Stanley Bay School

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

Findings

Stanley Bay School provides its community with innovative, high quality teaching and learning. Students are actively involved in developing their learning programmes and knowing how well they are learning. Families are part of a high functioning team with school leaders and staff in seeking the best outcomes for their children.

ERO is likely to carry out the next review in four-to-five years.

1. Context

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

Stanley Bay School is a well established contributing primary school in Devonport, Auckland. Since ERO’s 2011 review the school has continued to provide very well for students’ learning and achievement.

The capable senior leadership team works collaboratively with its professional staff and uses a wide range of approaches to involve parents in their children’s learning. Professional development for staff is used strategically to keep teachers well informed about developments in curriculum and teaching practice.

The school has continued to build on the strengths outlined in the 2011 ERO report. School culture continues to be inclusive. Self review is robust at all levels, and includes seeking input from students. The school is cohesive and well organised. Leaders continue to enhance teacher practice and provide high quality learning for its students.

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 effectively to make positive changes to learners’ engagement, progress and achievement. Students achieve very well in mathematics, reading and writing.

Teachers use a range of effective practices to engage students in meaningful learning. They successfully engage students in making decisions about their learning and using their interests to make learning more relevant.

In-depth student achievement data is collected over time. It clearly identifies students at risk of not making expected progress. Leaders and teachers make good use of this information. Students who require extra support to meet National Standards in literacy and mathematics receive intense, focused, individual attention and teaching to build their confidence and competencies, and to accelerate their progress.

Students are well informed about their learning. Teachers have developed clear progressions in literacy and mathematics for students to refer to as they plan their next learning steps with their teachers. Students regularly share their goal setting and the progress they are making with teachers and their parents.

Teachers’ professional development is closely linked to improving the quality of teaching in mathematics and literacy. Leaders share and model new teaching strategies for teachers.

Parents have high expectations of their children and the school. They are kept well informed and are involved in their children’s learning progress. Recent developments have resulted in the strengthening of home-school partnerships. Teachers involve parents early in providing extra support and guidance for their children’s learning when needed. They help parents to better understand modern ways of learning and provide a good range of resources that parents can use with their children in the home.

Students with special needs are well catered for within class programmes and through the specialist programmes provided by the school.

3. Curriculum

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

The school’s curriculum promotes and supports student learning very effectively. It is broad, well developed and sets clear expectations for teachers and the approaches that they can use with students. The curriculum has a strong focus on providing students with high quality teaching and learning.

Students actively contribute to the curriculum. Teachers regularly ask them what they know and what they would like to know more about. Learning includes many practical experiences that are linked to assessment and what students need to know to experience success. Classroom programmes are well planned, stimulating, meaningful and fun.

The school’s programmes have a strong focus on literacy and numeracy. Leaders and teachers regularly review all learning areas. They make good use of this information to provide staff with ongoing, high quality and relevant professional development. As a result of self review and professional development, science is a feature of the curriculum and has become more hands-on for students. Leaders closely monitor teaching and planning to make sure the school’s high expectations are met and that teachers receive the support they need to promote positive outcomes for all students.

Student leadership is fostered in many ways. Students have many opportunities to share leadership and support younger students in the school. Students’ opinions are regularly sought and used to improve wellbeing, learning and the environment. Students confidently express their opinions and negotiate with staff and each other to find the best solutions for issues that arise.

The board, principal and staff could continue to research and seek new creative approaches to link high quality teaching with modern teaching and learning environment theories and practices.

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

The school has a strong commitment to Māori experiencing success as Māori and to all students appreciating te reo and tikanga Māori.

Māori students achieve as well as other students in all curriculum areas. They have many opportunities to be leaders in the school and to learn about and share their culture.

The school actively promotes bicultural knowledge and understandings by:

  • whole school involvement in kapa haka as part of the school curriculum
  • the employment of Māori tutors to improve students’ and teachers’ use of te reo Māori
  • including aspects of Māori culture in the curriculum.

