review May 2008

Sandspit Road School - 20/06/2014

Findings

Students are generally achieving well at Sandspit Road School. Most students are achieving at and above the National Standards in reading, writing and mathematics. While the curriculum is generally effective in promoting and supporting student learning, it is timely to revisit the curriculum intent with the community. The school has identified many of its challenges ahead and ERO suggests that the board and senior managers prioritise these challenges in its planning for improvement.

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

1 Context

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

Sandspit Road School is a medium sized school catering for students from Years 1 to 8 from the township and rural area of Waiuku. The school roll has remained constant since the last review. Students are from a range of ethnic backgrounds, with New Zealand European and Māori the largest groupings. The senior management team has stayed constant. There have been some staff changes, and a new chairperson leads the board of trustees.

The school has prioritized school developments in mathematics, writing, blended E-learning, assessment for learning (AFOL), and Māori and Pacific achievement. Learning programmes are primarily focused on numeracy and literacy. The culture of the school promotes an emotionally and physically safe environment for children. Parents who spoke to ERO are proud of their school and generally know how well their children are progressing and achieving in their learning.

Since the 2011 ERO review the school has reduced its school structure from three to two syndicates, with juniors in Years 1 to 4 and seniors in Years 5 to 8. Senior leaders find this structure to be more effective than the previous model. The school continues to seek better ways to increase student achievement through the provision of professional development for teaching staff.

2 Learning

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

The school uses student achievement information well to make positive changes to learners’ engagement, progress and achievement. Students generally achieve well against the National Standards in reading, writing and mathematics. However, achievement in writing and mathematics has not progressed as well as in reading over the last few years. Senior leaders recognise they have to provide further support in these areas.

Classrooms are well organised to support student learning, and students are engaged with the learning programmes. Good relationships and interactions between teachers and students are evident in all classrooms. There are very good classroom management practices and high expectations for learning and behaviour throughout the school.

Teachers provide differentiated learning programmes to meet the needs of students. Good use is made of formative assessment to help students progress their learning. Students in some classes understand how well they are achieving against the National Standards.

School leaders’ support for students with high learning needs is very effective and serves students well. Good quality assessment processes ensure that these students are identified and assisted with their learning.

Analysis of student achievement data is a strength. However, student learning could be further enhanced by more in depth use of the analysed data. This could strengthen decision making about programme resourcing and improve knowledge about the achievement of students with high learning needs.

Senior leaders and teachers could also consider how to develop more robust self review, including through teaching as inquiry approaches to ensure all teachers' use of achievement data is informing learning programmes and progressing individual student achievement.

3 Curriculum

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

The curriculum is generally effective in promoting and supporting student learning. However, it is timely to review the curriculum’s intent to ensure it reflects the school community and region, and is broad enough to reflect local and global view points. The review should also consider how the Ministry of Education’s Māori education strategy, Ka Hikitia, and Pasifika Education Plan can be incorporated so that the curriculum better supports Māori and Pacific students.

Curriculum documents and policies reflect understanding about current teaching and learning practices. Guidelines, principles and values ensure the curriculum is aligned to The New Zealand Curriculum. The curriculum has a focus on information and communication technologies (ICT) throughout and this aspect is well taught across the school.

Senior leaders should consider prioritising the school’s areas for curriculum development. This should enable senior leaders and teachers to concentrate time and resources more closely on fewer areas and work more successfully with these priority areas.

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

Twenty four percent of the school roll identify as Māori. Some teachers have implemented strategies to support Māori students’ cultural identity through the recognition of hapū and iwi connections. This has fostered the development of stronger connections and relationships with parents and the community. A junior Māori learning programme is being well planned and implemented in classrooms by a specialist teacher.

4 Sustainable Performance

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

The school is developing capacity to sustain good practices and continue improving. The board gives the school a clear sense of direction, makes the best use of trustees’ strengths and is well led by the recently appointed chairperson. Trustees are knowledgeable about student achievement and committed to their governance role. They make decisions in the best interests of students and provide opportunities for professional development based on the identified needs of students and teachers.

Senior leaders are experienced, committed and knowledgeable. They give clear guidelines for management and curriculum processes. Senior leaders use student achievement well to inform their decision making and use professional learning to focus on improving student learning, engagement and achievement.

To ensure sustainability and to support ongoing school development the board and principal should:

  • improve consultation with all parents and the community
  • establish a more cohesive professional environment in the school by providing staff and students more opportunity to be involved in school decision making
  • ensure that the principal’s and staff appraisals are robust and effectively support improvements
  • further strengthen self-review practices.

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.

During the review ERO identified two areas of non-compliance. To address these areas the board must:

  • ensure that all staff are appraised annually and the principal's performance agreement and appraisal is completed annually [State Sector Act 1988, s77C ]
  • consult with Māori parents and their community to develop policies, plans, and targets for improving the achievement of Māori students [National Administration Guidelines 1e].

Conclusion

Students are generally achieving well at Sandspit Road School. Most students are achieving at and above the National Standards in reading, writing and mathematics. While the curriculum is generally effective in promoting and supporting student learning, it is timely to revisit the curriculum intent with the community. The school has identified many of its challenges ahead and ERO suggests that the board and senior managers prioritise these challenges in its planning for improvement.

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

Dale Bailey

National Manager Review Services Northern Region

20 June 2014

About the School

Location

Waiuku, Auckland

Ministry of Education profile number

1479

School type

Full Primary (Years 1 to 8)

School roll

343

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori

NZ European/Pākehā

Tongan

Other

24%

60%

2%

14%

Review team on site

May 2014

Date of this report

20 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2011

May 2008

April 2006