Owhiro 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.

Education institution number:
2942
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
107
Telephone:
Address:

Happy Valley Road, Owhiro Bay, Wellington

View on map

School Context

Owhiro Bay School is located in the southern suburbs of Wellington city. It caters for 129 students in Years 1 to 6, 17% of whom are Māori.

The school’s valued outcomes for learners are that they are confident, connected, actively involved lifelong learners. The strategic goal is to experience success and equity through access to the full curriculum as evidenced by progress and achievement against NZ Curriculum levels and the key competencies. Learning is underpinned by the school defined values of respect, originality, confidence, kindness and success (ROCKS).

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics in relation to curriculum expectations
  • attendance.

Since ERO’s May 2016 review, there have been significant changes to staffing and some changes to leadership roles. Most trustees are new to the board.

The school is a member of the Capital City Kāhui Ako I Community of Learning.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Most students achieve at or above curriculum expectations in reading and mathematics, and a majority achieve expectations in writing. Similar trends in achievement are evident over time.

There is ongoing disparity for boys in writing and for girls in mathematics. Disparity for Māori students in writing and mathematics continues. Pacific students generally achieve well.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

There are some examples of acceleration for individual students. However, the schoolwide picture of acceleration is unclear.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

A sense of belonging for students and their families is strongly promoted through welcoming, inclusive practices and positive relationships. The active involvement of families in school life and in aspects of the curriculum is highly valued and evident. Carefully considered transition processes support children as they enter the school.

Classroom environments and deliberate acts of teaching promote learning. Teachers know children well. They identify and respond to their needs. Students with additional needs are well supported to participate and make progress in their learning. Teachers focus on supporting children’s key competencies through the school-defined ROCKS values. Students are well supported to work effectively together and collaborate in their learning.

There is a continuing focus on strengthening te ao Māori in the school. The increased use of te reo Māori me ngā tikanga Māori is being supported through appropriate expertise and the building of teacher capability and practice. Continuing to build relationships with whānau Māori should assist in developing clearer goals and links to Māori perspectives in the enacted curriculum.

Trustees, leaders and teachers are clearly focused on promoting improvement. They demonstrate a thoughtful, responsive approach to change and development to promote consistent practice and positive outcomes for students. They engage in deliberate ways to build their capacity to undertake their roles and responsibilities effectively. Implementing a strategic approach to leadership development should help to sustain ongoing improvement.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

A next step is to develop a documented, localised curriculum which clearly articulates the school community’s valued outcomes and aspirations for learners. This should include:

  • clear expectations for teacher practice, including culturally responsive practice and success for Māori
  • responding to the principles of The Treaty of Waitangi
  • connection to significant local features
  • a framework for learning progression in all learning areas.

Leaders are working to strengthen the use of data to inform actions and improvement. Development should include

  • clear schoolwide systems and processes to monitor, track and analyse assessment information
  • developing measures of progress to better show acceleration for those who need this, and to develop a schoolwide picture to address disparities
  • data gathering and analysis of other valued outcomes.

Development of shared understandings and processes for undertaking effective internal evaluation and inquiry is required. This should assist the school to know the impact of interventions, innovations and actions in achieving equity and excellence for all learners.

3 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
  • finance
  • 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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Owhiro Bay School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • promotion of welcoming, inclusive practices and positive relationships that support a sense of belonging for students and their families
  • classroom environments and deliberate acts of teaching that support learning
  • trustees, leaders and teachers who are improvement focused.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • developing a documented, localised curriculum to clearly articulates the school community’s valued outcomes and aspirations for learners
  • continuing to strengthen the use of data to inform actions and improvement
  • developing internal evaluation and inquiry to know about the impact of actions in improving outcomes for learners.

Actions for compliance

ERO identified non-compliance in relation to health consultation and reporting student achievement to the community.

In order to address this, the board of trustees must:

  • adopt a statement on the delivery of the health curriculum, at least once every two years, after consultation with the community
    [Section 60B Education Act, 1989]
  • report to the community on the progress and achievement of students as a whole.
    [National Administration Guideline 2d]

Areas for improved compliance practice

To improve current practice, the board of trustees should ensure:

  • a complaints register is established and maintained
  • risk management procedures for undertaking excursions are sufficiently robust.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

7 October 2019

About the school

Location

Wellington

Ministry of Education profile number

2942

School type

Contributing (Years 1 to 6)

School roll

129

Gender composition

Males 51%, Females 49%

Ethnic composition

Māori 17%
NZ European/Pākehā 50%
Other European 11%
Asian 9%
Pacific 5%
Other ethnic groups 8%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2019

Date of this report

7 October 2019

Most recent ERO report(s)

Education Review May 2016
Education Review June 2013

1 Context

Owhiro Bay School is located in south Wellington and caters for students in Years 1 to 6. The roll has grown steadily over the last three years. The school continues to work with the adjoining kindergarten to provide a connected learning community and facilitate transition to the next stage of education.

