Ralph Eagles Place , Torbay, Auckland
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Long Bay School provides education for learners in Years 1 to 6. The roll is 523 of which 38% of learners are Pākehā, 39% are Asian and 8% Māori. The school vision explore the depths, navigate the waves is underpinned by the school values of empowered, engaged and empathetic learners.
Since the previous report in August 2023, ERO and the school have worked together to evaluate how well the school curriculum provides rich, authentic learning opportunities that empower all learners to think creatively.
During the course of the evaluation, the school focused on enriching learning and inclusion through integrating arts and cultural celebrations into the curriculum. Teacher professional learning supported the implementation and collaborative planning for authentic learning. As a result, it was found that children’s engagement in learning improved due to enhanced opportunities for leading their own learning and choice to creatively express the depth of mastery of their learning.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Learners experience a positive and inclusive learning environment where physical and emotional safety is well promoted and contributes to their sense of belonging.
Learners who require additional support benefit from systems that ensure their learning needs are identified and addressed, contributing to improved engagement and learning outcomes.
Strategic and effective leadership drives improvement and sets high expectations for teaching and learning.
The school’s curriculum design provides for integrated learning opportunities with breadth and depth across learning areas.
Professional strengths and development needs are regularly identified and supported to meet the school’s teaching and learning goals and improved outcomes for learners.
A systematic approach to planning for sustained school improvement is in place that is informed by regular use of good quality evidence and evaluation.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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.
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 five international students attending the school, and no exchange students.
The school’s internal evaluation process for international students is well-established. The provision for international students is regularly reviewed and school governance and leadership are well informed about international students’ wellbeing, learning and engagement.
Open communication and regular interactions with parents and families support the development of positive home and school relationships and quality partnerships for learning. Students are fully engaged in the life of the school and have opportunities to participate and learn in a range of meaningful contexts.
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
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ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Sharon Kelly
Director of Schools (Acting)
10 April 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 14 months of the Education Review Office and Long Bay 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
Long Bay School is in Long Bay, Auckland and provides education for students from Years 1 to 6. Long Bay School’s mission statement is to inspire students to become confident, connected, actively involved lifelong learners. A new principal was appointed in 2022.
Long Bay School’s strategic priorities for improving outcomes for learners are:
enhancing the collective professional capacity of the school staff
raising student achievement and enhancing learning opportunities
building strong home school partnerships and community engagement
developing the physical learning environment.
You can find a copy of the school’s strategic and annual plan on Long Bay School’s website.
ERO and the school are working together to evaluate how well the school curriculum provides rich, authentic learning opportunities that empower all students to think creatively.
The rationale for selecting this evaluation is to determine to what extent creative learning opportunities are:
consistently implemented throughout the school to support students’ creative thinking
responding to the learning strengths and needs of all students to ensure they progress and achieve
culturally responsive to students and their whānau.
The school expects to see:
a culturally responsive, localised curriculum that grows students’ creativity and supports them to succeed and achieve
effective, creative teaching strategies which impact positively on learner outcomes.
The school can draw from the following strengths to support its goal to evaluate the school curriculum:
an established school-wide creative approach to teaching
a leadership team and teaching staff committed to providing students with opportunities to participate in creative problem-solving experiences and to take risks with their learning
professional development priorities that support teachers to implement a creative and culturally responsive localised curriculum.
Moving forward, the school will prioritise:
targeted professional learning to further build collective capability in the teaching of creativity
strengthening the use of evaluation, inquiry and knowledge building for improvement and innovation.
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
25 August 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of June 2022, the Long Bay School Board of Trustees has attested to the following regulatory and legislative requirements:
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Yes
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Yes
For further information please contact Long Bay School Board of Trustees.
The next Board of Trustees 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
25 August 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
Long Bay 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.
At the time of this review there were seven international students attending the school, and no exchange students.
Long Bay School has effective systems and strategies in place to monitor and respond to the wellbeing, learning and engagement of international students. Students are well supported to integrate into the school’s community and receive targeted English language support to complement classroom teaching and learning programmes. Open communication and regular interactions with parents and families underpin positive home - school relationships.
Shelley Booysen
Director of Schools
25 August 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Long Bay School, on Auckland's North Shore, caters for children in Years 1 to 6. The school is adjacent to a regional park and beach, which is referenced in the school environment. The school is located in the centre of a major urban housing development. The board is aware of the impact this will have on future school growth and is strategically planning for this outcome. Assessment for Learning (AFL) has been a significant focus of the school's professional development in recent years. The school has a positive history of ERO reporting and has had steady increase in roll growth, since ERO's 2011 review.
The vision and valued outcomes defined by the school for all children are to become confident, connected, actively involved, lifelong learners, through high quality whole-child education. The focus on these overarching goals reflects the school community's commitment to providing a nurturing learning environment.
The school’s achievement information shows that reading, writing and maths results have remained high overall, with the majority of students achieving at or above the National Standards. School literacy data show disparities between boys' and girls' achievement over time, with girls performing particularly well in reading.
School-wide moderation systems support teachers to make consistent achievement judgements against the National Standards and have been refined across the school through external professional development for teachers. This has enhanced the dependability of student achievement data across the different year levels.
Since the last ERO evaluation the school has focused on improving learner outcomes through:
The school is increasingly effective in responding to children whose learning and achievement needs acceleration.
