THOSE WHO DO THEIR BEST
DO WELL
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A
copy of the text of the January 2008 Education
Review Report for Stanley Bay School, following
assessment by the Education Review Office in March, is
provided
here for interested parents:
Education REVIEW REPORT:
STANLEY BAY SCHOOL
JANUARY 2008
1. About the School
2. The Education Review Office (ERO) Evaluation
3. The Focus of the Review
4. Areas of National Interest
5. In ERO’s view Stanley Bay School has taken steps
for such a pandemic. Board Assurance on Compliance Areas
6. Recommendations
7. Future Action
8. Community Page (letter) |
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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.
This report has been prepared in accordance with standard procedures approved
by the Chief Review Officer.
1. About the School
Location: Devonport, North Shore City
Ministry of Education profile number: 1512
School type: Contributing (Year 1-6)
Decile rating [1]: 10
Teaching staff:
Roll generated entitlement: 14.64
Other: 0.66
Number of teachers: 16
School roll
319
Gender composition
Boys 51%, Girls 49%
Ethnic composition
NZ European/Pakeha 71%, Maori 4%,
British/Irish 14%, Australian 4%,
other European 2%, Chinese 1 %, Dutch 1 %, Japanese 1 %, other Asian 1%
Pacific (Cook Island Maori, Samoan) 1%,
Review team on site
October 2007
Date of this report
21 January 2008
Previous ERO reports
Education Review, May 2005
Accountability Review, September 2001
Assurance Audit, November 1997
Effectiveness Review, September 1996
Assurance Audit, October 1993
2. The Education Review Office (ERO) Evaluation
Stanley Bay School has a history of positive ERO reports. Students
continue to be well supported by staff in a caring learning environment.
The board of trustees, through the principal and staff have used the recommendations
in the 2005 ERO report as a focus for school development. Since the last
report, a library has been developed and students now have easier access
to a variety of printed resources in a pleasant reading environment. The
board has well considered plans to accommodate the increase of students
by expanding classroom spaces within a heritage school environment.
Students are articulate and are able to reflect thoughtfully on what they
do at school. Most students are knowledgeable about their learning and
can describe next steps to improve their achievement levels. As a result,
students are settled in classrooms, and confident in knowing the purpose
of what they are learning and how they will reach their goals. Students
willingly share their talents with peers and adults and celebrate the achievement
of others. They take opportunities to join in a variety of school activities
offered to them.
Students achieve at high levels across the school in reading and numeracy.
Students are made aware of those areas that they are proficient in and
those areas they need to develop further. Teachers plan appropriate programmes
to help students improve their learning and respond promptly to students
who show difficulty in understanding key ideas or attaining skills. Achievement
information shows the positive impact that focused teaching is having in
lifting reading comprehension levels.
Teachers use positive, constructive feedback effectively to enhance learning.
They maintain good relationships with students by attending to their social
and academic needs. Teachers are skilled at using a variety of questions
to elicit deeper thinking. They use achievement information effectively
to plan for students’ learning requirements. This is especially evident
with small group sessions where teachers introduce new knowledge and ideas.
Classroom environments are bright and conducive to learning. Professional
development for staff has increased their understanding of the role of
the teacher in empowering students to take responsibility for their learning.
The principal understands the parents’ aspirations for the education
of their children and, with the board, communicates effectively with them
about ongoing school developments. She knows the students well and acts
upon information gathered from consultation with parents. The principal
has shown sound educational leadership by sharing her curriculum knowledge
with the staff and the board. The senior management team has developed
systems and procedures to ensure that staff cover the New Zealand curriculum
effectively and report to the board and parents about student achievement
and progress.
Trustees complement each other with the types of skills and experience
they bring to their governance roles on the board. They represent a community
that is actively involved in school activities and interested in the school’s
direction. The board is supportive of the principal and staff and show
a commitment to the welfare of students. The board is well informed about
student achievement and is able to make informed decisions about funding
appropriate resources to improve learning.