Students and teachers are enthusiastic about learning and practising te reo and tikanga Māori. Students perform at school events and participate in local cultural festivals.

Leaders consult regularly with Māori families. They recognise the benefits of continuing to build on the school’s strong partnerships with Māori families.

4. Sustainable Performance

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

The school is very well placed to sustain current very good practices to continue improving.

The board has effective systems, policies and procedures in place to govern the school and sustain high quality provision for students. They make good use of information that they receive from the principal to collaborate in the setting of clear future directions for the school.

Self review is very strong, well embedded and central to all decision making. It is evidence based and solution focused. Self review is well used by leaders and staff to:

  • evaluate current practices
  • identify where improvements can be made
  • monitor the impact of actions to make improvements to all aspects of school operations.

Leadership is strong, decisive, and focused on students’ wellbeing and learning. Leaders work in respectful and collaborative ways. They make effective use of self review and teacher appraisal to plan school-wide professional development that is relevant to the school vision and strategic goals. Leaders make good use of internal and external expertise. As a result, teachers are constantly challenged to reflect on and strengthen their teaching practices to provide better outcomes for students.

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.

Conclusion

Stanley Bay School provides its community with innovative, high quality teaching and learning. Students are actively involved in developing their learning programmes and knowing how well they are learning. Families are part of a high functioning team with school leaders and staff in seeking the best outcomes for their children.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey Deputy Chief Review Officer Northern

3 June 2015

About the School

Location

Stanley Point, Auckland

Ministry of Education profile number

1512

School type

Contributing (Years 1 to 6)

School roll

282

Gender composition

Boys 52%

Girls 48%

Ethnic composition

Māori

NZ European/Pākehā

English

Asian

Samoan

other

2%

67%

22%

4%

1%

4%

Review team on site

May 2015

Date of this report

3 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2011

January 2008

May 2005

Image removed.

Ko te Tamaiti te Pūtake o te Kaupapa

The Child – the Heart of the Matter

1. Context

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

Stanley Bay School is a small Year 1 to 6 school in Devonport, Auckland. The school has a history of providing well for students' learning and achievement. It continues to promote challenging and relevant approaches to learning. Teachers have high expectations of students and support them to develop lifelong learning skills. As a result, students are confident and successful in a dynamic learning environment.

The board provides the school with well considered governance. Trustees hold the principal and teachers in high regard. They value the information provided by senior leaders and use it to guide their decision-making. Trustees seek and include the perspectives of staff, students and the school community in planning the school's future direction. The parent community takes a keen interest in the school and has high expectations for students' all-round development and achievement.

2. Learning

How well are students learning – engaging, progressing and achieving?

Students benefit from the cohesive school culture, which supports and promotes their learning and achievement. Student-centred approaches to teaching and learning motivate students to take responsibility for their own progress in learning. Lessons are focused, with students actively involved in purposeful and relevant learning. Students see themselves as successful learners from their early years at the school. This is a result of the major emphasis placed on learning, and supportive approaches to help new students settle into the school.

The school's achievement information indicates that most students achieve or exceed National Standards in mathematics, reading and writing. To help ensure that assessment results are reliable, teachers and leaders moderate their assessment both internally and externally with a local cluster of schools. Achievement data are well analysed and are used by school leaders, teachers and students. Relevant targets to raise student achievement, based on the National Standards, are annually reported to the board and community.

The principal strongly supports using achievement information to improve teaching practices. Teachers use achievement information to improve learning and to guide classroom programmes so that they cater for students' diverse learning needs and abilities. They regularly review the progress of individual students to ensure that they are offered sufficiently challenging learning opportunities. Effective learning support programmes assist underachieving students to make accelerated progress. Higher achievers have enrichment opportunities that complement their class programmes.

Students are encouraged to try new challenges in their learning. Their ideas are valued and are included in designing classroom programmes. Students appreciate the frequent opportunities for interactive learning. This helps motivate them to participate, contribute and achieve. They are keen to discuss ideas and are confident to offer opinions and listen to alternative views.

