Bayswater School - 23/01/2017

1 Context

The school has a positive ERO reporting history. Since the 2012 ERO review the school roll has increased. Teachers have participated in professional learning and development to support their use of achievement information and to improve teaching in order to raise achievement levels for all children. The board comprises a mix of new and experienced trustees. Trustees are currently overseeing the construction of six new classrooms, two of which will cater for the physical and learning requirements of children attached to Wilson School.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to launch each child on a learning voyage, equipped with the dispositions and attitudes for success. The school’s motto: “together, navigating for success - te mahi tahi kia eke panuku” supports this focus. Trustees, staff and parents/whanau advocate for and celebrate diversity.

The school’s achievement information shows that in 2015 three-quarters of children achieved National Standards in writing and mathematics. In comparison, two-thirds of Māori children achieved National Standards for these two learning areas. This represents a downward trend from the previous two years where there was less disparity between Māori and other children.

The disparity between Māori and all children for reading has been constant from 2013 to 2015. The school reports that a more responsive curriculum and targeted teaching approaches have begun to have a positive impact on student achievement. School records of accelerated progress for individual Māori children show that most are on track to meet National Standards by the end of 2016.

In response to analyses of achievement information, the school has identified two main groups of children who are at risk of not achieving. Māori children's learning and achievement in reading, writing and mathematics, and boys' learning and achievement in writing are areas for development. Pacific children achieve at comparable levels to all students in writing and mathematics. While Pacific achievement in reading in 2015 was lower than all children in the school, the small number of Pacific children in the school makes it difficult to track achievement trends over time.

Children with special educational needs progress well towards National Standards. Individual Education Plans (IEPs) reflect shared, measurable goals developed by parents, teachers and children. The support provided for these children is personalised and is focused on raising their achievement. Many of these students achieve success in relation to National Standards in reading, writing and mathematics.

Assessment processes used by teachers are well developed and provide very good information about how well children are achieving in relation to the National Standards. Overall teacher judgements reflect the breadth of the National Standards and are informed by children's ongoing learning and nationally referenced assessment tools. 

Since the last ERO evaluation the school has:

  • coordinated various school-wide strategies designed to reduce disparity in children’s achievement
  • supported teachers to focus on accelerating the progress of children who are at risk of underachieving
  • modified school leaders’ roles and responsibilities to provide a stronger focus on enhancing teaching practice, particularly in literacy and mathematics.

3 Accelerating achievement

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

The school responds effectively to Māori children whose learning and achievement needs acceleration. Māori children who are at risk of not achieving are well identified by school-wide tracking and monitoring processes. A downward trend in Māori children’s achievement in writing and mathematics has been attended to by trustees, school leaders and staff during 2016.

Modifications to practice and procedures include:

  • support for teachers to think about ways they can adapt their practice to build on Māori children’s capabilities, including their language and culture
  • a focused and coordinated approach to helping Māori children to maintain their success in learning as they transition through the school
  • teachers engaging Māori children in discussions about how they learn and what they are learning.

A school-wide framework for successful learning helps students to make connections and transfer skills and understandings from one curriculum area to another. Children know the direction of their learning and work collaboratively and independently to achieve their goals.

Senior leaders and teachers have high expectations of all children succeeding in relation to the National Standards. Teachers ably support Māori children’s accelerated progress by helping them develop confidence in their learning.

The school’s internal evaluation processes have helped improve consultation with whānau Māori. There is now a stronger focus on developing partnerships that support Māori children’s achievement and progress.Wider consultation is planned for the 2017 charter to enhance mutually beneficial links between school and home. By capturing the diverse views and aspirations of the school community, the board and school leaders plan to develop meaningful partnerships with whānau that are focused on supporting children whose achievement needs acceleration.

Regular reports to the board about how well Māori children are progressing help trustees to ask questions about achievement trends and patterns in order to target resources. The board has identified that target setting could be further refined to support discussions about accelerated progress for Māori and other children who are at risk of not achieving. 

