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Copy of the latest ERO Report on their review of Stanley Bay School, May 2011 .


Stanley Bay School, 16/05/2011

Location

Devonport, Auckland

Ministry of Education profile number

1512

School type

Contributing (Years 1 to 6)

Decile [1]

10

School roll

253

Gender composition

Boys 51%
Girls 49%

Ethnic composition

NZ European/Pakeha
Maori
British
Australian
Asian
other ethnicities

62%
3%
20%
6%
1%
8%

Review team on site

March 2011

Date of this report

16 May 2011

Most recent ERO report(s)

Education Review
Education Review
Accountability Review

January 2008
May 2005
September 2001



1 Context

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

Stanley Bay School is a small Year 1 to 6 school in Devonport, Auckland. The school has a history of providing well for students' learning and achievement. It continues to promote challenging and relevant approaches to learning. Teachers have high expectations of students and support them to develop lifelong learning skills. As a result, students are confident and successful in a dynamic learning environment.

The board provides the school with well considered governance. Trustees hold the principal and teachers in high regard. They value the information provided by senior leaders and use it to guide their decision-making. Trustees seek and include the perspectives of staff, students and the school community in planning the school's future direction. The parent community takes a keen interest in the school and has high expectations for students' all-round development and achievement.


2 Learning

How well are students learning – engaging, progressing and achieving?

Students benefit from the cohesive school culture, which supports and promotes their learning and achievement. Student-centred approaches to teaching and learning motivate students to take responsibility for their own progress in learning. Lessons are focused, with students actively involved in purposeful and relevant learning. Students see themselves as successful learners from their early years at the school. This is a result of the major emphasis placed on learning, and supportive approaches to help new students settle into the school.

The school's achievement information indicates that most students achieve or exceed National Standards in mathematics, reading and writing. To help ensure that assessment results are reliable, teachers and leaders moderate their assessment both internally and externally with a local cluster of schools. Achievement data are well analysed and are used by school leaders, teachers and students. Relevant targets to raise student achievement, based on the National Standards, are annually reported to the board and community.

The principal strongly supports using achievement information to improve teaching practices.

Teachers use achievement information to improve learning and to guide classroom programmes so that they cater for students' diverse learning needs and abilities. They regularly review the progress of individual students to ensure that they are offered sufficiently challenging learning opportunities. Effective learning support programmes assist underachieving students to make accelerated progress. Higher achievers have enrichment opportunities that complement their class programmes.

Students are encouraged to try new challenges in their learning. Their ideas are valued and are included in designing classroom programmes. Students appreciate the frequent opportunities for interactive learning. This helps motivate them to participate, contribute and achieve. They are keen to discuss ideas and are confident to offer opinions and listen to alternative views.

A high degree of student self-management and self-directed learning is evident, particularly in senior classes. Students talk knowledgeably about their learning strategies and tasks, and about their achievement and the steps they need to take to improve further. Student capabilities are acknowledged and promoted and students are offered leadership responsibilities in a wide range of learning contexts.

How well are Maori students learning – engaging, progressing and achieving?

Maori students achieve or exceed National Standards in mathematics, reading and writing. They are keen participants and contributors in class and in school activities. Some readily take advantage of the leadership opportunities offered. Maori whanau have multiple forums for consultation with school leaders and teachers.

Aspects of te reo Maori me ona tikanga are integrated within relevant learning programmes and bicultural perspectives of New Zealand’s heritage are promoted. These good practices support Maori students to experience pride and success as Maori in the school environment.


3 Curriculum

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

The school's curriculum is effective in promoting and supporting student learning. School curriculum documents align with The New Zealand Curriculum. School leaders and teachers have evaluated the impact of their teaching practices on student learning and achievement and have adopted teaching approaches that support students to become self-determining learners.

A major emphasis on thinking and inquiry strategies underpins all learning areas of the integrated curriculum. These skills are introduced in the junior classes and are progressively built on in the middle and senior syndicates. This well considered approach results in senior students becoming confident, inquiring learners.

The cohesive staff climate enables teachers to regularly share and reflect on the effectiveness of curriculum programmes and learning initiatives. Engaging in these processes has helped teachers to build shared expectations for effective teaching, and to take collective responsibility for student progress. Teachers respond to students' learning needs and readily consider changes to their practice to enhance learning. They observe their colleagues’ teaching practice and discuss together strengths and areas that could be further developed.

This professional work has had a positive impact on teachers' development as facilitators of learning. Teaching strategies that enable students to be successful, self-monitoring learners include:

- challenging students' thinking through skilful questioning and teaching students explicit thinking strategies;

- giving students explicit written comments on their progress and the next steps needed to improve further;

- using meaningful contexts for learning to help students to make links to their own experiences and real life situations; and

- making connections between integrated topics to help students to broaden their awareness and knowledge of overarching concepts.

Students respond well to these strategies and are motivated to engage actively in learning activities.


4 Sustainable Performance

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

Stanley Bay School is well placed to sustain and extend its performance. An overarching focus on self review is evident at all levels of the school. Leaders and staff have plans to ensure that current effective practices are sustained by extending teaching and learning approaches that enable students to become reflective, self-managing learners.

The principal is a capable professional leader of the school. Her strong belief in students’ ability to succeed underpins all aspects of her leadership. She promotes a strong focus on student learning and promotes the building of a knowledgeable and skilled staff. Senior leaders are capable practitioners and role models who support teachers to deliver effective learning programmes.

Additional good practices that are likely to sustain and extend the school's high quality provision for student learning include:

- the board's vision of promoting student achievement and enabling students to be confident, connected, actively involved learners, which underpins planning and decision-making at all levels of the school;

- a cohesive senior leadership team with a clearly articulated vision for student learning; collaborative approaches to developing leadership capacity, professional learning, curriculum review, planning, and programme implementation;

- rigorous appraisal processes that require teachers to reflect on the impact of their teaching practices on student learning; and

- an inclusive culture that seeks and values the input of students, staff and parents/whanau.


Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. 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 students' achievement:

- emotional safety of students (including prevention of bullying and sexual harassment)

- physical safety of students

- teacher registration

- 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 four-to-five years.

Richard Thornton
National Manager Review Services
Northern Region
16 May 2011
 



Education Review Office 
www.ero.govt.nz

 

Purpose of an ERO Report

The purpose of ERO’s reports is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. ERO’s reports are intended to be clear, concise, constructive and evaluative. An ERO school report answers the question “How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Maori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements. This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

[1] School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrate schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides

Disclaimer
Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses.