Stanley Bay School - 03/06/2015

Findings

Stanley Bay School provides its community with innovative, high quality teaching and learning. Students are actively involved in developing their learning programmes and knowing how well they are learning. Families are part of a high functioning team with school leaders and staff in seeking the best outcomes for their children.

ERO is likely to carry out the next review in four-to-five years.

1. Context

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

Stanley Bay School is a well established contributing primary school in Devonport, Auckland. Since ERO’s 2011 review the school has continued to provide very well for students’ learning and achievement.

The capable senior leadership team works collaboratively with its professional staff and uses a wide range of approaches to involve parents in their children’s learning. Professional development for staff is used strategically to keep teachers well informed about developments in curriculum and teaching practice.

The school has continued to build on the strengths outlined in the 2011 ERO report. School culture continues to be inclusive. Self review is robust at all levels, and includes seeking input from students. The school is cohesive and well organised. Leaders continue to enhance teacher practice and provide high quality learning for its students.

2. Learning

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

The school uses achievement information effectively to make positive changes to learners’ engagement, progress and achievement. Students achieve very well in mathematics, reading and writing.

Teachers use a range of effective practices to engage students in meaningful learning. They successfully engage students in making decisions about their learning and using their interests to make learning more relevant.

In-depth student achievement data is collected over time. It clearly identifies students at risk of not making expected progress. Leaders and teachers make good use of this information. Students who require extra support to meet National Standards in literacy and mathematics receive intense, focused, individual attention and teaching to build their confidence and competencies, and to accelerate their progress.

Students are well informed about their learning. Teachers have developed clear progressions in literacy and mathematics for students to refer to as they plan their next learning steps with their teachers. Students regularly share their goal setting and the progress they are making with teachers and their parents.

Teachers’ professional development is closely linked to improving the quality of teaching in mathematics and literacy. Leaders share and model new teaching strategies for teachers.

Parents have high expectations of their children and the school. They are kept well informed and are involved in their children’s learning progress. Recent developments have resulted in the strengthening of home-school partnerships. Teachers involve parents early in providing extra support and guidance for their children’s learning when needed. They help parents to better understand modern ways of learning and provide a good range of resources that parents can use with their children in the home.

Students with special needs are well catered for within class programmes and through the specialist programmes provided by the school.

3. Curriculum

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

The school’s curriculum promotes and supports student learning very effectively. It is broad, well developed and sets clear expectations for teachers and the approaches that they can use with students. The curriculum has a strong focus on providing students with high quality teaching and learning.

Students actively contribute to the curriculum. Teachers regularly ask them what they know and what they would like to know more about. Learning includes many practical experiences that are linked to assessment and what students need to know to experience success. Classroom programmes are well planned, stimulating, meaningful and fun.

The school’s programmes have a strong focus on literacy and numeracy. Leaders and teachers regularly review all learning areas. They make good use of this information to provide staff with ongoing, high quality and relevant professional development. As a result of self review and professional development, science is a feature of the curriculum and has become more hands-on for students. Leaders closely monitor teaching and planning to make sure the school’s high expectations are met and that teachers receive the support they need to promote positive outcomes for all students.

Student leadership is fostered in many ways. Students have many opportunities to share leadership and support younger students in the school. Students’ opinions are regularly sought and used to improve wellbeing, learning and the environment. Students confidently express their opinions and negotiate with staff and each other to find the best solutions for issues that arise.

The board, principal and staff could continue to research and seek new creative approaches to link high quality teaching with modern teaching and learning environment theories and practices.

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

The school has a strong commitment to Māori experiencing success as Māori and to all students appreciating te reo and tikanga Māori.

Māori students achieve as well as other students in all curriculum areas. They have many opportunities to be leaders in the school and to learn about and share their culture.

The school actively promotes bicultural knowledge and understandings by:

  • whole school involvement in kapa haka as part of the school curriculum
  • the employment of Māori tutors to improve students’ and teachers’ use of te reo Māori
  • including aspects of Māori culture in the curriculum.

Students and teachers are enthusiastic about learning and practising te reo and tikanga Māori. Students perform at school events and participate in local cultural festivals.

Leaders consult regularly with Māori families. They recognise the benefits of continuing to build on the school’s strong partnerships with Māori families.

4. Sustainable Performance

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

The school is very well placed to sustain current very good practices to continue improving.

The board has effective systems, policies and procedures in place to govern the school and sustain high quality provision for students. They make good use of information that they receive from the principal to collaborate in the setting of clear future directions for the school.

Self review is very strong, well embedded and central to all decision making. It is evidence based and solution focused. Self review is well used by leaders and staff to:

  • evaluate current practices
  • identify where improvements can be made
  • monitor the impact of actions to make improvements to all aspects of school operations.

Leadership is strong, decisive, and focused on students’ wellbeing and learning. Leaders work in respectful and collaborative ways. They make effective use of self review and teacher appraisal to plan school-wide professional development that is relevant to the school vision and strategic goals. Leaders make good use of internal and external expertise. As a result, teachers are constantly challenged to reflect on and strengthen their teaching practices to provide better outcomes for students.

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

Stanley Bay School provides its community with innovative, high quality teaching and learning. Students are actively involved in developing their learning programmes and knowing how well they are learning. Families are part of a high functioning team with school leaders and staff in seeking the best outcomes for their children.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey Deputy Chief Review Officer Northern

3 June 2015

About the School

Location

Stanley Point, Auckland

Ministry of Education profile number

1512

School type

Contributing (Years 1 to 6)

School roll

282

Gender composition

Boys 52%

Girls 48%

Ethnic composition

Māori

NZ European/Pākehā

English

Asian

Samoan

other

2%

67%

22%

4%

1%

4%

Review team on site

May 2015

Date of this report

3 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2011

January 2008

May 2005

index-html-7a745f19.png

Ko te Tamaiti te Pūtake o te Kaupapa

The Child – the Heart of the Matter