Mercury Bay Area School

Education institution number:
110
School type:
Composite
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
832
Telephone:
Address:

South Highway, Whitianga

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Mercury Bay Area School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of March 2022, the Mercury Bay Area School, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Actions for Compliance

ERO and the board have identified the following areas of non-compliance during the board assurance process: 

  • Safety checking of employees has not been completed to meet the expectations of the Children’s Act 2014.

  • The requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community has not been met.

[Section 92 Education and Training Act 2020].

  • Board procedure in the management of complaints was identified as needing improvement.

The board has since addressed areas of non-compliance identified.

Further Information

For further information please contact Mercury Bay Area School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

5 May 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Mercury Bay Area School

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings 

The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the review.

Shelley Booysen
Director of Schools

5 May 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Mercury Bay Area School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Mercury Bay Area School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Mercury Bay Area School is located in the township of Whitianga on the north-eastern coast of the Coromandel Peninsula. It is a large area school which provides education for students in Years 1 to 13. The school aspires to a guiding statement of ‘students achieving success as themselves, students first’. The curriculum is underpinned by the schools KAURI expectations of ‘Kindness Ngākau Atawhai, Achievement Whakatutukitanga, Unity Kotahitanga, Respect Whakaute and Identity Tuakiri’.

Mercury Bay Area School’s strategic priorities for improving outcomes for learners are:

  • to provide quality learning programmes that raise achievement and engagement in learning

  • to provide learning that is student centred, puts students first and brings equity and excellence to all

  • to develop and maintain programmes that are reflective of the intent of Te Tiriti o Waitangi.

You can find a copy of the school’s strategic and annual plan on Mercury Bay Area School’s website.

ERO and the school are working together to evaluate the extent to which deliberate acts of leadership are improving outcomes for learners.

The rationale for selecting this evaluation is:

  • the need to understand the impact of a range of teaching and learning strategies being implemented across the school and the impact of these on improved outcomes for learners

  • to use information gathered to inform and refine ongoing iterations of the school curriculum to best meet the needs of learners.

The school expects to see:

  • ongoing growth of teacher capability and collective capacity linked to school targets and outcomes for learners

  • refinement of systems and structures to support ongoing implementation and refinement of the school curriculum informed by internal evaluation

  • leaders who work systematically and collaboratively toward equitable and excellent outcomes for all learners.

Strengths

The school can draw from the following strengths to support the school in its goals:

  • Established collaborative professional learning structures that support teacher capability building.

  • A rich curriculum underpinned by shared language and understanding of the school KAURI expectations.

  • Leadership focused on improving equitable and excellent outcomes for all learners. 

Where to next?

Moving forward, the school will prioritise:

  • continuing to refine the school curriculum in response to student voice and achievement information

  • developing internal evaluation structures that provide ongoing information and evidence for decision making

  • deliberate acts of leadership to improve equitable and excellent outcomes for all learners.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

5 May 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Mercury Bay Area School - 17/11/2017

Summary

Mercury Bay Area School is located in the township of Whitianga on the north eastern coast of the Coromandel Peninsula. It is a large area school which provides education for students in Years 1 to 13.At the time of this review in September 2017 there were 956 students, 234 of whom identified as Māori and 27 international students on the roll.

The school’s KAURI expectations (Kindness, Achievement, Unity, Respect, and Identity) underpin the school's culture. Key priorities for the school are to enhance the culture for learning to be transformational in supporting ongoing school improvement.

Mercury Bay Area School operates two offsite education provisions. A marine academy and a plane build extends curriculum opportunities for learners.

Kia Eke Panuku (Culturally Responsive and Relational Pedagogy), Positive Behaviour for Learning (PB4L), and Restorative Practices. The school was successful in gaining a Teacher Led Innovation Funds (TLIF) project to explore and embed Student Profiles for Change Philosophy in the Middle Years area of the school.Current professional learning and development initiatives include

Since the 2014 ERO report:

  • rōpu classes have been extended and now include opportunities for learners in Years 4 to 8 to learn te reo and tikanga Māori

  • innovative learning environments have been established

  • The New Zealand Curriculum primary, middle and senior areas of the school have established their own philosophy for learning aligned to the school-wide KAURI expectations, andto guide learning for students and staff

  • a play-based learning approach has been introduced to better facilitate and support transition of new entrant learners into school.

Some progress has been made in addressing the areas identified for improvement in the 2014 ERO report. These relate to improving moderation and decision making processes for National Standards, reporting overall achievement to the board of trustees, and improving clarity about the school curriculum. Areas of concern remaining are the ongoing disparity between Māori and non-Māori at all levels across the school and the quality of target setting to support learners at riskof not achieving at the expected level.

How well is the school achieving equitable outcomes for all children?

The school is improving its response to Māori and other students whose learning and achievement need acceleration. The strategic direction, supported by a considered approach, is contributing to equity and excellence.

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

The school agrees that building and embedding culturally responsive pedagogy, developing a coherent, progressive local curriculum for their rōpu classes, implementing effective schoolwide target setting and further developing internal evaluation is needed to sustain ongoing improvement of student learning outcomes.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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

Equity and excellence

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

The school is improving its response to Māori and other students whose learning and achievement need acceleration.

Rates of attainment in the National Certification of Educational Achievement (NCEA) Levels 1 and 2 have steadily improved overtime and are comparable to all schools nationally. NCEA Level 3 and University Entrance (UE) remain lower than national averages.

Disparity remains between Māori and other learners at NCEA Level 2 and 3, UE and between boys and girls at NCEA Level 1 and 3 and UE. There has been some improvement in reducing the disparity between Māori and non-Māori leaving with NCEA Level 2 and above. The school has identified this and is exploring ways to enhance school leaver outcomes for Māori learners and boys.

The school has established a wide range of opportunities to strengthen students’ meaningful learning pathways through and beyond school. Destination data is gathered on students’ involvement with further education, training and employment. This is being used well to better support future learners’ purposeful engagement in school and successful transition beyond school.

Many students achieve well in relation to the expected levels across The New Zealand Curriculum. A range of data is gathered for learners in Years 9 and 10. This information is used within departments and shared with the board. Learners who require further support are identified and their progress is monitored. Extending this approach for at-risk learners should support deeper collaborative conversations about effective strategies that support the ongoing progress and acceleration of achievement, of individual students.

Most students achieve well in relation to National Standards. Since the 2014 ERO evaluation there has been a downward trend in reading, writing and mathematics for all groups of learners. Disparity for Māori and boys in all areas has remained. In 2016, the disparity had narrowed significantly for Māori learners in mathematics and writing, relative to their peers. A wide range of strategies and interventions are being used well to better support outcomes for students whose learning and achievement need acceleration.

Extensive professional learning and development has supported teachers to make dependable judgements in relation to National Standards. Clear decision-making frameworks and school-developed exemplars now guide assessment practices. School-wide moderation of overall teacher judgements is being extended to include more robust conversations across the school.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school’s strategic direction, supported by a considered approach, is contributing equity and excellence.

Trustees actively seek the voice of their community. A high level of trust is evident between parents and whānau, school leadership and trustees. An improvement-focused approach is supporting learners’ wellbeing and achievement outcomes.

Leaders are highly reflective. This ensures the school’s development of teaching and learning is informed by relevant research and experts. The clearly defined future-focused philosophy of the school is driving school-wide improvement. Increasing collaborative practice across the teaching teams is fostering deeper conversations to improve equitable and excellent outcomes.

A flexible curriculum is increasingly responsive to students. A considered approach to building a localised school-wide curriculum is evident. Opportunities for students to take responsibility for leading their own learning are providing personalised and meaningful learning pathways. Learning-focused environments support student engagement and participation in the depth and breadth of the curriculum.

A well-considered process has been established to support students with additional learning needs to transition meaningfully into, through and beyond the school. A collaborative and inclusive approach ensures learners experience successful and personalised learning programmes tailored to their individual needs, strengths and interests.

The school effectively responds to learners’ wellbeing. The principal leads and facilitates a strong culture of care for students. A successful focus on promoting learners’ wellbeing underpins the school’s positive atmosphere for learning.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Areas for further development needed to achieve equity and excellence are:

  • extending the capacity and capability of leaders and teachers to effectively integrate and embed culturally responsive relational pedagogy

  • fully documenting an authentic curriculum that is aligned to The New Zealand Curriculum and which supports learners’ progression through the rōpu classes

  • implementing effective target setting schoolwide to support improving teacher practice and enhance the response to students whose learning and achievement need acceleration

  • uilding leaders and teachers understanding and implementation of effective evaluation for ongoing improvement and innovation.b

Board assurance on legal requirements

Before the review, the board 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 and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016(the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were 27 international students attending the school.

Learners are well supported to maximise their learning experiences and opportunities in the depth and breadth of the New Zealand Curriculum. Support for International students’ wellbeing is highly evident. They are encouraged and empowered to be active participants in the life of the school and community.

Actions required

To improve current practice, the board of trustees should:

  • ensure leaders and teachers strengthen their understanding of effective appraisal for building teaching and learning capability schoolwide. This should support a more robust endorsement process for the issue and renewal of teachers’ practising certificates.

