Bayview School - 31/05/2013

1 Context

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

Bayview School is situated in Glenfield and caters for students in Years 1 to 6. Adjacent to the school is a kindergarten and a community learning centre. The three services work together to create an environment in which everyone is a learner, irrespective of their age. The seamless transition for students from the kindergarten to school is a result of this positive relationship between the three services. A settled and respectful school environment further contributes to students and their parents being enthusiastic learners.

The board has recently appointed a new deputy principal who will join the staff in term two. The new deputy principal will provide support to the principal in managing the curriculum.

The school has restructured teaching teams to align with its philosophy in which everyone works cooperatively and learns from each other. Students are in classes with their age group peers, but share learning group leaders and participate in assemblies and a range of activities and events with students of all ages.

The school has a positive reporting history. The 2010 ERO report suggested that the school build on existing good practices through a focus on further improving teaching and learning to achieve greater consistency in quality. The report also recommended strengthening practices that increase students' understanding of how well they are achieving and their next learning steps. The school has made very good progress in sharing achievement information with students.

2 Learning

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

The school has thorough processes to guide the collation and analysis of student achievement data. Data is collected from several sources and is used well to identify trends and patterns over time for groups of students. Trustees receive clear information about these trends and patterns. They use the information purposefully to set annual school targets and support new curriculum initiatives.

Many teachers use data effectively to group students based on their identified strengths and knowledge gaps. They identify students whose progress needs closer monitoring and work collegially to accelerate the learning of under-achieving students. They are accountable for the progress of these students through the teacher appraisal process.

School achievement information indicates that Māori students are achieving well. Senior leaders and trustees have now placed priority on improving the school’s provision for Pacific learners and could use well researched approaches to review and plan for improvement. These approaches should link well to the school’s identified priorities of more strongly acknowledging and valuing students’ cultures and integrating these more consistently throughout the school. This will provide more coherence between what is documented and practice.

A school-wide review of student achievement and teaching practice identified learning areas where the school targets were not being met. The reason for any slippage in student achievement was identified and measures put in place to improve student outcomes.

Students communicate effectively as learners. They know how well they are achieving and set appropriate goals to achieve their next step. Students actively monitor their own progress and seek confirmation from teachers about their learning successes.

English Speakers of Other Languages (ESOL) students receive good support to increase their confidence and use of English language in classrooms and in specialist programmes. The specialist teacher and classroom teachers work together well to progress student language learning. Teachers show respect for the first language of students and their parents by using interpreters to discuss students' learning and achievement. Trustees receive an annual report about the effectiveness of the ESOL programme in relation to student progress.

Parents receive clear information in written reports at the end of the year about how well students achieve in relation to National Standards.

3 Curriculum

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

The school has effective processes for implementing and reviewing the curriculum. The curriculum aligns well with the school’s vision, values, key competencies and its philosophy of including and giving to the wider community. The use of vertical teaching and learning groups and a new approach to delivering the curriculum are enabling teachers and students to appreciate how others are learning. It is too early, however, to determine how well this newly developed curriculum is promoting and supporting students learning.

Inquiry-based learning concepts are used to motivate students to make connections and explore their learning more deeply. Contexts for learning are relevant and students transfer learning and skills across different learning areas. Students support each other well in class. They show enthusiasm for learning and are caring in their attitudes towards their peers, helping one another to become successful learners.

ERO and senior leaders agree that future priorities for developing teaching programmes include:

  • building the capacity of teachers in developing a more comprehensive student-led curriculum in which students have a greater voice
  • reviewing the use of class time to ensure that learning for students is maximised
  • setting clear expectations for teachers' delivery of the curriculum and introducing closer monitoring of teaching practice against these expectations.

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

The school caters effectively for Māori to succeed as Māori.

Information about the achievement of Māori as a group has been shared with parents and whānau at the school’s second hui. Parents/whānau have provided useful feedback to help the school initiate and strengthen activities and practices related to promoting their children’s success as Māori. The school’s enviro philosophy aligns well with the wider cultural and educational perspectives and values of its Māori community.

Achievement information indicates that Māori students overall are achieving well. Māori students are also well represented in the leadership opportunities available to students. The school has also responded well to the needs of a group of Māori students who were not well engaged in learning. Strategies put in place to raise the self belief and self management skills of these students have been successful.

Senior leaders and trustees agree that it is now timely to review how effectively and visibly The New Zealand Curriculum principles related to the Treaty of Waitangi are reflected in the school. They should also review how well documented goals, programmes and practices aimed at supporting success for Māori are evident in school practices.

4 Sustainable Performance

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

Self review is used effectively to sustain and improve the school’s performance. Teachers and students regularly reflect on their performance to identify goals to work towards.

Good foundations are in place for introducing new approaches to planning and delivering the school’s curriculum and to bring about desired changes to the school’s organisational structure. High expectations for student achievement underpin the school’s vision for students to become independent lifelong learners.

ERO and trustees identified priorities for further strengthening governance processes. These include the board:

  • reviewing its performance against Ministry of Education effective governance guidelines
  • ensuring that school policy and practice are well aligned.

Provision for international students

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 no international students attending the school.

The school has attested that it complies with the Code.

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 three years.

Dale Bailey

National Manager Review Services

Northern Region

31 May 2013

About the School

Location

Glenfield, Auckland

Ministry of Education profile number

1222

School type

Contributing (Years 1 to 6)

School roll

314

Gender composition

Boys 52%

Girls 48%

Ethnic composition

NZ European/Pākehā

Māori

Filipino

African

Korean

Samoan

South East Asian

British/Irish

Chinese

Indian

Middle Eastern

Niue

Other European

Other Asian

48%

16%

8%

4%

4%

4%

3%

3%

2%

2%

2%

1%

2%

1%

Review team on site

March 2013

Date of this report

31 May 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2010

October 2007

October 2004