The focus area for this report is the use of assessment information to
improve student learning. In addition, progress towards promoting Maori
and Pacific student achievement, and the school’s provision for gifted
and talented students are evaluated. Compliance areas that have a high
impact on student safety were also checked during the course of the review,
as was the school’s preparation for a pandemic. The report identifies
areas of good performance and some areas for improvement within each area
reviewed and, on the basis of these, makes recommendations to the board
and principal. The recommendations in the report focus on staff planning
ways to extend effective teaching practice in reading to other learning
areas and to embed formative teaching practices in their classrooms.
Future Action
ERO is confident that the board of trustees can manage the school in the
interests of the students and the Crown and bring about the improvements
outlined in this report.
ERO will review the school again as part of the regular review cycle.
3. The Focus of the Review
Student Achievement Overall
ERO’s education reviews focus on student achievement. What follows
is a statement about what the school knows about student achievement overall.
Senior managers collect school-wide achievement information for numeracy
and literacy, in particular reading. Results show that students overall
are achieving at levels at and above national norms in reading. The numeracy
achievement information has provided an avenue for further inquiry. While
students are achieving comparatively well in relation to national expectations,
at some year levels student achievement for mathematical strategies is
higher than achievement for mathematical knowledge. In response to this
achievement information the school has implemented appropriate programmes
to help rectify this gap in the knowledge of some students.
The school has plans to extend school-wide data collection and analysis
for writing. This will be the basis for the next phase of professional
development. Some teachers have already collected evidence to show that
students in their classes are writing at sophisticated levels as defined
by the New Zealand Curriculum Exemplars. The school does not currently
use exemplars for other learning areas to gauge student achievement and
progress school-wide.
School Specific Priorities
Before the review, the board of Stanley Bay School was invited to consider
its priorities for review using guidelines and resources provided by ERO.
ERO also used documentation provided by the school to contribute to the
scope of the review.
The detailed priorities for review were then determined following a discussion
between the ERO review team and the board of trustees. This discussion
focused on existing information held by the school (including student achievement
and self-review information) and the extent to which potential issues for
review contributed to the achievement of the students at Stanley Bay School.
ERO and the board have agreed on the following focus area for the review:
· the use of assessment information to improve student learning.
ERO’s findings in this area are set out below.
The use of assessment information to improve student learning
Background
Since the 2005 ERO report the school has been involved in two
significant professional development initiatives that have required teachers
to change their teaching to meet students’ learning requirements.
A four-year professional development contract that ceased in 2006, centred
on the effective use of information and communication technologies (ICT)
in classrooms. More recently, staff have been involved in a literacy professional
development contract and have developed a range of teaching and learning
strategies to raise student achievement in reading. In common with all
these initiatives is the formative use of assessment information to improve
learning. This formative approach to teaching and learning has been reinforced
by discussions at staff meetings about the application of theory to practice
and teacher involvement in numeracy teaching. The board and senior managers
thought it was appropriate that ERO evaluate the improvements made in the
use of assessment information to improve student learning since the 2005
ERO review.
Student progress and achievement
The students are regularly assessed to
determine their achievement levels. While this
information is used to report children’s
progress to parents, the main purpose is to improve
learning. Students receive information about how
well they are achieving and areas they need to
develop further. The achievement targets from the
school’s strategic plan have provided challenge
staff to further enhance their teaching skills
as a means of raising student achievement. Teachers
are using achievement information to inform their
planning and guide their selection of resources,
some of which are accessed from internet sites
linked to particular assessment tools. AsTTle (assessment
tools for teaching and learning) results for reading
and writing have been used for this purpose.
Areas of good performance
Student’ engagement in learning.
Students can see the purpose of what they do at
school because their teachers share learning goals
with them. They easily understand the language
of these goals. Staff have high but realistic expectations
of students and their achievement. As a result
there is a settled tone in classrooms where learning
rather than behaviour is the focus of interactions.
Formative teaching practices. Professional development has resulted in
teachers using formative teaching strategies to raise student achievement.
For example, learning goals are embedded in classroom practice. Many students
are able to articulate what their learning goals are and how they are going
to achieve them. As a result of implementing such procedures, teachers
have a growing appreciation of the difference they can make in raising
student achievement.
Use of achievement data to inform planning and teaching. Most teachers
are setting appropriate learning goals for groups of students. There are
examples of high quality practice where teachers further differentiate
their planning to identify and address the individual needs of students.
