Andersons Bay School - 06/05/2011

1. Context

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

Anderson’s Bay School provides a safe and inclusive environment that supports all students’ learning. The school values are evident in student and adult relationships across the school. New students are made to feel welcome and quickly settle into school routines and activities. Parent involvement in their child’s learning is welcomed in classrooms and for school events.

Students benefit from a wide range of activities and resources available for learning and play. The expansive grounds support learning and physical play. Teachers ensure that students experience meaningful learning, for example, by using local resources and the environment and accessing learning experiences beyond the classroom.

2. Learning

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

Students overall achieve well and are highly engaged in their learning. They are actively involved in learning skills for managing their own learning. The progress in achievement of individual students is closely monitored by the students and their teachers. Students are encouraged to achieve in wider areas of interest. This is indicated by the high rates of participation in activities beyond the classroom.

Areas of strength

Student achievement. The majority of students are achieving at or above the school’s expectations in all curriculum areas. Most students are achieving at or above the national norms and National Standards for reading, writing and mathematics.

Student engagement. There is a strong focus on learning in classrooms. Most students know their next steps for learning and have clear expectations that direct their learning and behaviour. They are actively involved in co-constructing and reviewing their learning goals with their teachers. Where appropriate, students have opportunities to select areas of interest in their learning.

Use of assessment information. Teachers use rich student achievement information to plan and evaluate learning programmes and to set student achievement targets. The assessment information they collect is reliable and aligned to national expectations. Students are identified early for extra support or extension and effectively provided for through a wide range of support programmes. Students, parents and the board of trustees receive useful information about student achievement.

Area for development

Progress in achievement. The principal acknowledges that they are now in a better position to show progress in achievement for cohorts and groups of students over time.

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

Māori students overall achieve well and are highly engaged in learning. Their levels of achievement are closely monitored and used by teachers, senior leaders and trustees to inform future planning and review.

The school values Māori language and culture. The lead teachers of Māori education are building other teachers’ confidence and competence to deliver the new te reo programme.

Teachers identify the need to include more te reo and tikanga Māori learning into classroom and school-wide programmes.

Māori students feel safe and supported in their school. They experience good relationships with adults and their school peers. The benefit of the wide Māori culture experience provided for all students is evident in the strong student support for and involvement in the kapahaka group.

School leaders are strengthening formal consultation with parents of Māori students to increase understanding of parent and whānau aspirations for their children and the school programme.

3. Curriculum

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

Students are well supported by a high quality curriculum that makes effective use of local resources, environment and expertise. ERO observed good to high quality teaching across the school.

Areas of strength

Curriculum. Teachers make good use of the comprehensive curriculum guidelines they have developed. The school curriculum was developed through effective review that included wide consultation and collaboration and reflected the community’s priorities. The school’s vision and values (pillars) are clearly evident throughout the school. Teachers make good use of local resources, environment and expertise.

Quality of teaching. Teachers actively work to build and maintain a positive and constructive learning environment. School and class routines are predictable and well understood, and transitions between classes and lessons are smooth. Teachers plan well-paced lessons that keep students focused and interested. Teachers’ professional learning and sharing enhances what happens for students.

4. Sustainable Performance

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

The new principal and experienced team of senior leaders provide effective professional leadership. The teachers, senior leaders and principal and board work collaboratively and with a strong focus on what is best for students. They use high quality information about students’ learning to inform future planning.

Areas of strength

Leadership. The school is well placed, through effective leadership, to sustain its high levels of performance. The school’s leaders review and plan strategically for future developments, for example, staffing, facilities, and information, communication and technologies capability. The board, principal, senior leaders, teachers and students communicate effectively with one another so that students’ achievement is supported and built on. The principal guides a capable team of leaders and builds leadership skills in others.

Self review. There is a strong emphasis on review for ongoing improvement throughout the school. Decision-making is well-informed by self review. Teachers, senior leaders and trustees effectively use and understand self-review processes. They seek a wide range of information to inform their decision-making and respond to review findings and teachers’ evaluations.

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.

Graham Randell

National Manager Review Services Southern Region

6 May 2011

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)



School roll


Number of international students


Gender composition

Boys 51%;

Girls 49%

Ethnic composition

NZ European/Pākehā






Special Features


Review team on site

February 2011

Date of this report

6 May 2011

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

February 2008

April 2005

November 2001

1 School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrate schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides