Bayfield School - 17/04/2013

1 Context

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

Bayfield School is an inner city Auckland school with a long history of providing education in the Herne Bay community. The school enjoys high levels of parent support and involvement. Staffing is stable and some staff have a long association with the school.

Classrooms are sited in a variety of different ways on the terraced site. Teachers and children work cooperatively alongside each other in classrooms where spaces are shared. The school makes use of the local environment and city facilities such as swimming pools.

The school board is currently at the planning stage of a significant project to rebuild the hall, the administration area and a classroom block.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Teachers and school leaders use achievement information very well to inform the school’s charter goals and targets, classroom planning, and resourcing decisions. Achievement information is also used to identify students who will benefit from targeted learning support and extension. Students’ progress is monitored regularly over the year and throughout their time at Bayfield School. This process helps to maintain a continual focus on lifting student’s engagement in learning and to raise their achievement levels. School leaders and teachers demonstrate high levels of collective, school-wide responsibility for each student’s engagement, progress and achievement.

Teachers and parents have high expectations for students’ learning. Achievement information reported to the board and parents indicates that the majority of students achieve at or above National Standards.

The school implements many strategies to increase students’ engagement with learning and in school activities. Expectations are clearly articulated. Students have good levels of awareness about their learning and achievement. They set and monitor personal goals and can talk about their progress. Parents are involved in supporting their children to achieve these goals. Teachers use electronic media to complement teaching and learning practices and to communicate with parents.

Students have opportunities to take leadership roles in the school. They engage in a broad range of activities such as choir, sports, kapa haka and school productions. Māori and Pacific students take an active part in these activities. Students’ sense of belonging, commitment and pride in the school is apparent. Respectful relationships are a positive feature in the school. Students are confident, motivated and focused learners.

3 Curriculum

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

The school’s curriculum promotes learning very effectively. It is clearly linked with The New Zealand Curriculum and expresses the school community’s values and vision for education. Recent initiatives have raised teachers’ awareness and increased provision for students to learn te reo Māori and about the bicultural heritage of Aotearoa New Zealand.

The school implements a wide variety of effective strategies to include all learners in a broad-based curriculum. The ‘Bayfield Powerful Learning Model’ promotes students’ thinking abilities and research skills in an array of meaningful and topical contexts. It provides opportunity for students to follow and extend their own interests.

Teachers participate in individual and school-wide professional development that is linked to school strategic goals. They regularly reflect on their teaching practice. Professional discussions amongst staff, about students’ progress, demonstrate their commitment to ongoing improvement in teaching and learning.

School leaders recognise that their next steps include more in-depth evaluation of the impact and effectiveness of teacher professional development on strategies to accelerate student learning. They could also consider ways to increase the visibility of Pacific and other cultures in the curriculum and school environment.

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

A strategic, school-wide approach has resulted in positive developments in the school. There is increased teacher awareness of promoting success for Māori students as Māori. The school values the expertise and contributions of Māori staff, the school kaumatua and the kapa haka tutor. Whānau have opportunities for informal conversations with teachers and are invited to annual consultation hui. Recognition of students’ Māori heritage is contributing to an increasingly positive learning environment and very good levels of achievement for Māori students.

The school has separate targets for increasing Māori students’ achievement. School leaders recognise that more specific targets would help them to further support each student to reach their learning potential.

The school is exploring further ways to increase recognition of Māori students’ cultural heritage and to enhance provision for them to enjoy success as Māori. It could be useful for the board and staff to use resources associated with the Ministry of Education’s Māori education strategy, Ka Hikitia-Managing for Success, to build shared understanding and support self review.

4 Sustainable Performance

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

School governance, management and leadership practices position the school very well to sustain and continue to improve current good practices. Staff and trustees have high levels of commitment both to the school and to the provision of high quality educational opportunities and outcomes for students. They are focused on promoting success for all students and equipping them well for their future.

The board work together well as a team and know their community well. They communicate effectively with parents, and are visible and available in the school. Trustees are well informed about their responsibilities as a board and are committed to implementing successful governance practices.

The board has good understanding of its role as an employer. Personnel practices, including recruitment and appraisal, are appropriate and well managed. A high quality external appraisal for senior leaders could help to support their development as educational leaders and to affirm their professional expertise.

Regular self review is an established aspect of school operations. The board monitors progress towards regularly reviewed strategic goals. Trustees and senior leaders consult with parents and students as part of their information gathering. Teachers are highly involved in school-wide self review. The school continues to embed and deepen its self-review practices.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services

Northern Region

17 April 2013

About the School

Location

Herne Bay, Auckland

Ministry of Education profile number

1220

School type

Contributing (Years 1 to 6)

School roll

353

Gender composition

Boys 53%

Girls 47%

Ethnic composition

New Zealand European/Pākehā

Māori

Australian

Indian

Samoan

Tongan

other ethnicities

91%

1%

2%

1%

1%

1%

3%

Review team on site

February 2013

Date of this report

17 April 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2009

December 2006

April 2003