Bayswater School

Education institution number:
1221
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
124
Telephone:
Address:

181 Bayswater Avenue, Bayswater-Auckland, Auckland

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Bayswater School - 23/01/2017

1 Context

The school has a positive ERO reporting history. Since the 2012 ERO review the school roll has increased. Teachers have participated in professional learning and development to support their use of achievement information and to improve teaching in order to raise achievement levels for all children. The board comprises a mix of new and experienced trustees. Trustees are currently overseeing the construction of six new classrooms, two of which will cater for the physical and learning requirements of children attached to Wilson School.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to launch each child on a learning voyage, equipped with the dispositions and attitudes for success. The school’s motto: “together, navigating for success - te mahi tahi kia eke panuku” supports this focus. Trustees, staff and parents/whanau advocate for and celebrate diversity.

The school’s achievement information shows that in 2015 three-quarters of children achieved National Standards in writing and mathematics. In comparison, two-thirds of Māori children achieved National Standards for these two learning areas. This represents a downward trend from the previous two years where there was less disparity between Māori and other children.

The disparity between Māori and all children for reading has been constant from 2013 to 2015. The school reports that a more responsive curriculum and targeted teaching approaches have begun to have a positive impact on student achievement. School records of accelerated progress for individual Māori children show that most are on track to meet National Standards by the end of 2016.

In response to analyses of achievement information, the school has identified two main groups of children who are at risk of not achieving. Māori children's learning and achievement in reading, writing and mathematics, and boys' learning and achievement in writing are areas for development. Pacific children achieve at comparable levels to all students in writing and mathematics. While Pacific achievement in reading in 2015 was lower than all children in the school, the small number of Pacific children in the school makes it difficult to track achievement trends over time.

Children with special educational needs progress well towards National Standards. Individual Education Plans (IEPs) reflect shared, measurable goals developed by parents, teachers and children. The support provided for these children is personalised and is focused on raising their achievement. Many of these students achieve success in relation to National Standards in reading, writing and mathematics.

Assessment processes used by teachers are well developed and provide very good information about how well children are achieving in relation to the National Standards. Overall teacher judgements reflect the breadth of the National Standards and are informed by children's ongoing learning and nationally referenced assessment tools. 

Since the last ERO evaluation the school has:

  • coordinated various school-wide strategies designed to reduce disparity in children’s achievement
  • supported teachers to focus on accelerating the progress of children who are at risk of underachieving
  • modified school leaders’ roles and responsibilities to provide a stronger focus on enhancing teaching practice, particularly in literacy and mathematics.

3 Accelerating achievement

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

The school responds effectively to Māori children whose learning and achievement needs acceleration. Māori children who are at risk of not achieving are well identified by school-wide tracking and monitoring processes. A downward trend in Māori children’s achievement in writing and mathematics has been attended to by trustees, school leaders and staff during 2016.

Modifications to practice and procedures include:

  • support for teachers to think about ways they can adapt their practice to build on Māori children’s capabilities, including their language and culture
  • a focused and coordinated approach to helping Māori children to maintain their success in learning as they transition through the school
  • teachers engaging Māori children in discussions about how they learn and what they are learning.

A school-wide framework for successful learning helps students to make connections and transfer skills and understandings from one curriculum area to another. Children know the direction of their learning and work collaboratively and independently to achieve their goals.

Senior leaders and teachers have high expectations of all children succeeding in relation to the National Standards. Teachers ably support Māori children’s accelerated progress by helping them develop confidence in their learning.

The school’s internal evaluation processes have helped improve consultation with whānau Māori. There is now a stronger focus on developing partnerships that support Māori children’s achievement and progress.Wider consultation is planned for the 2017 charter to enhance mutually beneficial links between school and home. By capturing the diverse views and aspirations of the school community, the board and school leaders plan to develop meaningful partnerships with whānau that are focused on supporting children whose achievement needs acceleration.

Regular reports to the board about how well Māori children are progressing help trustees to ask questions about achievement trends and patterns in order to target resources. The board has identified that target setting could be further refined to support discussions about accelerated progress for Māori and other children who are at risk of not achieving. 

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

The school responds effectively to other children whose learning and achievement needs acceleration. The strategies for accelerating the progress of Māori children have a positive influence on outcomes for all learners.

These strategies have also been successfully used to support boys and Pacific children who are at risk of not achieving.

Consistent with principles of accelerating children’s progress, teachers:

  • provide opportunities for children to apply skills immediately to what they are learning
  • plan active, fast-paced, hands-on experiences
  • support children to keep pace with what their peers are learning in order to avoid the sense of needing to catch-up.

Teachers have high expectations for the achievement and learning of children with special needs. Provision for these learners is reviewed in an ongoing manner and informed by individual learning plans (IEPs). These children's strengths form the basis for deliberate and purposeful teaching and learning.

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 targets for equity and excellence?