Since the June 2013 ERO review there have been significant changes in staff. A new principal, senior leadership team and four new teachers have been appointed. The school retains its management role for a large Resource Teacher: Learning and Behaviour (RTLB) cluster.

2 Equity and excellence

The vision and valued outcomes defined by the school for all students are to foster a sense of belonging that encourages lifelong learning. 'Through collaborative relationships to celebrate diversity and honour family and whānau aspirations'. The whakatauki, E tipu e rea – In our children lies the future, frames strategic planning. School values of respect, inclusion, co-operation, responsibility and aiming high, have been reviewed and restated.

The school’s achievement information shows that the majority of students are achieving at or above National Standards expectations for reading and mathematics. There remains disparity for Māori learners. This has been consistent over time and is still a challenge for the school. Boys achieve better than girls in some areas. Annual achievement targets are set to raise the percentage of students achieving at or above the relevant National Standards. Raising achievement in writing is a priority for 2016.

School leaders and ERO have identified the importance of having a clear, shared understanding of the effective use of achievement information to monitor, track and respond to all students whose achievement requires acceleration.

Since the last ERO evaluation, the school has accessed external expertise as it works to strengthen governance, leadership, teaching and learning, appraisal and community engagement. A recent focus has been to develop a student-inquiry approach to learning.

3 Accelerating achievement

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

Māori students whose progress requires acceleration are well identified and monitored at class and syndicate level. Teachers plan collaboratively to share strategies and promote better learning outcomes. Data shows that a positive difference is being made for a number of these students.

The school knows that not all Māori students have their achievement accelerated in reading, writing and mathematics. During the course of this ERO review the school began reframing targets to more closely focus on achieving equity for Māori learners. Leaders recognise that growing educationally powerful partnerships with whānau is a key step to support accelerated progress.

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

Many students with additional learning needs make significant progress over time. Teachers and leaders work with families and external agencies to identify each student's needs and put relevant support in place.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

Students learn in a positive, affirming and highly supportive school culture that is inclusive and welcoming. The holistic wellbeing of each student is valued.

Teachers maintain supportive and affirming relationships with their students. A range of appropriate strategies is used to engage students with learning. Staff have a collective focus on, and responsibility for, student wellbeing.

A robust appraisal system supports teachers to use research and evidence to reflect on their practice. These reflections contribute to whole staff professional discussion. There are ongoing, externally facilitated, schoolwide professional development programmes focused on effective teaching and assessment.

Leaders are reviewing and redeveloping the overarching curriculum framework, in consultation with staff, students, parents and community. This includes developing clearly articulated expectations for systems and processes to implement, integrate and monitor teaching and learning, the use of local contexts, knowledge and experiences, and culturally responsive teaching practices. Having specific indicators of best practice in each of these areas should promote shared understanding, common approaches and the effective evaluation of outcomes.

Board members bring a range of skills and valuable community links to their governance role. They access appropriate, targeted training and focus on student achievement and school improvement. School leaders are enthusiastic about their school and students. There is a collective commitment to growing and developing teaching practice and staff capability.

An established self-review process is in place that is reflective, informs decision making and leads to ongoing improvement. Enhancing this process to strengthen internal evaluation should support trustees and teachers to more effectively measure the impact of systems and processes on student outcomes.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond to the strengths, needs and interests of each child
  • regularly evaluate how teaching is working for these children
  • do not always or systematically act on what they know works for each child
  • have a plan in place but have not yet built teacher capability effectively to achieve equitable outcomes for all children.

The principal and leadership team clearly understand the challenges and are working systematically to develop a consistent approach to improving teaching, learning, assessment and achievement.

Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop a Raising Achievement Plan to further develop processes and practices that respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.

As part of this review ERO will continue to monitor the school’s Raising Achievement Plan and the progress the school makes.

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

6 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 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.

  • Processes for appointing staff.

  • Stand down, suspensions, expulsions and exclusions.

  • Attendance.

  • Compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendations

The board, school leaders and teachers should:

  • more clearly focus on achieving equitable outcomes for Māori learners
  • grow a shared understanding of the effective use of achievement information to monitor, track and respond to all students whose achievement requires acceleration
  • review and develop the overarching curriculum framework, in consultation with staff, students, parents and community
  • focus on school-wide professional development programmes to increase effective teaching and assessment. 

Joyce Gebbie

Deputy Chief Review Officer Central

24 May 2016 

About the school

Location

Wellington

Ministry of Education profile number

2942

School type

Contributing (Years 1 to 6)

School roll

123

Gender composition

50% Male, 50% Female

Ethnic composition

Māori

Pākehā

Other European

Pacific

Other ethnic groups

18%

50%

18%

4%

10%

Review team on site

March 2016

Date of this report

24 May 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2013

July 2010

June 2007