Bayswater School - 19/12/2012

1 Context

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

Bayswater School, a small urban school located on Auckland’s North Shore, provides education for students from Years 1 to 6. The school has a positive ERO reporting history. The 2009 ERO report recommended some developments to the school’s self-review processes, and wider reporting and consultation with the Māori community.

There is a deeply held, shared vision for the school. The vision, developed by the board and community, is strongly enacted by the senior leaders and staff. The principles of collective responsibility, citizenship, celebration of diversity, innovation and personal excellence, are clearly upheld by the leadership team and well understood and supported by parents, teachers and students. The school is the recipient of a gold award from the Enviro Schools Project.

The school has a very experienced board that have a high awareness of good governance. The board has the courage to provide a learning place in their community which dares to be different and develop a school culture that truly reflects the school’s vision. The school provides an environment where all students are able to find a place for themselves. They are confident in their individual identity and display a strong sense of belonging.

Since the 2009 ERO review, the board has successfully managed the school through a period of leadership change. The new principal has been promoted from within the school and a new deputy principal appointed. Senior leaders encourage an open-door policy where relationships are built with families on an individual basis.

2 Learning

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

Student enjoyment of learning is highly evident. They are interested, motivated and are active participants in classroom programmes. Students have opportunities to work with others in a variety of ways within and between classes. Engagement in learning is supported by respectful teacher and student relationships.

The analysis of achievement information by senior leaders and teachers is detailed, and findings are well used to improve teaching and learning, and set school priorities. There is presently a focus by the school on learner achievement in mathematics.

Teachers use achievement information to identify students who are underachieving or have special learning needs, and to inform their planning and teaching approaches. Senior leaders and teachers closely monitor the progress and achievement of students, especially those who are achieving below expectations. Targets are set for individual students who are underachieving. Achievement data show that the progress of some students is significantly accelerated. Individual learning plans are regularly revisited to monitor the progress of students with high learning needs.

Achievement information is used effectively by the board and senior leaders to set school priorities and annual achievement targets in the school charter. Senior leaders are refining reporting processes to allow for the ongoing monitoring of progress against school-wide achievement targets during the year and the tracking of groups of students over time. The academic achievement of Māori and Pacific students is analysed separately and reported to the board.

Parents are given a range of appropriate opportunities to discuss the engagement, learning and progress of their children in relation to the National Standards for reading, writing and mathematics, and in other curriculum areas. These opportunities include students setting learning goals, and identifying their next learning steps and how parents can help at home. Good systems are in place to support teachers to make accurate overall teacher judgements in relation to the National Standards.

3 Curriculum

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

The school’s curriculum promotes and supports student learning very effectively. It caters well for diverse groups of students in inclusive ways. Students who need support or extension are well catered for, as are students with diverse interests.

The curriculum builds on the notion of looking back to find one’s direction going forward. There is acknowledgement and respect for enduring concepts. Examples of this are the way sustainability of the environment, The Treaty of Waitangi, and the leadership qualities of past pupil Sir Peter Blake continue to influence the curriculum. It encourages students to look to the future by exploring sustainability, citizenship and globalisation.

A clear rationale is evident for the choices teachers make in designing the curriculum and in selecting learning areas. Teachers use an integrated learning pathways approach to deliver The New Zealand Curriculum. Students are given freedom to make their own learning decisions within the learning pathways framework. Elements of the school’s curriculum that are highly evident include:

  • a focus on promoting critical thinking
  • learning activities and content that are relevant, authentic and interesting for students
  • opportunities for students to develop and demonstrate leadership
  • access to experts through community contribution to learning programmes
  • a commitment to environmental sustainability

Students’ opportunities to acquire knowledge of te reo and tikanga Māori are being increased as teachers’ confidence in using the language grows. Strengths with te reo Māori within the staff are being utilised to support this growth.

Teachers provide high quality teaching programmes. Teachers share professional practice and display collegial responsibility for raising student achievement. The school has strong management systems that support effective professional practice and help teachers to meet the diverse needs of students.

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

The school has thirty-six students who identify as Māori. Māori students have positive attitudes to school and learning. They benefit from the respectful relationships that underpin the school culture, and enjoy the opportunities they have to succeed as Māori. Māori students are represented in leadership roles in the school and the school has good practices in place to support a growing sense of pride for these students in succeeding as Māori.

During recent consultation on the school’s charter, the board consulted with Māori families, the neighbouring Kohanga Reo, and kaumatua at the Navy marae to ensure the charter is inclusive of their aspirations for their children. The board and principal show leadership in promoting work with the Māori community to ensure positive outcomes for Māori students. There is Māori representation on the board.

The school has used the Ministry of Education’s Strategy – Ka Hikitia: Managing for Success, as a means to develop a school approach to developing the potential of all Māori students. ERO recommends documenting this approach and setting targets for Māori achievement in the school annual plan to help the board and senior leaders monitor the impact of school strategies used to promote Māori success.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The board provides effective governance. The board provides ethical direction for the school in meeting the diverse needs of all students. There is unity of purpose and good working relationships between the board and management of the school. There is a coordinated approach to educational developments in the school with clear alignment from strategic plan, through annual plan, to curriculum delivery and programme implantation. Board decision making is strategic and aimed at ensuring sustainability of improvements.

There is strong professional leadership in the school. The principal is instrumental in building leadership capacity and influence across the school. She is well supported by an experienced deputy principal. Capable team leaders and curriculum focus leaders take a lead in the improvement of classroom curriculum programmes.

A reflective school culture informs ongoing initiatives and improvements. The principal has established formal processes for implementing and documenting self review. Input is sought from students, staff and the school community as part of the review process. ERO recommends school leaders continue to refine self-review processes to include the ongoing monitoring of review outcomes.

Provision for international students

Bayswater School provides its international students with a very good standard of education and support, including access to regular English language tuition where appropriate. International students enjoy many opportunities to participate in school activities. Classroom teachers offer high quality pastoral care for international students. Information and relevant guiding documents relating to international students are well organised and up to date.

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were two international students attending the school. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

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.

Makere Smith

National Manager Review Services

Northern Region (Acting)

19 December 2012

About the School

Location

Bayswater, Auckland

Ministry of Education profile number

1221

School type

Contributing (Years 1 to 6)

School roll

181

Number of international students

2

Gender composition

Boys 51%

Girls 49%

Ethnic composition

NZ European/ Pākehā

Māori

Pacific

other

60%

20%

5%

15%

Review team on site

October 2012

Date of this report

19 December 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

January 2010

December 2006

May 2004