Bucklands Beach Primary School

Education institution number:
1241
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
381
Telephone:
Address:

107 Clovelly Road, Bucklands Beach, Auckland

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Bucklands Beach Primary School

Te Ara Huarau | School Profile Report 

Background

This Profile Report was written within 8 months of the Education Review Office and Bucklands Beach Primary School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context

Located in East Auckland, Bucklands Beach Primary is a culturally diverse school catering for students in Years 1 to 6. The school’s peninsula location and local environment is reflected in the local curriculum including the school ethos of caring for the environment.

Bucklands Beach Primary School’s strategic priorities for improving outcomes for learners are:

  • meeting the needs of diverse learners
  • fostering positive hauora
  • providing rich multicultural experiences reflecting diverse learners, prioritising Te Tiriti o Waitangi.

You can find a copy of the school’s strategic and annual plan on Bucklands Beach Primary School’s website.

ERO and the school are working together to evaluate how well the school provide a range of learning opportunities to promote equitable and excellent outcomes to meet the needs of diverse learners.

The rationale for selecting this evaluation is the school want to:

  • continue to provide innovative and effective strategies to meet the needs of all learners
  • deliver the best learning opportunities that reflects the increasing diversity of the school community.

The school expects to see:

  • consistency of engaging teaching practices specific to diverse learners
  • teachers implementing best practice and deliberate acts of teaching across the curriculum to meet the needs of diverse learners
  • learners being well supported to be able to discuss and talk about their learning and progress.

Strengths

The school can draw from the following strengths to support its goal to provide a range of learning opportunities to meet the needs of diverse learners:

  • leaders and teachers are innovative and use research to build professional knowledge
  • leaders and teachers embrace new learning and implement successful approaches from professional learning
  • effective assessment systems and analysis are used to identify, monitor and report the progress and achievement of all learners
  • the school engages with the local community, environment and experts to enhance learning opportunities.

Where to next?

Moving forward, the school will prioritise continuing to:

  • provide relevant professional learning opportunities to build leaders’ and teachers’ capability to meet the needs of an increasingly diverse community
  • build effective learning partnerships with all parents and provide opportunities for parents to engage in the local curriculum and further support their child’s acquisition of the English language.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

8 May 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Bucklands Beach Primary School

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of March 2024, the Bucklands Beach Primary School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Bucklands Beach Primary School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

8 May 2024

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Bucklands Beach Primary School

Provision for International Students Report 

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code. At the time of this review there were four international students attending the school and no exchange students.

Bucklands Beach Primary School has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

International Students receive high quality English language learning programmes, actively engage in regular classroom programmes and participate well in co-curricular activities.

ERO’s investigations confirmed that the school’s self-review process for international students is thorough. 

Shelley Booysen
Director of Schools

8 May 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home 

Bucklands Beach Primary School - 17/09/2018

School Context

Bucklands Beach Primary School, on the Bucklands Beach peninsula in East Auckland, caters for children from Years 1 to 6. The school community includes a diverse range of ethnicities, with an increasing number of children who are English language learners.

Since the 2013 ERO review a new board of trustees has successfully managed the school through a change of leadership. A new principal was appointed for Term 1, 2017 and an associate principal joined the senior leadership team in Term 3 of that year.

The school’s vision is to develop inquiring, connected, resilient and future-focused learners. This vision is underpinned by the values of responsibility, respect, relationships and resilience. These values are promoted through Positive Behaviour for Learning (PB4L) strategies and approaches, and are well understood and shared by parents, teachers and children.

The physical environment of the school includes a solar heated swimming pool, purpose-built all weather astro-turf and well established gardens. The school is a silver Enviroschool and runs a Patch-to-Plate club alongside other environmental initiatives.

Bucklands Beach Primary School has a positive ERO reporting history. ERO’s 2013 report noted strengths in school governance and leadership that supported good levels of achievement. These practices have been sustained and strengthened and there has also been further development to make learning more child-centred and to strengthen bicultural practice.

Leaders and teachers regularly report to the board schoolwide information about outcomes for children in the following areas:

  • achievement in reading, writing and mathematics, and progress towards strategic targets
  • the progress and achievement of Māori, Pacific, and English language learners
  • programmes and interventions designed to support students with additional learning needs
  • the achievement of priority students, including progress, trends and patterns over time
  • student attendance, engagement, and wellbeing.

