Halfmoon Bay School

Education institution number:
3961
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
38
Telephone:
Address:

Ayr Street, Half Moon Bay, Stewart Island

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Halfmoon Bay School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and Halfmoon Bay 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 

Halfmoon Bay School is located on Rakiura / Stewart Island and provides learning for children from Years 0 to 8. Its local curriculum utilises the school’s location, offering many learning contexts beyond the classroom including natural environment-based learning activities.

Halfmoon Bay School’s strategic priorities for improving outcomes for learners are that students:

  • are ‘schooled for success’ through high-quality teaching and learning programmes
  • show behavioural, emotional and cognitive engagement in their learning.

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

ERO and the school are working together to evaluate the impact of its localised curriculum on achievement and progress for all learners and particularly target learners in Years 3 and 5

The rationale for selecting this evaluation is: 

  • achievement data has indicated a need to reduce disparities in target learners’ progress and achievement 
  • to enact the school’s strategic objective to personalise learning 
  • to take a systematic and common practice approach, using achievement information to inform learning progress across the curriculum
  • to increase students’ involvement in their learning.

The school expects to see:

  • a strengthening of the use of evidence in learner profiles to inform learning goals
  • improvements in programme effectiveness in order foster learner growth across the curriculum
  • the continuing development of a broad curriculum reflective of each individual’s needs, strengths and interests, so that all learners have the opportunity to experience success.

Strengths 

The school can draw from the following strengths to support its goal to evaluate the impact of its localised curriculum on achievement and progress for all learners:

  • all teachers know every child in the school and all contribute to progressing each individual’s learning
  • effective curriculum integration maximises Rakiura’s unique environment and provides rich, authentic contexts for learning
  • a local community and Board who play an active role in supporting learning at the school.

Where to next?

Moving forward, the school will prioritise:

  • enhancing rates of progress for all children and in particular for those identified as target learners whose achievement falls below expectations
  • increasing the use of learner profiles to effectively document curriculum planning, develop teaching and learning steps and set goals to foster student growth across the school’s localised curriculum
  • developing the contribution of students’ reflective voices to more deeply understand and benefit from their learning.

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. 

Shelley Booysen
Director of Schools

27 November 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

Halfmoon Bay School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026 

As of May 2023, the Halfmoon Bay 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 Halfmoon Bay 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.

Shelley Booysen
Director of Schools

27 November 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

 

Halfmoon Bay School 

School Context

Halfmoon Bay School is a small, rural full primary school located in Oban, Stewart Island. At the time of this review there were 32 students on the roll, 30% of whom identify as Māori.

The mission statement is ‘he moana pukepuke e ekengia a te waka - a choppy sea can be navigated’. The mission statement is underpinned by the PART values: Perseverance, Adventure, Respect and Teamwork.

The strategic focus for 2020 is centred on two goals which state that all students at Halfmoon Bay will be ‘Schooled for success’ through high quality teaching and learning programmes, and that they will show behavioural, emotional and cognitive engagement in their learning.

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

  • achievement in reading, writing and mathematics
  • progress/accelerated progress in literacy.

Since the June 2017 ERO review there have been some changes to the board of trustees and teaching staff.

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?

The school is highly effective in achieving equitable and excellent outcomes for its students.

The 2018 and 2019 achievement reports show that almost all students achieved at or above the school’s curriculum expectations in reading, writing and mathematics. Māori student achievement in reading, writing and mathematics was proportionally greater than achievement for non-Māori students. A range of well-tailored interventions enables students who need extra support with their learning to achieve.

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

The school effectively accelerates the progress of all students who need this. Students’ progress and achievement is closely monitored and individual students are provided with specific programmes that best support their particular needs.

Most students targeted in intervention groups made more than expected progress and most reached their expected level. The school’s information shows high rates of progress and acceleration throughout the year for these students.

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?

The school’s processes are highly effective in enabling equity and excellence. Strong leadership focuses on ensuring ongoing improvement. Cohesive and coherent schoolwide systems and processes have enabled consistent, effective and adaptive teaching practices.

Students experience a curriculum that is highly responsive to their strengths, needs and interests. They benefit from a rich localised curriculum that provides authentic learning contexts within and beyond the school. Curriculum programmes prioritise the natural world, physical challenge, sensory integration, socialisation, practical learning and academic extension. Local resources and community experts are well utilised. The P.A.R.T values are reflected through all aspects of school life.

Students take ownership of their learning resulting in increasingly positive outcomes for their wellbeing and progress. They participate and learn in caring, collaborative, inclusive learning environments. They play an active role in leading their own learning. Classroom routines are well established. Teachers use differentiated learning approaches to engage students. They know them well, cater for their individual learning styles, and build on their prior knowledge, culture, language and identity. Student success and progress are celebrated and shared in multiple ways through online portals, regular reporting and community engagement. Opportunities for student leadership are strongly evident at appropriate levels, and participation in a range of activities has developed their confidence and resilience.