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

The school responds effectively to other children whose learning and achievement needs acceleration. The strategies for accelerating the progress of Māori children have a positive influence on outcomes for all learners.

These strategies have also been successfully used to support boys and Pacific children who are at risk of not achieving.

Consistent with principles of accelerating children’s progress, teachers:

  • provide opportunities for children to apply skills immediately to what they are learning
  • plan active, fast-paced, hands-on experiences
  • support children to keep pace with what their peers are learning in order to avoid the sense of needing to catch-up.

Teachers have high expectations for the achievement and learning of children with special needs. Provision for these learners is reviewed in an ongoing manner and informed by individual learning plans (IEPs). These children's strengths form the basis for deliberate and purposeful teaching and learning.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school’s curriculum and other organisational processes and practices are very effective in developing and enacting the school’s vision, values, goals and priorities for equity and excellence.

Consistent with the principles of equity and excellence, trustees, school leaders and teachers prioritise what is best for all learners. They work together effectively to support children’s diverse learning and wellbeing requirements.

Broad curriculum themes and meaningful learning contexts support children who are at risk of not achieving. These children have opportunities to build on their interests and capabilities. They actively contribute to, and lead their learning.

Teachers provide opportunities for children to talk about their learning in order to increase their understanding of different concepts. They consider each other’s thinking strategies. Children are able to pursue their interests and choose different ways they communicate their findings. This approach impacts positively on their learning.

Children's wellbeing and successful learning is enhanced by whanaungatanga. Mutually respectful relationships contribute to children and adults feeling accepted and wanting to be involved in the life of the school. Children have opportunities to develop their leadership capabilities in a variety of ways across the school’s curriculum.

The school’s bicultural development and direction is enhanced by Māori representation on the board of trustees and sessions to support staff and parents in their use of te reo Māori. These initiatives provide a foundation for further opportunities to promote te āo Māori in the curriculum and in school operations.

High quality collaboration and professionalism at all levels of the school ensures that individual learners' requirements are addressed in a responsive, timely way. Staff seek each other's ideas and feedback in order to accelerate children's progress.

The board of trustees evaluates programmes and professional learning and development initiatives to gauge their effectiveness in raising children's achievement. Internal evaluation is improvement focused and provides insights about areas that are working well and areas that require further development.

Trustees and senior leaders are keen to enhance and extend professional networking for accelerating the progress of groups of children who are at risk of not achieving. This area for continuing development in the school is also a focus for the Devonport and Takapuna Community of Learning (CoL) that the school joined in 2016.

5 Going forward

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

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

Areas discussed with the board for future development and evaluation include:

  • continuing to support teachers to develop their culturally responsive practices to enhance learning outcomes for Māori and Pacific children
  • drawing together important school initiatives that are designed to accelerate children’s achievement in the form of a coherent action plan
  • developing teachers' school-wide leadership roles that are focused on reducing disparity of outcomes for children.

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

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 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

  • provision for international students.

The Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) was introduced on July 1st 2016. The school is aware of the need to update its policies and procedures to meet the new code requirements by December 1st 2016.

At the time of this review there was one international student attending the school. The school is making good progress in aligning its policies and procedures to meet requirements for the 2016 Code.

7 Recommendation

ERO recommends that the board and senior leaders continue to use internal evaluation to inform the development of positive strategies to improve outcomes for Māori children whose learning and achievement needs acceleration. The board of trustees and senior leaders have identified that further strengthening partnerships with whānau will contribute to meeting this goal.

Graham Randell

Deputy Chief Review Officer Northern

23 January 2017

About the school 

Location

Bayswater, Auckland

Ministry of Education profile number

1221

School type

Contributing (Years 1 to 6)

School roll

225

Number of international students

1

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori

Pākehā

Pacific

Asian

other

32%

50%

8%

6%

4%

Review team on site

November 2016

Date of this report

23 January 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2012

January 2010

December 2006