1 Context
What are the important features of this school that have an impact on student learning?
Island Bay School caters for 500 students in Years 1 to 6 in the southern suburbs of Wellington. The increasingly diverse student population includes 69 students who identify as Māori and a smaller number of Indian, Pacific and other ethnic groups.
Continuity in strong professional leadership contributes to further embedding a student-centred approach to integrated teaching and learning. A recent review of special needs provisions resulted in improved processes for identifying and catering for learners' needs. Students have extensive opportunities to experience personalised learning.
A recent significant property development is a modern, centralised learning hub around the school library. This provides a focal point for ongoing improvements in student use of information and communication technologies (ICT).
The school has a sustained positive reporting history with ERO.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers, syndicate leaders and school leaders use student achievement information effectively to monitor each learner’s progress in reading, writing and mathematics. Well-considered indicators and assessment tools assist teachers to understand what students know and what they need to do next in relation to the National Standards.
The majority of students achieve particularly well in reading. Māori learners experience similar high levels of success in reading. Staff are highly aware that progress in writing and mathematics should be further accelerated, particular for Māori boys. A schoolwide focus on writing has increased teachers' assessment knowledge and practices. The writing moderation process is robust and practices are developing well for reading and mathematics. There is a carefully considered and evidence-based approach to making National Standards’ assessment decisions.
Teachers focus on accelerating the progress of priority learners. Robust professional discussions and sharing of effective teaching strategies occurs regularly. External expertise is well used to grow teachers’ knowledge and assessment practices. Students requiring additional learning support are well identified, tracked and monitored.
Parents receive informative written reports twice a year, with supporting evidence about individual progress in literacy, mathematics and other curriculum areas. Regular opportunities to visit classrooms and for students to share and celebrate their learning experiences through inquiry learning, strengthen partnership between families, children and staff.
School improvement targets are becoming more responsive to the needs of students, including Māori and Pacific learners. The board is well informed about special education programmes and the resources it allocates to this area. It is timely for trustees to receive reports on the impact of special programmes and specific provisions for students’ progress and achievement.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The Island Bay School curriculum is a carefully and thoughtfully developed framework. It is strongly based on inquiry learning to reflect individual interests, and motivates students to learn. The New Zealand Curriculum and supporting research-based theories, require students to think more deeply about their emerging knowledge, skills and competencies. Exploring and experimenting with new learning are highly evident and understood as important aspects of the school curriculum.
Students are confident, enthusiastic and self-directed learners. Teachers consistently use effective literacy and mathematics teaching strategies. A flexible and responsive framework enables teachers to focus on meeting students’ learning needs, and individual students to make choices in their learning. Student engagement in learning is enhanced through regular use of ICT.
A recent review of special education provision reflects parents' wishes for their children. This resulted in the board providing carefully considered programmes matched to individual needs and some additional staffing. Teacher aides participate in useful training to assist them to capably support learners.
Students' transition to school at five years of age is supported through individualised approaches, matched to individual and family wishes.
It is timely for the board and staff to review how explicitly the school curriculum caters for and is culturally responsive to key groups of learners, including Māori, Pacific and other ethnic groups. This review should consider how effectively the curriculum actively affirms and supports the uniqueness of each culture, language and identity.
How effectively does the school promote educational success for Māori, as Māori?
The board and staff are committed to the principles of the Treaty of Waitangi. Over the past eight years, school kawa for pōwhiri, karakia, waiata and poroporoaki have become embedded. A large kapa haka group, open to all senior students, provides leadership opportunities for students. Students are encouraged to investigate their culture and identity through their individual learning inquiries.
Two lead teachers continue to provide support for staff to confidently use te reo Māori in classroom programmes. Many teachers are involved in ongoing education in this area. A large number of students participate in an extension programme in te reo Māori. A next step is for the school curriculum to provide students at all year levels with planned te reo Māori programmes.
The whānau group numbers have recently grown to include a large numbers attending noho marae. This group provides ongoing support for developing the school’s bicultural education and suggested strategies that encourage Māori learners to experience more success as Māori.
The board, senior leadership and staff should continue to build on the positive developments from the whānau group. This should strengthen their contribution to strategic planning and resourcing decisions.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to continue to improve student learning outcomes. Effective monitoring of each student’s progress, and in-depth school self-review processes, underpin school operations. These practices fully involve staff, student views and parent views in key areas.
The board robustly scrutinises the effectiveness of its governance practices. Trustees use their collective knowledge and appropriate external expertise to inform policy reviews in key areas of school operation. They focus on strengthening their governance practices to enable students to participate in high quality experiences that improve learning outcomes.
Strong, collaborative school leadership provides a cohesive and clear direction to successfully implement the curriculum. Teachers undertake carefully considered and targeted professional learning and development linked to strategic goals and individual needs. Effective appraisal practices build teachers' critical reflection and understanding of effective teaching. Teachers new to the profession are provided with thorough induction and mentoring. The growth of professional practice and leadership is well supported by robust systems.
It is timely for school leaders and trustees to set more specific annual improvement targets in relation to priority learners and to receive regular progress reports to successfully support students to achieve the National Standards.
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.
To improve current practice, the board should:
- complete its current review of personnel policies and procedures, including staff appointments
- ensure board meeting minutes and supporting documentation are readily available for public access.
When is ERO likely to review the school again?
ERO is likely to carry out the next review in four-to-five years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
26 February 2014
About the School
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Location
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Wellington
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Ministry of Education profile number
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2865
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School type
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Contributing (Year 1 to 6)
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School roll
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495
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Gender composition
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Male 52%
Female 48%
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Ethnic composition
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NZ European/Pākehā
Māori
Indian
Pacific
Other ethnic groups
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74%
14%
3%
2%
7%
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Review team on site
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November 2013
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Date of this report
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26 February 2014
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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July 2009
May 2006
December 2002
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