247 Bucklands Beach Road, Bucklands Beach, AucklandView on map
Bucklands Beach Intermediate
Bucklands Beach Intermediate - 28/02/2019
Bucklands Beach Intermediate in East Auckland caters for learners in Years 7 and 8. The roll of approximately 800 students includes four percent Māori and two percent with Pacific heritage. Asian students make up almost half of the roll, and there are also small groups from other ethnic backgrounds. The roll includes many students who are new learners of English.
The school’s overarching vision is “to educate, guide and mentor all students to become successful, internationally minded, lifelong learners. Its motto is “Whaia te Tikitiki, Reach for the Heights”.
The school’s core valued outcomes for students focus on promoting high level thinking and learning attributes. These attributes include care, balance and collaboration, which support a focus on the holistic growth, safety and wellbeing of students and staff.
Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:
reading, writing and mathematics achievement
progress, including accelerated progress, and outcomes for target students
learning programmes for students with additional needs, including gifted and talented students
progress and achievement in relation to school targets for English and mathematics
student engagement and wellbeing for success
the wider curriculum and specialist teaching.
The school has beneficial working relationships with its nearby primary and secondary schools. These relationships help to establish useful pathways for students transitioning into the school and on to secondary learning.
1 Equity and excellence – achievement of valued outcomes for students
1.1 How well is the school achieving equitable and excellent outcomes for all its students?
The school successfully promotes equitable and excellent outcomes for its students.
School achievement information from the past four years shows that most students achieve at or above curriculum expectations in reading, writing and mathematics.
The majority of Māori students achieve at or above expected levels. No Māori students are well below expectations. There is increasing parity in achievement between genders in reading and mathematics. By Year 8 any disparity for Māori students in writing and mathematics, and between genders in writing, is addressed. The board and senior leaders plan to continue to keep a close watch on, and inquire deeply into, any disparity as it becomes evident.
A useful variety of national and school-based assessment tools is used to ensure the school’s achievement information is robust and reliable. Teachers moderate assessment of students’ writing across school teams. This helps them to produce dependable assessment information using the school’s rubric of expectations.
Appropriate schoolwide targets to raise achievement in English and mathematics are usefully informed by each student’s previous year’s achievement. Teachers and students work collaboratively to reach these targets.
Students have many opportunities to self-assess their progress against chosen aspects of the school’s valued outcomes and learner attributes.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school is promoting accelerated learning for those Māori and other students who need this.
The school analyses mid-year and end-of-year information to identify students’ rates of learning progress and next steps for ongoing improvement. Mid-year information for 2018 shows the number of students who have achieved accelerated progress in English and mathematics. This information also shows Māori and Pacific target students’ accelerated learning. The progress for all target students is regularly monitored. All individual Māori and Pacific students’ results are carefully tracked over time.
The principal’s reports to the board include the interventions, and steps taken to accelerate student learning. The reports could be more useful for the board if senior leaders evaluated more regularly the ongoing impact that interventions have on outcomes for students.
2 School conditions for equity and excellence – processes and practices
2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?
The school uses many effective processes and practices to support equity and excellence, and to accelerate students’ learning. The school’s vision, mission and values are embedded and well enacted through the school culture.
Students participate in a broad and responsive curriculum that encompasses both the New Zealand Curriculum (NZC) and the Primary Years Programme (PYP), part of the International Baccalaureate. Students have access to a variety of learning support programmes. These are successfully implemented by specialist teachers who are competently assisted by teacher aides. Students’ interests and talents are enhanced through the many rich workshops that teachers and the community offer.
Students are highly engaged in their learning. Student wellbeing and outcomes are at the centre of all decision making. Students confidently set and monitor personal goals, and are increasingly skilled at managing their own learning. Specialist teaching programmes are successfully linked to classroom programmes and to students’ learning goals. Each student’s individual progress is valued and celebrated. Student engagement is promoted through respectful and affirming relationships they share with teachers, and the good use made of digital tools.
Leaders set high standards and expectations of themselves as leaders, and of students and teachers. They challenge each other’s thinking to promote well-considered school developments. The leadership team ensures that all teachers have opportunities for leadership.
The board and leaders are committed to the ongoing improvement of teachers’ capability and collective capacity. They offer well-considered professional learning (PLD) to enhance outcomes for students. Teachers are well supported to engage collaboratively in professional inquiry about the impact that their teaching practices have on outcomes for students. Results of these inquiries are appropriately used for ongoing improvement and PLD.
Teachers work together and with students to build the school’s bicultural practices. The school’s successful kapa haka is multicultural and is supported by teachers and community expertise. Teachers are growing in their capability to incorporate te reo and tikanga Māori through their class programmes. The school demonstrates a commitment to ongoing development in this area.