Evaluation Findings

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 is highly effective in achieving equitable and excellent outcomes for all children. Data over the last three years show that the school has maintained high levels of achievement in reading, writing and mathematics.

Almost all children achieve at or above expected curriculum levels in reading and mathematics. The majority of children achieve at or above expected curriculum levels in writing.

The school has implemented effective strategies to achieve parity of achievement for boys and girls in reading and mathematics. Disparity between boys’ and girls’ achievement in writing has also decreased over time.

Children achieve very well in relation to other school valued outcomes. They:

  • are articulate, confident and show a sense of belonging and pride in their school
  • collaborate with, learn from and support the learning of others
  • consistently demonstrate the school values in everyday school life
  • show respect for and celebrate individual identity, language and culture
  • value the contribution they can make to the school environment and community.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is highly effective in responding to those Māori and other learners whose learning and achievement need acceleration.

There is collective responsibility for supporting learners’ progress and achievement across the school. School leaders and teachers place priority on providing all children with optimum opportunities to learn. They meet regularly to discuss children’s progress, and develop strategies to support those whose learning needs acceleration. Children benefit from the in-depth knowledge their teachers have of them as learners.

The board, leaders and teachers set clear and specific targets to support children to make accelerated progress. Children are well supported through deliberate classroom teaching practices as well as through additional programmes and interventions. Achievement information is collated regularly to track their progress. There is evidence to show that learners make accelerated progress over time including those who move from at to above expected curriculum levels.

Leaders, teachers and teacher aides respond well to children with additional learning needs within an inclusive environment. They work collaboratively with whānau, are highly responsive and implement effective strategies that meet children’s specific learning and behaviour needs.

Achievement data for children in the junior school show that a significant number make accelerated progress. This includes a large number of English language learners.

New learners of English receive highly effective support to enable them to access the curriculum and make progress in their learning. They benefit from effective English language teaching that is well integrated into other learning experiences.

Effective strategies are shared and used collaboratively by leaders and teachers school wide to support the learning and achievement of all children whose learning needs acceleration.

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?

Highly effective school processes and practices provide a strong foundation for successful teaching and learning. Children learn in a stimulating environment that fosters their learning and wellbeing. They experience consistently high quality teaching that contributes to high levels of achievement. Children are viewed as capable and confident and are encouraged to understand themselves as learners. They benefit from a learner-centred approach and are highly engaged in their learning.

Children have multiple opportunities to learn from and with each other across a variety of contexts. Leadership opportunities for all children are evident. Children appreciate the contribution they can make to the school community.

Teachers have high expectations of all children. They deliver a curriculum that is future focused and responsive to children’s strengths, interests and needs. Digital tools and technology are integrated effectively to promote multiple opportunities for children to access the curriculum and engage in rich learning experiences. Teachers foster children’s confidence and skills to be active leaders of their own learning. Children with additional needs experience a high level of care that supports their wellbeing and achievement.

School leadership is highly effective. Leaders build high levels of relational trust across the school community. They actively promote evidence-based practices with a focus on children’s wellbeing, confidence and engagement in their learning. Leaders provide high quality internal and externally facilitated professional development. They use professional expertise from the wider education community well to support ongoing improvement, build teacher capacity and positively impact on outcomes for children.

Respect for children’s cultural heritage, identity and language is highly evident. Leaders, teachers and trustees have made good progress in integrating and embedding bicultural practice within the school in purposeful and meaningful ways. They recognise the positive impact that tikanga and te reo Māori have on Māori student success. They are committed to weaving bicultural experiences and te reo Māori throughout the curriculum and school environment while also building their own knowledge of te reo and tikanga Māori.

Leaders and teachers value positive and purposeful community partnerships as essential to support meaningful learning for children. They use multiple strategies to communicate and build relationships with parents and whānau. They engage and support children and their families with responsive and individualised approaches.

The school has strong and reflective stewardship. The board actively seeks ways to build partnerships with and serve the diverse school community. Trustees and staff share a strong commitment to the school and work collaboratively. Trustees are well informed and have good understanding of achievement data. They prioritise learner wellbeing, achievement and initiatives that make a positive difference for children.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Since the 2013 ERO review and the appointment of the current senior leadership team, the school has experienced ongoing change and improvement. This has been the result of strategic decision making and actions that are strongly improvement and future focused. This ERO review affirms the school’s commitment to further strengthening current good practice.

Leaders, teachers and trustees plan to continue to develop and implement effective pedagogy that is informed by rigorous internal evaluation that is well considered and evidence based. This will include a continued focus on providing equitable opportunities for all children through embedding inclusive and collaborative teaching and learning approaches.

Leaders have identified that it is timely to review the school curriculum. Leaders and teachers see the benefit of further integrating digital technology, authentic learning and learner choice into learning programmes. They will work collaboratively with parents and whānau to ensure future curriculum development reflects the diverse school community.

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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • 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 and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • 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.

Two short-term international students were enrolled at the time of the ERO review. The school uses regular internal evaluation to enhance its well established, thorough processes for supporting these students.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • achieving outcomes for children that are equitable for all groups and show consistently high levels of achievement
  • highly effective leadership that promotes a culture of equity and excellence
  • a culture of collaboration among leaders, teachers, parents and whānau
  • high expectations for teaching and learning, maintained consistently throughout the school
  • strategies that respond effectively to individual children’s needs, promote their wellbeing and support their learning success.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • embedding and continuing to strengthen teaching and learning
  • reviewing and enhancing the school curriculum to reflect the school’s current focus on inclusive and collaborative pedagogy and local community.

ERO’s next external evaluation process and timing

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

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

17 September 2018

About the school

LocationBucklands Beach, Auckland
Ministry of Education profile number1241
School typeContributing (Years 1 to 6)
School roll446
Gender compositionGirls 51% Boys 49%
Ethnic compositionMāori
Pākehā
Chinese
British/Irish 
Indian 
other European
other Asian
other
3%
30%
27% 
6% 
5% 
13%
7% 
9%
Students with Ongoing Resourcing Funding (ORS)Yes
Provision of Māori medium educationNo
Review team on siteAugust 2018
Date of this report17 September 2018
Most recent ERO report(s)Education Review 
Education Review 
Education Review
September 2013
June 2010 
May 2007

Bucklands Beach Primary School - 18/09/2013

1 Context

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

Bucklands Beach Primary School caters very well for students from Years 1 to 6. The well established school is situated on a small peninsula in East Auckland. The school context and curriculum is influenced by the surrounding local environment and the local community’s strong maritime identity. The school roll has continued to grow over the last three years and an enrolment zone is now in place to manage this growth.

Bucklands Beach Primary School has a positive ERO reporting history. The 2007 and 2010 ERO reports have noted the good standards of education, the focus on continual improvement, and board and staff commitment to working in partnership with families and whānau.

These good practices remain areas of strength. Further improvements have been initiated since the 2010 ERO report. All are focussed on improving outcomes for students and making learning more student-centred. They include the strengthening of bicultural perspectives, teaching and learning programmes, information communication technologies (ICT) and self-review practices. Community partnerships have been strengthened and the school has gained green silver status for its enviroschool programme.

The principal continues to provide effective leadership across all aspects of the school. She works collaboratively with senior leaders and trustees and is building leadership capability amongst teachers and students.

2 Learning

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

Bucklands Beach Primary School trustees, managers and staff use student achievement data very effectively to make decisions that promote and support student learning and engagement.

Reliable achievement data is regularly collected by teachers using a variety of school-based and nationally referenced assessment tools. Good moderation processes operate across the school and within a cluster of schools to support teachers to make consistent, well informed decisions about students’ achievement against National Standards. School data shows that students achieve well in reading, writing and mathematics and make good progress over their time at school.

Students and their parents and whānau are kept well informed about achievement within all curriculum areas and about their progress over time in reading, writing and mathematics. Children lead student-parent conferences to explain their learning to their families.

Students from new entrant to Year 6 are supported to use achievement data and success criteria to help them understand and take responsibility for their own learning. They are aware of their strengths and know what they need to do to achieve personal learning goals. They evaluate their own work and that of their peers, giving useful feedback to each other. These well embedded practices are effectively modelled for students by teachers.

Managers and teachers have high expectations of themselves and students. There is a strong culture of success for all students.

3 Curriculum

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

The school’s curriculum very effectively promotes and supports children’s engagement and learning. There is a sense of enthusiasm for learning, with teachers and children learning with each other and from each other.

The school’s broad curriculum is closely aligned to The New Zealand Curriculum (NZC). The NZC curriculum principles have been contextualised for the school and are regularly reviewed against current practice and updated as needed. The curriculum is based on a well integrated inquiry approach that caters for children’s needs and gives children choice about their learning approaches and interests. School leaders and teachers are constantly reflecting on ways to ensure the curriculum is child focussed and gives students rich learning opportunities.