These skilful teachers could model for their colleagues practical ways
to share individual learning intentions with students. Students benefit
from knowing what they need to learn next.
Child-directed learning. Students are provided with opportunities to make
decisions about the way they will achieve their learning goals. Teacher
oral and written feedback is a feature of daily classroom programmes. As
teachers become more confident in their formative teaching practice they
will be able to strengthen their use of learning guide rubrics with students.
By discussing with students ways they can reach their learning goals, students
are able to take responsibility for their learning.
Teaching strategies guided by achievement information. Literacy practices,
particularly in reading are informed by achievement data. A variety of
teaching and learning strategies are employed in response to students’ understanding
and skill levels. Students take an active part in lessons due to the types
of questions asked of them and the relevant resources available for them
to use. The suitable pace of lessons ensures that students are kept motivated
and engaged in their work.
Support programmes. Student learning needs are identified and appropriate
programmes are in place to cater for these needs. A teacher spends time
individually with students who require additional help with processing
their reading. Adult helpers also listen to students read as a way of increasing
their exposure to written texts. All students are able to monitor their
reading progress with a web-based programme that is promoted by the school.
Leadership. The principal has plans for continuing the momentum of the
present successful reading initiative. She has organised the training of
two lead teachers to help ensure that good teacher practices are transferred
to the teaching of writing. The principal has reviewed aspects of the current
initiative as a means of developing examples of good formative practice.
Areas for improvement
Enhancing formative assessment practice.
Formative assessment practice could be further embedded
in the school. Senior management could organise school-based
professional development to provide opportunities
for teachers to observe the most formative teaching
practices already evident in some classes. For example,
the development of individual plans for reaching
learning goals with students is a skilled formative
teaching strategy that some teachers have integrated
well into their classrooms. This strategy could be
used more widely within the school to support student
learning.
Transferring literacy teaching and learning to other learning areas. It
would be timely for staff to review and refine the school’s inquiry
learning model, building on the success of the literacy programmes in the
school. Assessment guides that are being used by staff to assess students
could be adapted to help students take more responsibility for their learning
across the curriculum. Students would benefit from being able to refer
to guides that indicate what they have achieved and what they need to learn
next. Independent work set by the teacher is better completed when students
are self-motivated and have an overview of how they can achieve agreed
learning goals.
Shared strategic direction. Opportunities for staff participation in setting
the school’s strategic direction will help sustain the formative
teaching and learning strategies promoted by the literacy teaching and
learning initiative. Teachers will have a greater sense of understanding
and ownership of the changes in the delivery of the school’s curriculum
and would be directly involved in strategic planning decisions.
4. Areas of National Interest
Overview
ERO provides information about the education system as a whole to Government
to be used as the basis for long-term and systemic educational improvement.
ERO also provides information about the education sector for schools, parents
and the community through its national reports.
To do this ERO decides on topics and investigates them for a specific period
in all applicable schools nationally.
During the review of Stanley Bay School ERO investigated and reported on
the following areas of national interest. The findings are included in
this report so that information about the school is transparent and widely
available.
The Achievement of Maori Students: Progress
In this review, ERO evaluated the progress the school has made since the
last review in improving the achievement of Maori students and in initiatives
designed to promote improved achievement. Four percent of students in this
school identify as Maori.
Areas of progress
Links with Maori community. The school
has continued efforts to consult with its Maori community
about school direction and to outline its policies,
plans and targets for Maori student achievement.
There are plans to expand this process by reporting
on learning areas other than numeracy and literacy.
Maori student achievement. The school tracks Maori student achievement
closely by recording the results of standardised testing and ongoing formative
assessment in numeracy and reading. Current data indicate that these students
generally achieve at or above national expectations in these areas.
Performance opportunities. Senior managers have introduced a kapa haka
group comprised of children from a wide range of cultures. A community
member with a long association with the school leads this initiative. Students
participate confidently and skilfully in a range of activities including
poi and action songs.
Area for improvement
Tikanga me ona te reo Maori. Teachers do
not generally use te reo Maori in their interactions
and instruction with students. Senior mangers are
aware of the need to offer professional development
in this area to assist teachers to improve their
practice. The school’s commitment to New Zealand’s
bicultural heritage could also be further enhanced
by regularly integrating aspects of tikanga Maori
into classroom topics and programmes.
The Achievement of Pacific Students
During the review ERO evaluated the extent to which the school has knowledge
of and strategies for promoting the achievement of its Pacific students.
Pacific students represent one percent of the school roll.
Areas of good performance
Pacific contexts for learning. Some recent
units of classroom work reflect a focus on Pacific
themes and contexts for learning. This provides students
with a more global perspective and helps them to
understand the impact of Pacific cultures on New
Zealand’s social development.
Area for improvement
Home partnerships. There has been little
consultation with the parents of Pacific students.
Enhancing the home/school partnership should assist
senior managers to further meet the needs of Pacific
students and gain greater clarity about the aspirations
that Pacific parents have for their children and
the students’ learning styles.
Providing for Gifted and Talented Students
National Administration Guideline 1 (iii c) requires schools to identify
students with gifted and talented needs and to develop and implement teaching
and learning strategies to meet their needs. ERO is currently evaluating
how schools nationally are providing for gifted and talented students.
Areas of good performance
Provision for gifted and talented. There
is a wide range of internal and external programmes
that cater for students with special abilities. These
programmes provide students with challenges related
to higher order thinking and questioning, and help
students develop strategies to pursue their own learning.
Such programmes build students’ confidence
to excel in a range of situations using their special
gifts and talents. The inquiry-teaching model, across
the school, increases learning opportunities for
these students within classroom programmes.
Student enjoyment and engagement. The students participating in gifted
and talented programmes enjoy a variety of successful learning experiences.
They are highly engaged in learning and are given opportunities for leadership
and performance. Students are positive about and value the programmes.
Self-review process. The current gifted and talented programme, while successful
is being reviewed and refined by the senior management team to cater more
for students’ interests and needs. This includes a review of:
· the policy, procedures and the indicators for identifying able, gifted
and talented students. This will enhance the current register of gifted and talented
students and further enable all staff to have a shared understanding of these
identifiers; and
· processes for assessing and reporting on student achievement and for
evaluating the effectiveness of gifted and talented programmes. Teachers will
use this achievement information to further differentiate their programme planning
to better extend able students, and for reporting on the achievement of these
students to parents and the board.
Area for improvement
Gifted and talented education outlined
in the strategic plan. The strategic plan could include
an outline of how the different dimensions of gifted
and talented education are catered for. As a result
of this outline, the board will be able to make more
informed decisions about ways the school’s
gifted and talented programme can be effectively
funded.
Pandemic Planning
In all school reviews ERO is currently evaluating the extent to which schools
have planned for a potential influenza pandemic in terms of the guidelines
provided by the Ministry of Education.
In ERO's view Stanley Bay School has taken steps for such a pandemic.
5. Board Assurance on Compliance Areas
Overview
Before the review, the board of trustees and principal of Stanley Bay 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; and
· 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; and
· attendance.
Compliance
ERO’s investigations did not identify any areas of concern.
6. Recommendations
ERO and the board agree that:
6.1 the principal and staff discuss and plan a strategic direction for
curriculum development that will extend effective teaching practices in
reading to other learning areas; and
6.2 staff continue to embed formative teaching practices in their classrooms
to provide increased opportunities for students to take responsibility
for their learning.
7. Future Action
ERO is confident that the board of trustees
can manage the school in the interests of the students
and the Crown and bring about the improvements outlined
in this report.
ERO will review the school again as part of the regular review cycle.
Elizabeth Ellis
Area Manager for Chief Review Officer
21 January 2008
21 January 2008
To the Parents and Community of Stanley Bay School
These are the findings of the Education Review Office’s latest report
on Stanley Bay School.
Stanley Bay School has a history of positive ERO reports. Students continue
to be well supported by staff in a caring learning environment. The board
of trustees, through the principal and staff have used the recommendations
in the 2005 ERO report as a focus for school development. Since the last
report, a library has been developed and students now have easier access
to a variety of printed resources in a pleasant reading environment. The
board has well considered plans to accommodate the increase of students
by expanding classroom spaces within a heritage school environment.