Leaders closely analyse data within cohorts of students, to establish trends and patterns, recognising the need to identify variation that may occur and helping to pinpoint students who require support and learning acceleration. School leaders agree that a next step is to now analyse patterns in achievement data over time and to identify trends emerging for particular groups.
School leaders agree that charter targets could be stated in a more specific manner within the strategic plan to accelerate children's progress. This specificity could also enhance team and classroom target setting, and guide resourcing and professional learning decisions. Leaders have identified boys' literacy achievement and girls' mathematics, as specific targets for improvement. Consideration should also be given to raising Māori children's achievement.
The principal and leadership team collect student achievement data to support the identification of those children who are at risk of not achieving and whose progress needs acceleration. Teachers use this information to develop class profiles and action plans to target children's progress. A next step in this process is for teachers to develop more explicit internal analysis and evaluation of achievement data and evaluation of their teaching practices. This deepening of practice will support teachers' ongoing consideration of their next steps and improve the outcomes for students.
The board resources a number of interventions to support children who are below the National Standards in reading, writing and mathematics. Good leadership from the special needs co-ordinator (SENCO), and highly engaged teacher aides, support learners across the school. Specific programmes support student engagement and learning progress. In some cases these lead to accelerated learning progress. A next step for leaders is to implement a more strategic and evaluative approach to analysing the outcomes of these interventions. This would provide more rigorous information for the establishment or dissolution of intervention programmes dependent on their effectiveness. This will support resourcing and learning decisions, and is likely to enhance outcomes for students to become increasingly equitable and sustained.
The school's curriculum, processes and practices are increasingly effective in promoting equity and excellence for children. Trustees, school leaders and staff have high expectations for all children to experience and celebrate success. Children benefit from a positive, respectful school culture, they enjoy learning in classroom environments that reflect their ownership and show pride in their learning.
Children experience a range of learning opportunities. A broad curriculum fosters interest in specialist art, music, drama and dance lessons. Older children can participate in a Waterwise programme, and a peer mediation initiative. Relationships between children are supportive, tuakana teina practices are evident and teachers are focused on improving outcomes for their students. Teachers support children well, to know what skills they are learning and why. Learners set their own goals in key curriculum areas and increasingly know their next steps. Children see themselves as capable and competent learners.
The school's bicultural journey is in the early stages of development. A designated teacher supports teachers to promote the learning of te reo Māori in all classes, and leads kapa haka for older children. The board and leaders acknowledge their commitment to progressing the schools journey in te ao Māori, through the school's vision and values. They articulate a desire to see te āo Māori fully embraced by the school. Whānau are seeking to develop a genuine bicultural partnership with the school to enable opportunities for dialogue and participation, in order to support their tamariki.
The school curriculum is largely integrated and areas for inquiry are identified at syndicate level. Leaders and ERO agree that it is now time to develop a school wide inquiry process that enables students to take their thinking and learning to a higher level, and integrates reading, writing and mathematics into other learning areas.
Teachers participate in a regular appraisal process and the school has adopted Education Council processes to guide the school's revised appraisal system. Senior leaders have indicated that teachers' appraisals will continue to be strengthened through the introduction of an online appraisal tool in 2017. They agree that the inclusion of the Ministry of Education Resource Tātaiako: Cultural Competencies for Teachers of Māori Learners would also be appropriate.
To further support positive outcomes for children and the school community, the principal's leadership now needs to extend to leading aspects of professional practice in the following areas:
The principal has scheduled a review of the 'Long Bay Way', which underpins the school culture, values and behaviour management. This is a positive move, as both the board and principal recognise that bicultural practices and the school's increasingly multicultural context could be better reflected in the school's guiding documents and practices.
Parents and whānau appreciate many aspects of the school and seek to have closer communication and partnership with the school. Leaders recognise that they need to create new ways to hear the voices of Māori whānau. As the roll increases, the many different migrant groups within the school community will also need to be consulted.
Trustees are committed to the school and forward thinking. The new board understands its stewardship role and is open to new directions and opportunities to improve school operations. The board wants to become more responsive to whānau and the aspirations of the school community, and recognise that as the community changes, further consultation is important. Trustees are keen to seek guidance with regard to building the board's bicultural practices and competence.
Leaders and teachers:
The board and school leaders have identified and agreed that to support the school moving forward they should:
Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop more targeted planning to accelerate student achievement. Planning should show how processes and practices will respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.
As part of this review ERO will continue to monitor the school’s planning and the progress the school makes.
ERO is likely to carry out the next full review in three years.
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
At the time of this review there were three international students attending the school.
The school is making good progress in aligning its policies and procedures to meet requirements for the 2016 Code.
ERO recommends that the school continue to develop its internal evaluation capacity and address the areas for development identified in this report, to achieve excellence and equity in outcomes for all children.
Graham Randell
Deputy Chief Review Officer Northern
24 March 2017
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Location |
Auckland |
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Ministry of Education profile number |
1342 |
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School type |
Contributing (Years 1 to 6) |
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School roll |
370 |
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Gender composition |
Girls 54% Boys 46% |
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Ethnic composition |
Māori Pākehā Chinese South African British Pacific other European other Asian |
6% 60% 12% 8% 5% 2% 4% 3% |
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Review team on site |
November 2016 |
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Date of this report |
24 March 2017 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
December 2011 June 2008 June 2005 |