Classrooms are calm, respectful learning environments. Students are motivated and self monitoring. Teachers are well prepared, knowledgeable about current best practice and committed to knowing their students and families well. Teachers are reflective about finding effective ways to engage and lift the achievement of their students. They personalise the support they provide for students, and support each other to find innovative ways of challenging and meeting students’ learning needs.

The school values families as partners in their child’s learning. They invite families and the local community to share their knowledge and expertise with teachers and students in delivering the curriculum. This partnership is particularly evident in the school’s very active enviro-school programme.

The school has a small number of students who identify with their Pacific origins. School data shows that all Pacific students currently in the school achieve at or above National Standards for reading, writing and mathematics. Pacific cultures and languages are valued and are increasingly being incorporated into the curriculum. School leaders are responsive to the aspirations of Pacific students’ and their families. School leaders continue to explore ways to build on what they are already doing to support the achievement and engagement of Pacific students.

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

The school curriculum, environment and relationships promote high levels of success for Māori students as Māori. Achievement data shows that most perform well in relation to National Standards, with most achieving above the expected standard in reading and at or above expectations in mathematics and writing. These levels compare well with overall levels of student achievement in the school.

The board, principal, school leaders and teachers have engaged in a deliberate focus to strengthen bi-cultural practices in the school. Their commitment is evident through:

  • the school’s strategic goals, annual plan and teacher professional development programmes
  • the appointment of a lead Māori teacher to support Māori students and to help staff increase their knowledge of and confidence in using te reo and tikanga Māori
  • teacher performance management practices that include goals set from Ka Hikitia, the Ministry of Education plan for Māori success
  • documented expectations for te reo and tikanga Māori to be incorporated into programme plans and for teachers to use te reo incidentally during class programmes.

Māori students are engaged in programmes and taking leadership roles. Students, whānau and iwi have been consulted and their responses analysed to help the school become increasingly responsive to the aspirations of Māori whānau.

4 Sustainable Performance

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

Bucklands Beach Primary is very well placed to continue to sustain and improve its performance. School leaders, trustees, and staff are focused on continually improving outcomes for students.

The school’s vision ‘to become a community of enthusiastic, highly competent learners’ is clearly evident in the curriculum, teaching programmes, and governance and management practices.

Capable trustees bring a range of useful skills to their role. They have carefully managed and planned for the succession of new trustees. The board is kept well informed about student achievement and school matters. They question the information they receive and use data to make informed governance decisions.

Student achievement data is very well used to inform the strategic direction of the school. It is used to identify school targets, teacher professional learning and development and teacher performance management processes.

The principal is an effective, knowledgeable leader who models herself as a learner. She has managed change well, working collaboratively to keep staff, trustees and the community informed. Risk taking and innovation in the curriculum is encouraged and supported in the search for excellence. Managers and teachers are reflective practitioners.

Well established processes are in place for formal and informal self review. Consultation is effective in helping the school to include the voice of parents, students and staff in school decision making.

In order to further strengthen self review, school leaders could now seek to identify actions taken that were particularly successful in contributing to improvement and explore how these might be successfully used for promoting future successful outcomes.

Provision for international students

Bucklands Beach Primary 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.

The school provides high quality pastoral care for its international students. These students participate well in the school’s educational programmes and the wider life of the school. They benefit from the school’s careful monitoring of their progress and achievement and their English language learning. Families enjoy networking socially through the school’s calendar of events that celebrate its diverse community.

The school has attested it complies with all aspects of the Code.

ERO’s investigations confirmed that the school’s self-review processes for international students are 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.

Dale Bailey

National Manager Review Services

Northern Region

18 September 2013

About the School

LocationBucklands Beach, Auckland 
Ministry of Education profile number1241 
School typeContributing (Years 1 to 6) 
School roll444 
Number of international students4 
Gender composition

Boys 52%

Girls 48%

 
Ethnic composition

NZ European/Pākehā

Māori

Chinese

British/Irish

Indian

Australian

Pacific

Other European

Other Asian

Other

48%

4%

16%

7%

5%

2%

2%

9%

3%

4%

Review team on siteJuly 2013 
Date of this report18 September 2013 
Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2010

May 2007

February 2003