The school’s curriculum and other organisational processes and practices are very effective in developing and enacting the school’s vision, values, goals and priorities for equity and excellence.

Consistent with the principles of equity and excellence, trustees, school leaders and teachers prioritise what is best for all learners. They work together effectively to support children’s diverse learning and wellbeing requirements.

Broad curriculum themes and meaningful learning contexts support children who are at risk of not achieving. These children have opportunities to build on their interests and capabilities. They actively contribute to, and lead their learning.

Teachers provide opportunities for children to talk about their learning in order to increase their understanding of different concepts. They consider each other’s thinking strategies. Children are able to pursue their interests and choose different ways they communicate their findings. This approach impacts positively on their learning.

Children's wellbeing and successful learning is enhanced by whanaungatanga. Mutually respectful relationships contribute to children and adults feeling accepted and wanting to be involved in the life of the school. Children have opportunities to develop their leadership capabilities in a variety of ways across the school’s curriculum.

The school’s bicultural development and direction is enhanced by Māori representation on the board of trustees and sessions to support staff and parents in their use of te reo Māori. These initiatives provide a foundation for further opportunities to promote te āo Māori in the curriculum and in school operations.

High quality collaboration and professionalism at all levels of the school ensures that individual learners' requirements are addressed in a responsive, timely way. Staff seek each other's ideas and feedback in order to accelerate children's progress.

The board of trustees evaluates programmes and professional learning and development initiatives to gauge their effectiveness in raising children's achievement. Internal evaluation is improvement focused and provides insights about areas that are working well and areas that require further development.

Trustees and senior leaders are keen to enhance and extend professional networking for accelerating the progress of groups of children who are at risk of not achieving. This area for continuing development in the school is also a focus for the Devonport and Takapuna Community of Learning (CoL) that the school joined in 2016.

5 Going forward

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

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.

Areas discussed with the board for future development and evaluation include:

  • continuing to support teachers to develop their culturally responsive practices to enhance learning outcomes for Māori and Pacific children
  • drawing together important school initiatives that are designed to accelerate children’s achievement in the form of a coherent action plan
  • developing teachers' school-wide leadership roles that are focused on reducing disparity of outcomes for children.

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

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 student safety and wellbeing:

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

  • physical safety of students

  • 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 students.

The Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) was introduced on July 1st 2016. The school is aware of the need to update its policies and procedures to meet the new code requirements by December 1st 2016.

At the time of this review there was one international student attending the school. The school is making good progress in aligning its policies and procedures to meet requirements for the 2016 Code.

7 Recommendation

ERO recommends that the board and senior leaders continue to use internal evaluation to inform the development of positive strategies to improve outcomes for Māori children whose learning and achievement needs acceleration. The board of trustees and senior leaders have identified that further strengthening partnerships with whānau will contribute to meeting this goal.

Graham Randell

Deputy Chief Review Officer Northern

23 January 2017

About the school 

Location

Bayswater, Auckland

Ministry of Education profile number

1221

School type

Contributing (Years 1 to 6)

School roll

225

Number of international students

1

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori

Pākehā

Pacific

Asian

other

32%

50%

8%

6%

4%

Review team on site

November 2016

Date of this report

23 January 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2012

January 2010

December 2006



Bayswater School - 19/12/2012

1 Context

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

Bayswater School, a small urban school located on Auckland’s North Shore, provides education for students from Years 1 to 6. The school has a positive ERO reporting history. The 2009 ERO report recommended some developments to the school’s self-review processes, and wider reporting and consultation with the Māori community.

There is a deeply held, shared vision for the school. The vision, developed by the board and community, is strongly enacted by the senior leaders and staff. The principles of collective responsibility, citizenship, celebration of diversity, innovation and personal excellence, are clearly upheld by the leadership team and well understood and supported by parents, teachers and students. The school is the recipient of a gold award from the Enviro Schools Project.

The school has a very experienced board that have a high awareness of good governance. The board has the courage to provide a learning place in their community which dares to be different and develop a school culture that truly reflects the school’s vision. The school provides an environment where all students are able to find a place for themselves. They are confident in their individual identity and display a strong sense of belonging.

Since the 2009 ERO review, the board has successfully managed the school through a period of leadership change. The new principal has been promoted from within the school and a new deputy principal appointed. Senior leaders encourage an open-door policy where relationships are built with families on an individual basis.

2 Learning

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

Student enjoyment of learning is highly evident. They are interested, motivated and are active participants in classroom programmes. Students have opportunities to work with others in a variety of ways within and between classes. Engagement in learning is supported by respectful teacher and student relationships.

The analysis of achievement information by senior leaders and teachers is detailed, and findings are well used to improve teaching and learning, and set school priorities. There is presently a focus by the school on learner achievement in mathematics.