A high degree of student self-management and self-directed learning is evident, particularly in senior classes. Students talk knowledgeably about their learning strategies and tasks, and about their achievement and the steps they need to take to improve further. Student capabilities are acknowledged and promoted and students are offered leadership responsibilities in a wide range of learning contexts.

How well are Māori students learning – engaging, progressing and achieving?

Māori students achieve or exceed National Standards in mathematics, reading and writing. They are keen participants and contributors in class and in school activities. Some readily take advantage of the leadership opportunities offered. Māori whānau have multiple forums for consultation with school leaders and teachers.

Aspects of te reo Māori me ōna tikanga are integrated within relevant learning programmes and bicultural perspectives of New Zealand’s heritage are promoted. These good practices support Māori students to experience pride and success as Māori in the school environment.

3. Curriculum

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

The school's curriculum is effective in promoting and supporting student learning. School curriculum documents align with The New Zealand Curriculum.

School leaders and teachers have evaluated the impact of their teaching practices on student learning and achievement and have adopted teaching approaches that support students to become self-determining learners.

A major emphasis on thinking and inquiry strategies underpins all learning areas of the integrated curriculum. These skills are introduced in the junior classes and are progressively built on in the middle and senior syndicates. This well considered approach results in senior students becoming confident, inquiring learners.

The cohesive staff climate enables teachers to regularly share and reflect on the effectiveness of curriculum programmes and learning initiatives. Engaging in these processes has helped teachers to build shared expectations for effective teaching, and to take collective responsibility for student progress. Teachers respond to students' learning needs and readily consider changes to their practice to enhance learning. They observe their colleagues’ teaching practice and discuss together strengths and areas that could be further developed. This professional work has had a positive impact on teachers' development as facilitators of learning. Teaching strategies that enable students to be successful, self-monitoring learners include:

  • challenging students' thinking through skilful questioning and teaching students explicit thinking strategies;
  • giving students explicit written comments on their progress and the next steps needed to improve further;
  • using meaningful contexts for learning to help students to make links to their own experiences and real life situations; and
  • making connections between integrated topics to help students to broaden their awareness and knowledge of overarching concepts.

Students respond well to these strategies and are motivated to engage actively in learning activities.

4. Sustainable Performance

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

Stanley Bay School is well placed to sustain and extend its performance. An overarching focus on self review is evident at all levels of the school. Leaders and staff have plans to ensure that current effective practices are sustained by extending teaching and learning approaches that enable students to become reflective, self-managing learners.

The principal is a capable professional leader of the school. Her strong belief in students’ ability to succeed underpins all aspects of her leadership. She promotes a strong focus on student learning and promotes the building of a knowledgeable and skilled staff. Senior leaders are capable practitioners and role models who support teachers to deliver effective learning programmes.

Additional good practices that are likely to sustain and extend the school's high quality provision for student learning include:

  • the board's vision of promoting student achievement and enabling students to be confident, connected, actively involved learners, which underpins planning and decision-making at all levels of the school;
  • a cohesive senior leadership team with a clearly articulated vision for student learning;
  • collaborative approaches to developing leadership capacity, professional learning, curriculum review, planning, and programme implementation;
  • rigorous appraisal processes that require teachers to reflect on the impact of their teaching practices on student learning; and
  • an inclusive culture that seeks and values the input of students, staff and parents/whānau.
Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. 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 students' achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • 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.

Richard Thornton

National Manager Review Services Northern Region

16 May 2011

About the School

Location

Devonport, Auckland

Ministry of Education profile number

1512

School type

Contributing (Years 1 to 6)

Decile

10

School roll

253

Gender composition

Boys 51%, Girls 49%

Ethnic composition

NZ European/Pākehā

Māori

British

Australian

Asian

other ethnicities

62%

3%

20%

6%

1%

8%

Review team on site

March 2011

Date of this report

16 May 2011

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

January 2008

May 2005

September 2001