Students are articulate and are able to reflect thoughtfully on what they
do at school. Most students are knowledgeable about their learning and
can describe next steps to improve their achievement levels. As a result,
students are settled in classrooms, and confident in knowing the purpose
of what they are learning and how they will reach their goals. Students
willingly share their talents with peers and adults and celebrate the achievement
of others. They take opportunities to join in a variety of school activities
offered to them.
Students achieve at high levels across the school in reading and numeracy.
Students are made aware of those areas that they are proficient in and
those areas they need to develop further. Teachers plan appropriate programmes
to help students improve their learning and respond promptly to students
who show difficulty in understanding key ideas or attaining skills. Achievement
information shows the positive impact that focused teaching is having in
lifting reading comprehension levels.
Teachers use positive, constructive feedback effectively to enhance learning.
They maintain good relationships with students by attending to their social
and academic needs. Teachers are skilled at using a variety of questions
to elicit deeper thinking. They use achievement information effectively
to plan for students’ learning requirements. This is especially evident
with small group sessions where teachers introduce new knowledge and ideas.
Classroom environments are bright and conducive to learning. Professional
development for staff has increased their understanding of the role of
the teacher in empowering students to take responsibility for their learning.
The principal understands the parents’ aspirations for the education
of their children and, with the board, communicates effectively with them
about ongoing school developments. She knows the students well and acts
upon information gathered from consultation with parents. The principal
has shown sound educational leadership by sharing her curriculum knowledge
with the staff and the board. The senior management team has developed
systems and procedures to ensure that staff cover the New Zealand curriculum
effectively and report to the board and parents about student achievement
and progress.
Trustees complement each other with the types of skills and experience
they bring to their governance roles on the board. They represent a community
that is actively involved in school activities and interested in the school’s
direction. The board is supportive of the principal and staff and show
a commitment to the welfare of students. The board is well informed about
student achievement and is able to make informed decisions about funding
appropriate resources to improve learning.
The focus area for this report is the use of assessment information to
improve student learning. In addition, progress towards promoting Maori
and Pacific student achievement, and the school’s provision for gifted
and talented students are evaluated. Compliance areas that have a high
impact on student safety were also checked during the course of the review,
as was the school’s preparation for a pandemic. The report identifies
areas of good performance and some areas for improvement within each area
reviewed and, on the basis of these, makes recommendations to the board
and principal. The recommendations in the report focus on staff planning
ways to extend effective teaching practice in reading to other learning
areas and to embed formative teaching practices in their classrooms.
Future Action
ERO is confident that the board of trustees can manage the school in the
interests of the students and the Crown and bring about the improvements
outlined in this report.
ERO will review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO
report may cover different issues. The aim is to provide information on
aspects that are central to student achievement and useful to this school.
If you would like a copy of the full report, please contact the school
or see the ERO website, http://www.ero.govt.nz.
Elizabeth Ellis
Area Manager for Chief Review Officer
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GENERAL INFORMATION ABOUT REVIEWS
About ERO
ERO is an independent, external evaluation agency that undertakes reviews
of schools and early childhood services throughout New Zealand.
About ERO Reviews
ERO follows a set of standard procedures to conduct reviews. The purpose
of each review is to:
· improve educational achievement in schools; and
· provide information to parents, communities and the Government.
Reviews are intended to focus on student achievement and build on each
school’s self review.
Review Focus
ERO’s framework for reviewing and reporting is based on three review
strands.
· School Specific Priorities – the quality of education and the
impact of school policies and practices on student achievement.
· Areas of National Interest – information about how Government
policies are working in schools.
· Compliance with Legal Requirements – assurance that this school
has taken all reasonable steps to meet legal requirements.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO
report may cover different issues. The aim is to provide information on
aspects that are central to student achievement and useful to this school.
Review Recommendations
Most ERO reports include recommendations for improvement. A recommendation
on a particular issue does not necessarily mean that a school is performing
poorly in relation to that issue. There is no direct link between the number
of recommendations in this report and the overall performance of this school.
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[1] Decile 1 schools draw their students from areas of greatest socio-economic
disadvantage, Decile 10 from areas of least socio-economic disadvantage.
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