Going forward

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

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated

  • need to develop and implement approaches that effectively meet the needs of each learner

  • need to improve the school conditions that support the acceleration of learners’ progress and achievement

  • need to build teacher capability to accelerate learners’ progress and achievement

The school agrees to:

  • develop more targeted planning to accelerate progress for learners

  • monitor targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

17 November 2017

About the school

Location

Whitianga

Ministry of Education profile number

110

School type

Composite (Years 1-13)

School roll

956

Gender composition

Girls 51% Boys 49%

Ethnic composition

Pākehā 68%
Māori 24%
Other 8%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

17 November 2017

Most recent ERO report(s)

Education Review October 2014
Education Review November 2011
Education Review April 2009

Mercury Bay Area School - 28/10/2014

1 Context

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

Mercury Bay Area School is a focal point for the local community and is located in the township of Whitianga on the north eastern coast of the Coromandel peninsula. It is a large area school, which provides education for students in Years 1 to 13. The roll has steadily increased over recent years to 884 students. Of these students 22% are of Māori descent. There are currently 22 international students, who add further diversity to the school’s community.

Students enjoy a safe and inclusive environment for learning in well-maintained and highly functional facilities. The school’s KAURI expectations (Kindness, Achievement, Unity, Respect, Identity) underpin the school's culture. Student achievements and successes are recognised and celebrated. Relationships among students and teachers are positive and mutually respectful.

The experienced and long standing principal continues to effectively lead the school and its community. He continues to promote a vision for teaching and learning that is based on current research for education in the 21st century. The deputy and assistant principals provide leadership and are respectively assigned to primary, middle and senior areas of the school. They work closely with the principal to provide school-wide professional leadership for staff.

The board of trustees includes a combination of newly elected and experienced members. The chairperson is new to this position and was elected in 2013. Trustees bring a range of appropriate skills to their governance roles. Parents, whānau and community groups contribute to a range of learning opportunities, which enhance the school’s curriculum.

The school has a positive reporting history with ERO. Good progress has been made in areas for development identified in the 2011 ERO report about leadership, professional development and the school’s relationship with te iwi o Ngāti Hei.

2 Learning

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

The school has sound systems for the management and use of achievement information for promoting positive educational outcomes for students.

Students have a good understanding of their achievement results and use this information to guide their next learning steps. They are increasingly learning with greater independence and confidence. Their engagement in learning, motivation to succeed and contribution to the school’s success across a wide range of academic, sporting and cultural activities is commendable.

Student assessment data is gathered from an appropriate range of nationally referenced and school- developed assessment tools. School leaders collate and analyse this information to identify achievement patterns and trends for groups of learners, which they report to trustees and curriculum teams. Trustees use school-wide achievement data to inform strategic and annual planning, and assist resource allocation for buildings and educational initiatives that support student learning. Curriculum teams use achievement data to reflect on student progress and achievement.

Primary and middle school team leaders and teachers collate student assessment data to monitor the progress and achievement of students in relation to National Standards. Teachers, together with students, report formally to parents in the middle and at the end of year, on students’ progress and achievement. School leaders should continue to strengthen moderation processes in reading, writing and mathematics to assist teachers to report with greater accuracy in relation to National Standards.

Most students in Years 1 to 8 are achieving at and above National Standards (NS) in reading, writing and mathematics. School NS data shows that Māori boys are not achieving at levels comparable to non Māori boys. The proportion of students achieving below NS is greater in writing and most of these students are Māori boys.

At Years 9 and 10 teachers assess student achievement against national comparisons and curriculum levels in The New Zealand Curriculum (TNZC). They gather, collate and analyse student assessment data across the curriculum. There is good information on students’ progress and achievement in each curriculum area. It would be beneficial for senior leaders to clearly report overall student achievement information at these year levels to the board of trustees. This information would provide a sound basis for future resourcing.

In Years 11 to 13 results for National Certificate of Educational Achievement (NCEA) Levels 1, 2 and 3 is above national comparisons. Level 2 NCEA leaving data indicates that the school is tracking well towards the Ministry of Education goal of 85% of students achieving this target by 2017. The school has identified that the proportion of Māori students achieving NCEA qualifications is lower than other students. Specific targets for Māori students should assist teachers and whānau to work together to improve student achievement levels in NCEA.

The number of students staying at school to gain appropriate qualifications that are aligned to their career pathways has increased. The school has a robust attendance monitoring system and overall student attendance has significantly improved.

School leaders need to continue to use school-wide data to identify achievement trends and patterns, as well as priority groups of learners (those students who are at risk of not achieving at the expected level). This should enable the board to document specific and annual targets in the school’s annual plan.