Teachers use achievement information to identify students who are underachieving or have special learning needs, and to inform their planning and teaching approaches. Senior leaders and teachers closely monitor the progress and achievement of students, especially those who are achieving below expectations. Targets are set for individual students who are underachieving. Achievement data show that the progress of some students is significantly accelerated. Individual learning plans are regularly revisited to monitor the progress of students with high learning needs.

Achievement information is used effectively by the board and senior leaders to set school priorities and annual achievement targets in the school charter. Senior leaders are refining reporting processes to allow for the ongoing monitoring of progress against school-wide achievement targets during the year and the tracking of groups of students over time. The academic achievement of Māori and Pacific students is analysed separately and reported to the board.

Parents are given a range of appropriate opportunities to discuss the engagement, learning and progress of their children in relation to the National Standards for reading, writing and mathematics, and in other curriculum areas. These opportunities include students setting learning goals, and identifying their next learning steps and how parents can help at home. Good systems are in place to support teachers to make accurate overall teacher judgements in relation to the National Standards.

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 caters well for diverse groups of students in inclusive ways. Students who need support or extension are well catered for, as are students with diverse interests.

The curriculum builds on the notion of looking back to find one’s direction going forward. There is acknowledgement and respect for enduring concepts. Examples of this are the way sustainability of the environment, The Treaty of Waitangi, and the leadership qualities of past pupil Sir Peter Blake continue to influence the curriculum. It encourages students to look to the future by exploring sustainability, citizenship and globalisation.

A clear rationale is evident for the choices teachers make in designing the curriculum and in selecting learning areas. Teachers use an integrated learning pathways approach to deliver The New Zealand Curriculum. Students are given freedom to make their own learning decisions within the learning pathways framework. Elements of the school’s curriculum that are highly evident include:

  • a focus on promoting critical thinking
  • learning activities and content that are relevant, authentic and interesting for students
  • opportunities for students to develop and demonstrate leadership
  • access to experts through community contribution to learning programmes
  • a commitment to environmental sustainability

Students’ opportunities to acquire knowledge of te reo and tikanga Māori are being increased as teachers’ confidence in using the language grows. Strengths with te reo Māori within the staff are being utilised to support this growth.

Teachers provide high quality teaching programmes. Teachers share professional practice and display collegial responsibility for raising student achievement. The school has strong management systems that support effective professional practice and help teachers to meet the diverse needs of students.

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

The school has thirty-six students who identify as Māori. Māori students have positive attitudes to school and learning. They benefit from the respectful relationships that underpin the school culture, and enjoy the opportunities they have to succeed as Māori. Māori students are represented in leadership roles in the school and the school has good practices in place to support a growing sense of pride for these students in succeeding as Māori.

During recent consultation on the school’s charter, the board consulted with Māori families, the neighbouring Kohanga Reo, and kaumatua at the Navy marae to ensure the charter is inclusive of their aspirations for their children. The board and principal show leadership in promoting work with the Māori community to ensure positive outcomes for Māori students. There is Māori representation on the board.

The school has used the Ministry of Education’s Strategy – Ka Hikitia: Managing for Success, as a means to develop a school approach to developing the potential of all Māori students. ERO recommends documenting this approach and setting targets for Māori achievement in the school annual plan to help the board and senior leaders monitor the impact of school strategies used to promote Māori success.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The board provides effective governance. The board provides ethical direction for the school in meeting the diverse needs of all students. There is unity of purpose and good working relationships between the board and management of the school. There is a coordinated approach to educational developments in the school with clear alignment from strategic plan, through annual plan, to curriculum delivery and programme implantation. Board decision making is strategic and aimed at ensuring sustainability of improvements.

There is strong professional leadership in the school. The principal is instrumental in building leadership capacity and influence across the school. She is well supported by an experienced deputy principal. Capable team leaders and curriculum focus leaders take a lead in the improvement of classroom curriculum programmes.

A reflective school culture informs ongoing initiatives and improvements. The principal has established formal processes for implementing and documenting self review. Input is sought from students, staff and the school community as part of the review process. ERO recommends school leaders continue to refine self-review processes to include the ongoing monitoring of review outcomes.

Provision for international students

Bayswater School provides its international students with a very good standard of education and support, including access to regular English language tuition where appropriate. International students enjoy many opportunities to participate in school activities. Classroom teachers offer high quality pastoral care for international students. Information and relevant guiding documents relating to international students are well organised and up to date.

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. At the time of this review there were two international students attending the school. 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 students is thorough.

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.

When is ERO likely to review the school again?

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

Makere Smith

National Manager Review Services

Northern Region (Acting)

19 December 2012

About the School

Location

Bayswater, Auckland

Ministry of Education profile number

1221

School type

Contributing (Years 1 to 6)

School roll

181

Number of international students

2

Gender composition

Boys 51%

Girls 49%

Ethnic composition

NZ European/ Pākehā

Māori

Pacific

other

60%

20%

5%

15%

Review team on site

October 2012

Date of this report

19 December 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

January 2010

December 2006

May 2004