Bayfield School - 02/10/2017


Bayfield School caters for children in Years 1 to 6 and currently has a roll of about 400. The roll includes 16 Māori children, 16 Pacific, and small numbers of children from a wide variety of other ethnic backgrounds.

Since the 2013 ERO evaluation the school the school hall, administration and classroom blocks have been upgraded. These new buildings reflect the school’s commitment to teaching and learning in modern, flexible spaces.

ERO’s 2013 report identified very good teaching and learning practices. These good practices have been sustained. In 2013 ERO recommended increasing the visibility of Pacific and other cultures in the curriculum and school environment. Very good progress has been made in this area. School information shows that high levels of student achievement have been sustained over time.

Bayfield School is one of 11 schools in the Waiorea Community of Learning|Kāhui Ako (CoL).

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

The school responds very effectively to children whose learning and achievement needs acceleration. There are very strong processes to help achieve equity and excellence for all children. These include a responsive curriculum, effective teaching practices, and high quality school leadership and governance.

The board and school leaders agree that further strengthening evaluation and inquiry will help to sustain improvement and innovation, and enhance their connections and relationships with parents and whānau.

Children are achieving excellent educational outcomes. School performance has been sustained over time through well focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

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

Equity and excellence

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

Bayfield School responds very effectively to children whose learning and achievement needs acceleration. Systems and practices for monitoring student achievement are sound. Well implemented assessment processes include good moderation practices that help to ensure that achievement data is dependable.

School information shows very high levels of student achievement in relation to the National Standards in reading, writing and mathematics. More than 90 percent of children achieve at or above the Standards. Teachers are taking steps to address some disparity in writing achievement for boys.

Māori and Pacific children make very good progress in their time in the school, and achieve well. Highly responsive approaches and effective teaching practices that value Māori and Pacific languages and cultural identities are helping these children to make good progress in their learning. Their achievement is monitored individually. The school has successfully raised achievement in reading and mathematics for Māori and Pacific learners, and in writing for Pacific.

Children identified as requiring additional learning support are closely monitored. Leaders and teachers work collaboratively with parents, para-professionals and external agencies, to cater very effectively for these children’s learning needs.

Children benefit from high quality personalised and responsive support and care systems. They develop skills to self-manage and lead and own their learning. Tuakana/teina approaches enable older and younger children to support and learn from each other.

The school’s emphasis on values such as excellence, responsibility, diversity and equity underpins high expectations for all children to succeed and know themselves as competent and capable learners.

School conditions supporting equity and excellence

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

The school’s processes and actions are very effective in helping to achieve equity and excellence for all learners.

The school’s strengths-based curriculum builds on children’s capabilities and interests. It responds to each child as a unique learner. High levels of student agency are evident at all year levels. Children have many opportunities to make informed decisions about their learning. Through ‘growth mind-set’ approaches, children are supported to extend and drive their own learning.

School leadership and a highly collaborative professional environment successfully promote the achievement of equity and excellence. Senior leaders build relational trust with staff and have developed strong systems that support consistent and effective practices across the school.

Teachers take collective responsibility for children’s success and are skilled at supporting them to reach their potential. They have a shared understanding of the practices that work for children, and take responsibility for their own professional growth. Digital technologies are used well to promote children’s learning and engagement.

Leaders are committed to engaging with parents and whānau Effective, culturally responsive practices foster success for Māori children as culturally confident and competent learners. Pacific children, those from other diverse backgrounds and children with additional learning needs benefit from the inclusive and responsive approaches that support them to succeed. Teachers’ strengths and interests support the school’s commitment to bicultural practices and partnerships with Māori. Te reo and tikanga Māori are an ongoing focus for teachers.. Good information is shared with Māori and Pacific whānau at hui and fono.

Sound, strategic governance supports the school’s effectiveness in promoting children’s wellbeing and learning. Trustees understand the aspirations of their community and make appropriate resourcing decisions. Internal evaluation is used well to support ongoing improvement.

Sustainable development for equity and excellence

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

High quality governance and leadership, a collaborative professional environment and effective teaching contribute to high levels of student achievement and successfully promote equity and excellence.

Further strengthening evaluative inquiry and the capacity of all staff to use the school’s evaluation model will help to embed and build on current very good practices. , including those related to modern learning environments.Leaders could also strengthen the school’s partnership with families by increasing shared understandings about the school’s teaching and learning approaches

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 complies with all aspects of the Code.

At the time of this review there were no international students attending the school.

Going forward

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

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

Agreed next steps are to continue to:

  • strengthen the school’s collective capacity to use evaluation and inquiry to sustain successful initiatives, and for improvement and innovation
  • build educationally powerful connections and relationships with parents and whānau.

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

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)Te Tai Raki - Northern Region

2 October 2017

About the school


Herne Bay, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 53% Girls 47%

Ethnic composition



August 2017

Date of this report

2 October 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

April 2013
November 2009
December 2006