The board and teachers strive to build educationally powerful connections and relationships with parents, whānau and local schools. They offer a variety of opportunities for parents and whānau to have input into the school’s curriculum. Parents and whānau willingly support the school with their expertise and knowledge.
The principal makes good use of evidence-based internal evaluation for ongoing improvement. A variety of processes and practices are used to gather a range of school community perspectives to inform leadership decisions. Outcomes from consultation are reported clearly to the board.
There is a useful mix of experienced and new trustees on the board. They are committed to their ongoing stewardship role. There are good systems to ensure the sustainability of board expertise. Trustees are very well informed and make evidence-based decisions about the school’s strategic direction and resource allocation.
The board has implemented effective organisational processes to ensure it meets its legal and regulatory obligations. An effective appraisal system helps to assure the board of the outcomes from professional learning.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Trustees, leaders and teachers have prioritised relevant developments that include:
- embedding a schoolwide, strengths-based coaching model
- continuing to broaden and deepen the localised curriculum to be much more future-focused
- implementing ways to show that students are making sufficient accelerated learning progress
- continuing to extend teachers’ understanding of bicultural practices and increasing shared leadership in this area.
3 Board assurance on legal requirements
Before the review, the board 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:
management of health, safety and welfare
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 and certification
processes for appointing staff
stand down, suspension, expulsion and exclusion of students
school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
Provision for international students
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
At the time of this review there were 19 international students attending the school, with no exchange students.
The school has very well established procedures for promoting the welfare and educational progress of its international students. Students benefit from the school’s strong pastoral care systems and its inclusive, positive environment. High quality English language programmes support the students to participate successfully across the curriculum, and help them to integrate positively into all aspects of school life. As part of its ongoing internal evaluation processes, the board could now review how well the values and aims of its policy on enrolling international students, are being met.
4 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
highly effective leadership that promotes students’ learning and wellbeing
a relevant and responsive curriculum that engages students in their learning
an inclusive school culture that values collaboration, respect and innovation.
For sustained improvement and future learner success, priorities for further development are in:
extending bicultural practices so that te ao Māori is integrated and an ongoing feature of the school
extending the internal evaluation undertaken by the board and managers to continue supporting ongoing improvement.
5 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Bucklands Beach Intermediate's performance in achieving valued outcomes for its students is: Strong.
Steve Tanner Director Review and Improvement Services
Te Tai Raki - Northern Region
28 February 2019
About the school
Bucklands Beach, Auckland
Ministry of Education profile number
Students with Ongoing Resourcing Funding (ORS)
Provision of Māori medium education
Review team on site
Date of this report
28 February 2019
Most recent ERO report(s)
Education Review February 2014
Bucklands Beach Intermediate - 03/02/2014
What are the important features of this school that have an impact on student learning?
Bucklands Beach Intermediate caters for Year 7 and 8 students. The school has a high profile in its community and students come from diverse cultural backgrounds. Four percent of students are Māori and one percent have Pacific Island heritage.
The school has a history of positive ERO reports. The 2009 ERO report recommended some curriculum developments and a more strategic approach to build on the potential of Māori students. Good progress has been made in these areas.
Since ERO’s 2009 review the school has become authorised as an International Baccalaureate (IB) School under the Primary Years Programme. The school curriculum uses IB as a framework to implement The New Zealand Curriculum and to create a learner profile.
A positive and inclusive tone in the school supports the learning of all students. Students are respected as learners and the school environment provides a secure place for students to pursue areas of interest in their learning. The school’s physical environment reflects expected behaviours. The environment is organised, well maintained and functional. Students, teachers and parents value being part of the school’s community and display a strong sense of pride in the school.
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Student enjoyment and engagement in learning is highly evident. Students are interested and motivated, and are active participants in classroom programmes. They display ownership of their learning, especially in Year 8, where they can confidently articulate their progress and achievement and next learning steps.
The board, school leaders, and class teachers use achievement information well to set school priorities and achievement targets, design curriculum programmes, and closely monitor progress. There is richness to the school’s assessment information that gives senior leaders, teachers and parents a good understanding of the student as a learner. Teachers and leaders collect information about student learning from assessment tasks that cover the different curriculum areas. They also collect information about students’ attitudes to learning and their ability to generate ideas.
School achievement information shows that students, including Māori and Pacific, are achieving well in reading, writing and mathematics in relation to the National Standards. Initiatives are in place to support students who are achieving below expectations. The progress of these target students is closely monitored. School data shows most students make good progress and the progress of some students is significantly accelerated. Individual learning plans for students with high learning needs are regularly revisited to monitor their progress and achievements.