3 Curriculum

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

The school provides a broad and flexible curriculum to promote and support student learning.

Student’s interests and aspirations are a significant part of the school’s curriculum. Student participation in the development and ownership of the curriculum is evident. They have many opportunities to monitor their learning and self-assess their performance against known criteria for learning. Senior students monitor their progress and achievement in NCEA and effectively manage their learning.

Curriculum leaders of subject areas work with teachers across all year levels to develop a cohesive school-wide curriculum. This approach strengthens the continuity of curriculum programmes across the school and assists teachers understanding of the curriculum progressions.

Features of the school’s curriculum are:

  • the integration of learning areas to assist students to make links between subjects
  • the use of the local environment to provide purposeful contexts for learning
  • promotion of positive relationships to support learning
  • transition processes between year levels and the implementation of home room initiatives in Years 9 and 10
  • the use of information and communication technologies (ICT) as tools for learning
  • responsiveness to students' learning interests.

A range of effective teaching strategies engage students in purposeful learning. Teachers talk with students about their learning and use their prior knowledge of students to guide their next learning steps. Classroom environments are settled, well organised and supportive of students learning.

A strong pastoral care network supports students learning and wellbeing. Designated teachers in Years 7 to 13 mentor and guide students to reflect on their progress and achieve success. School leaders recognise that there would be value in developing and implementing clear and agreed expectations for these teachers.

Many innovative vocational opportunities such as marine and industry-based programmes, support student retention, interests and career planning.

The principal promotes the development of learning and teaching practice to enhance the school’s curriculum. It would be timely for school leaders to develop an action plan that will give teachers, trustees and the parent/whānau community greater clarity and ownership of this curriculum direction. This process is integral to the school’s ongoing self review.

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

The school has developed and is making good progress in the implementation of a plan to strengthen te reo and tikanga Māori for Māori students. Recent developments and initiatives established to support Māori success as Māori are:

  • a closer partnership with te iwi o Ngāti Hei
  • the relocation of the whare to raise its status and make more visible
  • the establishment of a Year 7 to13 whānau class based on ngā matapono whanaungatanga me manaakitanga
  • the formalisation of a stronger relationship with the Hauraki Education Trust
  • a whānau group working alongside the Māori trustee on the school board.

In response to a whānau hui in 2013 a competent teacher of Māori has been appointed to teach Māori in Years 7 to 12 and teach a Year 7 to 9 Roopu class. Te reo and tikanga Māori continues to be promoted in the Year 4, 5 and 6 bilingual class. Te iwi o Ngāti Hei is able to influence and support a clear definition for Māori to succeed as Māori. It also encourages Māori students to be confident to celebrate their culture, identity and learning across all school subjects.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. There is a strong focus on student achievement and learning. A school culture built on positive relationships is evident.

The principal and senior leaders are providing effective professional leadership. A learning culture that supports teachers to reflect on their practice, and which provides them with leadership opportunities is developing.

Trustees bring a useful range of skills and knowledge to their roles and have a clear understanding about school governance. They have well-established systems in place to sustain good governance practices.

Building partnerships with parents, whānau and the community continues to be a school priority and contributes to an holistic approach to the education of young people.

The school has an ongoing self review process that is aligned to student achievement and school developments.

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. 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 learners is thorough.

At the time of this ERO review there were 22 international fee-paying students in the school. These students are well supported by an experienced Director of International Students who is also the Home-stay Coordinator. Policies and procedures are clearly documented and regularly reviewed.

Students have access to good quality education programmes that includes English language support based on students’ individual needs. Students are encouraged to participate in school activities. There is a strong focus on ensuring students’ wellbeing and pastoral care. Student progress is well monitored and appropriate support in planning their learning pathways is provided.

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.

Conclusion

Mercury Bay Area School is situated in Whitianga. It offers students a wide range of learning opportunities. Students enjoy a safe and inclusive environment for learning in well-maintained and highly functional facilities. Student achievements are recognised and celebrated. Relationships among students and teachers are positive and mutually respectful.

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

Dale Bailey
National Manager Review Services
Northern Region

About the School

Location

Whitianga

Ministry of Education profile number

110

School type

Composite (Years 1 to 13)

School roll

884

Number of international students

22

Gender composition

Girls       52%
Boys      48%

Ethnic composition

NZ European/Pākehā
Māori
Asian
European
Other

70%
22%
  3%
  4%
  1%

Special Features

Bilingual class (Years 4 to 6)
Roopu Class (Years 7 to 9)

Review team on site

August 2014

Date of this report

28 October 2014

Most recent ERO report(s)

Education Review
Education Review
Education Review

November 2011
April 2009
December 2005