Red Beach School - 01/06/2016

1 Context

Red Beach School caters for children in Years 1 to 6. The majority of students are of Pākehā descent. Māori children comprise nine percent of the roll, which represents an increase of seven percent since 2011. Children with Pacific heritage comprise a further two percent of the roll, and children from a range of other ethnicities are also members of the school community. The board comprises a mix of new and experienced trustees. Since the 2011 ERO review a new principal has been appointed and teacher professional learning has focused on improving outcomes for Māori children who are at risk of underachieving. The school has a positive ERO reporting history.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are that Red Beach School will be a community empowering lifelong learners to achieve and make a difference. School values support each child to be at the centre of their own learning pathway. The school's curriculum "Ara Poutama - Our Pathway to Learning" states that the learning needs of every child are paramount.

The school’s learning framework is understood by children and their families/whānau. School trustees, leaders and teachers consider that children learn best when they feel accepted and enjoy positive relationships with their fellow children and teachers.

The school’s achievement information shows that since 2013 approximately three-quarters of Māori children have achieved at or above the National Standards in reading and mathematics. Their achievement in writing is generally lower, with about two thirds of Māori children achieving the National Standard.

School leaders acknowledge some disparity between achievement levels for Māori children and school-wide achievement levels. The board, school leaders and teachers continue to respond to this disparity by coordinating teaching and learning approaches to raise Māori children's achievement.

Since the last ERO evaluation the school has:

  • developed a concerted approach to accelerating learning for underachieving children
  • increased opportunities for effective participation and collaboration at every level of the school community
  • continued to refine the school curriculum to help ensure that all children benefit from being engaged in the depth and breadth of The New Zealand Curriculum.

3 Accelerating achievement

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

The school continues to focus on Māori children whose learning and achievement needs acceleration. School leaders and teachers track the progress of these children in relation to the National Standards, monitoring their achievement in reading, writing and mathematics in a variety of learning areas.

As the number of Māori children in the school has increased over the past three years, the school has explored ways to adapt programmes and teaching practices to accelerate the learning of Māori children who are new to the school and/or are at risk of underachieving. School leaders and teachers respond to the learning needs of underachieving Māori children in a variety of connected ways. They work in a timely manner, using evidence from a variety of sources to target children's learning requirements. A range of strategies is used to personalise learning for these children.

Longitudinal school achievement information shows the benefit of teachers being more deliberate in their actions to accelerate the progress of these Māori learners. Maori children who are enrolled at the school for six years make good progress, with most achieving National Standards when they transition to Year 7.

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

The school responds well to other children whose learning and achievement needs acceleration, making use of the principles and practice for successfully accelerating the progress of Māori children in its provision for these children.

The school's response to Pacific children whose progress needs acceleration is focused on personalised teaching and learning. Teachers support children to reflect on their own learning and develop insights on how to learn. They provide opportunities for children to apply skills immediately to what they are learning. As for Māori children, their cultural identity and heritage is affirmed and they have opportunities to use their prior experiences and knowledge as part of their learning.

Children with special needs are very well catered for. School leaders coordinate a well considered special educational needs programme that responds well to their individual learning and wellbeing requirements. Responsive in-class and specialist teaching approaches support children to progress towards, and in some cases, achieve National Standards.

Teachers cater for high needs children in the school’s Motuora unit. Children in this unit involve themselves in the life of the school and are supported by their teachers to view themselves as successful learners. They show progress towards their specific goals, some of which are informed by the school’s learning progressions and the National Standards for reading, writing and mathematics.

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 priorities for equity and excellence?

The school’s curriculum and other organisational processes and practices clearly support the enactment of the school’s vision, values, goals and priorities for equity and excellence. School leaders collaborate with teachers and teacher aides to improve the progress of children whose learning and achievement needs acceleration. Staff are open to possibilities for improvement suggested by children, whānau and colleagues in order to make a positive difference to student achievement.

Purposeful leadership and coherent systems enable school leaders and teachers to respond promptly to children’s individual learning and wellbeing requirements. Broad curriculum themes developed by teachers and children allow children to build on their prior understandings and experiences outside school. Children have good opportunities to pursue their various interests through classroom inquiries and enrichment programmes. The school’s review of its values programme has had a positive influence on learning interactions. The Rich Heart Values framework contributes positively to children's learning and wellbeing.

Teachers’ practices reflect their high expectations that all children will succeed in relation to the National Standards. They support children’s accelerated progress, cultural identity, and leadership skills. Children actively contribute to their own learning pathways.

Teachers and support staff are aware of the importance of forming meaningful relationships with Māori children and whānau that are based on the concept of ako. High levels of collaborative practice continue to strengthen communications and connections between home and school. Teachers and parents/whānau work together to help improve outcomes for children.

The school acknowledges Māori as tangata whenua. A review of school direction has been beneficial in helping the board, parents/whānau, and staff to implement the principles of The Ministry of Education’s Māori Education Strategy, Ka Hikitia - Accelerating Success 2013 – 2017.

Significant development in bicultural practices since the 2011 ERO review has enhanced Māori learners’ sense of turangawaewae. Māori children value their school as a place to learn and connect with their culture. Further strengthening te Āo Māori in the school is an area that the board and whānau would like to explore and develop.

The board, school leaders and teachers are future focused and committed to ensuring that the school serves its community well. The complementary nature of external and internal evaluation is valued as a way to sustain positive school developments focused on enhancing life-long learning.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Trustees and school leaders plan to continue work on identifying and enhancing successful strategies that promote equitable and excellent outcomes for all children.

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.

As part of the school's three year strategic review cycle, the planned revision of the school's charter should provide valuable opportunities to further refine target setting for children whose learning and achievement needs accelerating.

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

6 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 children safety and wellbeing:

  • emotional safety of children (including prevention of bullying and sexual harassment)

  • physical safety of children

  • 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 children.

In order to improve practice, the board and school leaders agree to review and improve the school's performance management systems to ensure that the requirements of the Education Council of New Zealand are fully met.

The board should ensure that two hours of secular instruction time is provided each afternoon during the school week.

7 Recommendation

ERO recommends that the school continue to progress planning and school improvement initiatives for promoting equity and excellence in outcomes for all children. 

Graham Randell

Deputy Chief Review Officer Northern

1 June 2016

About the school

Location

Red Beach, Auckland

Ministry of Education profile number

1194

School type

Contributing (Years 1 to 6)

School roll

565

Number of international students

1

Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori

Pākehā

British/Irish

African

Pacific

other European

other ethnicities

9%

75%

5%

2%

2%

3%

4%

Special Features

Attached special needs unit: Motuora, for children with Ongoing Reviewable Resource Scheme (ORRS) funding

Host school for local Resource Teachers: Learning and Behaviour

Review team on site

March 2016

Date of this report

1 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2011

June 2008

August 2005