The principal prioritises relationships to lead an ongoing improvement focus. This supports the conditions for collaborative practice, with a flexible team-based approach to the day to day running of the school. Teachers go the extra mile to provide an inclusive, community-based curriculum. Transitions into, within and out of school are very well managed, with strong and effective relationships with the local early childhood centre and secondary schools on the mainland.

The board of trustees, the principal and teachers promote a culture of high trust and collaboration within the school and wider community. This enables collective ownership of outcomes for students. The principal and teachers have built strong learning-centred relationships with parents and whānau. They value the expertise and contribution of the wider community in the life of the school. Together they engage and support students and their families with responsive and individualised approaches. The school is seen as the hub of the community and it is continually developing and building learning partnerships.

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

There is a strong acknowledgement and inclusion of te ao Māori across learning areas which is evident in the environment, the values, and connectedness with local iwi. Leaders and teachers should continue to develop culturally responsive practices throughout the school by giving greater prominence to te ao Māori, tikanga Māori and te reo Māori, and ensuring key aspects of these are embedded in all strategic documents.

The board, leaders and teachers would benefit from better knowing the impact of programmes, practices and initiatives. They should continue to develop internal evaluation capability and evaluative reporting. This would lead to a more thorough understanding of what makes the greatest difference for learners and ensure consistency of practice across the school.

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 Halfmoon Bay School’s performance in achieving valued outcomes for its students is: Strong.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success 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:

  • strong leadership that has established a culture of high trust and collaboration and that places the wellbeing and success of all students at the centre
  • school systems, processes and practices that are strongly focused on achieving equity and excellence, and accelerating children’s progress
  • a well-developed and responsive school curriculum that effectively uses students’ interests, teachers’ skills and knowledge, the environment and wider community to make learning engaging and relevant.

Next steps

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

  • continuing to develop culturally responsive practices throughout the school by giving greater prominence to te ao , tikanga and te reo Māori
  • the board, leaders and teachers further developing internal evaluation capability to better know the impact of programmes practices and initiatives, and to have a deeper understanding of what is making the greatest difference for learners.

Dr Lesley Patterson Director

Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

26 May 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Halfmoon Bay School - 29/06/2017

Summary

The school has a roll of 30. Ten children identify as Māori.

The school has successfully addressed the recommendations for improvement in the 2013 ERO report.

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

The school effectively responds to children whose learning and achievement need acceleration.The processes for supporting children’s learning are very good quality. They enable the trustees, principal and teachers to effectively identify practices which need development.

At the time of this review children benefit from a curriculum that strongly supports them to become confident, connected, actively involved learners for life on and beyond Stewart Island. Learning is relevant and connected to the wider community and unique environment.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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 effectively responds well to Māori children and other children whose learning and achievement need acceleration.

The school’s achievement trends over the last three years shows that most Māori and other children are achieving well in mathematics, reading and writing.

School achievement information shows that some children have made accelerated progress in relation to the National Standards. Achievement information also shows that some children have not made sufficient progress to maintain a satisfactory level of achievement. These children are provided with additional programmes.

The teachers employ effective practices to make reliable judgements about children’s progress and achievement in relation to the National Standards.

School conditions supporting equity and excellence

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

The school processes for supporting children’s learning are very good quality.

The school’s curriculum design is responsive to the aspirations of students, parents and the wider community. Its enactment ensures that every student has opportunities to sufficiently progress to achieve the valued outcomes described in the charter. The principles of manaakitanga/caring, whanaungatanga/inclusion, mahi tahi/working together and ako (where all are both teacher and learner) are highly visible within the school community.

The collaborations the school has with its wider community enrich overall learning experiences for all. The extensive use teachers and students make of their unique environment strongly supports the school’s vision. Children’s learning is well connected across all learning areas within authentic contexts.

Students are well engaged in their learning and understand their role in the learning process. They show good understanding of the school’s vision and regularly assess and report their progress against this. Teachers actively seek ways to increase their own knowledge and skills to improve childrens learning. Teachers and children make effective use of digital technologies as a tool for children to become successful learners, and to connect them to the wider world.

Board funding enables ongoing use of a range of specialised programmes including those initiated by the Ministry of Education. The board, principal and teachers place an appropriate focus on writing. This includes learners seeing writing as a tool and being able to write competently in all subject areas.

Sustainable development for equity and excellence

The school has effective processes to identify practices which need development.

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

Annual goals and targets do not clearly state what the school is wanting to achieve in terms of valued and improved outcomes for children. The school needs to develop clearly stated goals and targets to strengthen their alignment to the school’s charter and to make the monitoring and reporting of them more meaningful.

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.

Going forward

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

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are:

  • to state the annual goals more clearly and show how they align with the desired outcomes as expressed in the charter
  • specifically include in the charter, targets to accelerate the progress of those children yet to reach the National Standards in reading, writing and mathematics.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

29 June 2017

About the school 

LocationStewart Island
Ministry of Education profile number3961
School typeFull Primary (Years 1-8)
School roll30
Gender compositionBoys: 16 Girls: 14
Ethnic compositionMāori 10 
Pākehā 20
Review team on siteMarch 2017
Date of this report29 June 2017
Most recent ERO reportsEducation Review September 2013
Education Review March 2010 
Education Review March 2007