Good systems are in place to support teachers to make reliable overall teacher judgements in relation to the National Standards in reading, writing and mathematics. The mid-year reporting to parents should be aligned with the end of year reporting. Reports to parents should state more explicitly that the report shows the child’s progress and achievement in relation to the National Standards.
School leaders continue to make positive changes to learning outcomes for students who are not achieving to expectations. Some identified next steps include:
- continuing to involve families in their children’s learning
- linking school achievement targets to staff appraisal goals.
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is highly effective in promoting and supporting student learning. It caters well for diverse groups of students. Students who need learning support or extension are well catered for, as are students with varied interests.
The school curriculum offers students learning opportunities that are purposeful, relevant and interesting. A structured inquiry model for learning supports students to explore their interests and investigate their own questions within a range of learning contexts. Teachers use open-ended planning approaches that enable learning to develop from student responses.
The implementation of the curriculum supports transferable learning and skills for students. Good planning processes ensure the key concepts and skills of the different learning areas are well covered. Senior leaders agree that they should continue to integrate the specialist teaching areas of technology and the Arts into other curriculum areas.
Planned learning experiences that reflect the bicultural heritage of Aotearoa New Zealand are given an important place in the school curriculum. There is a natural integration of information and communication technologies (ICT) to enhance learning opportunities for students. The curriculum is increasingly providing opportunities for students to become active contributors to their community.
Teachers implement the curriculum well. The school has strong systems that promote high quality teaching practice and help teachers to meet the diverse needs of students. Teachers are supported by useful professional learning and development programmes. The school’s performance management processes are being reviewed to make them more purposeful in developing and supporting effective teaching and learning.
How effectively does the school promote educational success for Māori, as Māori?
The school has twenty-nine students who identify as Māori. The board and senior leaders are committed to promoting success for Māori, as Māori. A project group led by Māori staff to promote te reo and tikanga Māori in the school is having a positive impact. Māori students, together with all others, have access to an increasingly bicultural curriculum. Particular strategies to 'promote Māori success' in the school include:
- weekly te reo lessons for all classes
- staff professional development to grow teacher capacity for successfully integrating te reo and tikanga Māori into learning programmes
- incorporating the Māori student voice into inquiry units
- an active school kapa haka group
- the development of school waiata.
The project group is beginning to make strategic connections with local iwi. Discussions are opening up between Ngatai and the school. Continuing to build this relationship is a priority for the school.
The board and school leaders have made good use of the Ministry of Education’s Māori Education Strategy, Ka Hikitia: Managing for Success, as a tool for reviewing how well school policies and practices develop the potential of all Māori students. ERO agrees with the school’s identified next steps in promoting success for Māori, as Māori. These next steps are to:
- include cultural competencies for teachers of Māori learners in the school’s performance management system
- continue to strengthen engagement with whānau and iwi to promote their involvement in supporting learning outcomes for Māori students.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain its current good practices and continue to grow its performance.
The board provides highly effective governance. Trustees promote clear alignment between the strategic plan, annual plan, curriculum delivery and programme implementation. Board decision making is strategic and aimed at ensuring the sustainability of improvements and innovative practice.
Professional leadership in the school is strong. The principal is instrumental in building leadership capacity and influence across the school. There is a focus on growing leadership and recognising people’s capabilities to complement and enhance school development. The principal is well supported by a competent senior leadership team with complementary leadership skills. Capable team leaders and curriculum leaders are pivotal to ongoing improvement of classroom programmes and school approaches.
Self review is used well to promote and sustain development. A robust set of processes for implementing and documenting self review is well embedded. Identified project groups with agreed goals and criteria for measuring outcomes drive school improvement. Progress against these goals is closely monitored by the board. Input is sought from students, staff and the school community as part of the review process. ERO sees value in the board further increasing the scope of stakeholder input into the different stages of the review process.
Contribution to, and working with, the wider educational community is a strength of the school. School leaders build networks with other schools and continue to build relationships with contributing schools to support transitions for students.
Provision for international students
Bucklands Beach Intermediate 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. Currently 20 long-stay international students attend the school. Over the year, groups of short-stay students from Korea and China are also offered tuition.
The school has attested that it complies with all aspects of the Code. ERO’s investigations confirm that the school’s self-review process for international students is thorough.
The school provides its international students with a very good standard of education and support. Students are well integrated into school life and extra-curricular activities. An effective programme supports their English language development. Designated staff maintain good links with home-stay parents.
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
- 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
When is ERO likely to review the school again?
ERO is likely to carry out the next review in four-to-five years.
National Manager Review Services Northern Region
3 February 2014
About the School
Bucklands Beach, Auckland
Ministry of Education profile number
Intermediate (Years 7 to 8)
Number of international students
Boys 52% Girls 48%
South East Asian
Review team on site
Date of this report
3 February 2014
Most recent ERO report(s)