Remuera School

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Education institution number:
1462
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
507
Telephone:
Address:

25 Dromorne Road, Remuera, Auckland

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Findings

Remuera School provides high quality education for its learners. The school has a culture of high expectations and an inclusive and relevant curriculum through which all students can experience success. Effective school leadership maintains and extends the school’s very good performance.

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

1. Context

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

Remuera School is a large Auckland primary school with longstanding links to its local community. The student roll reflects the cultural diversity of the community and includes 5% who identify as Māori. At the time of this review 12 international students were enrolled at the school.

Students at Remuera School are confident, friendly and proud of their school. They benefit from a caring and inclusive school culture where their voices are heard and their views are valued. A schoolwide focus on wellbeing supports and promotes students’ sense of themselves as capable learners.

The school has a positive ERO reporting history. Previous reports have commended the school’s robust self-review processes that underpin the board’s vision of the school as a community of learners. High quality, collaborative leadership of teaching and learning was noted. These positive features of the school have been sustained and continue to be evident.

The principal, senior leadership and board of trustees ensure that students are at the centre of strategic thinking and planning. The school’s mission, vision and values guide decision making and learning for all members of the school community.

2. Learning

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

Student achievement information is used very effectively to make positive changes for all learners. As a result, students are highly engaged in their learning and progress and achieve very well.

Relationships between teachers and students are reciprocal, respectful and focused on learning. Students are valued for their individual learning dispositions and strengths, and their pastoral care needs are well understood by teachers. Assessment tasks are used strategically by teachers as an opportunity to get to know their students better and further develop engagement within the classroom.

Students’ interest in learning and motivation to succeed contribute to their good levels of understanding and management of their learning. Students have many opportunities to express their views and ideas. Student voice is a major and essential aspect of the school’s focus on engaging and connecting learners to their learning.

School assessment processes are robust. Student achievement in reading, writing and mathematics is consistently high, comparing favourably with National Standards data from national and local schools. Māori students consistently achieve very well. Teachers know their Māori and Pacific students well and closely monitor their progress and achievement.

Leaders and teachers work collaboratively to use valid, well analysed achievement information to inform teaching programmes. They share expectations for learning with students and help them to identify their next learning steps.

The school has good evidence of the success of interventions aimed at raising the achievement of students who are achieving below the National Standards. Most of these students are making good progress. The progress of some students is significantly accelerated. Students with additional learning needs receive high quality support from caring and well trained staff.

Close relationships between the school and parent community benefit students’ learning. Transitions into and through the school are very well managed. Useful achievement information guides learning conferences with families and students and helps to foster productive home-school partnerships.

Trustees use the school's well analysed and presented student achievement information to inform strategic plans and make targeted resourcing decisions. Charter targets are appropriately focused on accelerating the progress of those students not meeting national or school expectations. These targets are broadly stated and could now be refined to better reflect the school’s focus on strengthening and supporting students’ individual potential.

3. Curriculum

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

The school’s coherent curriculum is very effective in promoting and supporting student engagement and learning. It is carefully designed to incorporate the school’s mission and vision, and to reflect the overarching essentials of The New Zealand Curriculum.

Curriculum review is ongoing and results in learning programmes that focus on developing students’ competence, curiosity and independence as learners. Priority is given to literacy and numeracy learning. Curriculum design responds to students’ interests.

Teachers encourage creative and critical thinking effectively within inquiry-based approaches towards learning. Students have opportunities to contribute to their learning programmes in meaningful ways, bringing their own cultural perspectives into class and school activities. The curriculum is increasingly reflective of the multicultural student population.

Teaching teams have frameworks for learning that help to ensure consistency of approaches in teaching. These approaches help support and enhance the delivery of the school’s curriculum.

A bicultural curriculum is increasingly evident. Māori contexts are a feature of learning across the curriculum. School leaders agree that it would now be timely to review bicultural practice in the curriculum. This review could include identifying areas of good practice, and further ways to include bicultural perspectives more consistently across all learning areas.

Students with special learning needs are well supported by teachers who have a depth of knowledge about each student’s individual learning preferences. The school is highly inclusive and works hard to provide good quality learning experiences for all of its students.

The ESOL programme is particularly effective in supporting students for whom English is not their first language to access the curriculum. The ESOL coordinator has an integral role in supporting the transition of new students into the school and in modelling effective practices to enable these students to access the school’s curriculum. As a result, class teachers are able to plan to better respond to their learning strengths and needs.

The school offers an enriching range of co-curricular activities. There are many opportunities for students to experience success and build leadership capability and social competencies. A variety of cultural, academic and sporting events celebrate student success.

The quality of teaching is consistently high. Teachers and support staff are very responsive to students’ needs and requirements for learning. Teachers work collaboratively to find new and innovative approaches to stimulate and challenge their students. A continued focus on improvement through professional learning and collegial support is a strong feature. Self and peer critique is integral to teachers’ professional practice. An effective and well coordinated performance management system supports teachers’ professional practice and growth.

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

Senior leaders and teachers are committed to supporting and enhancing Māori students’ success as Māori at the school. Māori students make up 5% of the school roll. They achieve well and at similar levels to all other students at the school in literacy and numeracy. Aspects of te reo Māori and tikanga are evident in class programmes and provide opportunities for Māori students to celebrate their culture and identity as Māori. Leaders and teachers are continuing to prioritise and foster culturally responsive teaching practices for Māori students across the school.

Since the 2011 ERO review the school has made steady progress in building partnerships with whānau and iwi. Senior leaders and trustees acknowledge that building respectful relationships with parents, whānau and the wider community to further acknowledge and support Māori students’ language, culture and identity is an ongoing priority.

4. Sustainable Performance

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

Remuera School is very well placed to sustain and improve its performance. At all levels there is a culture of continuous improvement. A high degree of coherence between all processes and systems is evident, due to the effectiveness of thorough, purposeful self review.

Capable, vision-driven governance and leadership provide strong foundations and future direction for the school. High quality strategic planning, drawing on multiple perspectives, and responsive processes and outcomes support the achievement of the school’s vision.

The principal, school leaders and teachers are a highly effective group of professionals. The principal’s measured management of change and improvement in the school is well paced and considered. His focus on building collective capacity across the school has helped inspire innovation and further improved the quality and depth of the curriculum.

The board of trustees is capable and committed to the long-term interests of the school. They bring varied backgrounds and experience to their governance role. Board resourcing decisions are made strategically, based on student learning needs, best practice research and community consultation.

The community is rightfully proud of this school and the extensive educational opportunities it provides for students.

Provision for international students

Remuera is a signatory to the Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. At the time of the review there were 12 international students attending the school, mostly from China, with one from Japan and another student from Sri Lanka.

Pastoral care services for international students are well integrated with English language teaching.

International students make good progress and achieve well academically. Students receive high quality English language learning programmes. International students actively engage in regular classroom programmes and are encouraged to participate in co-curricular activities.

The principal and administrator for international students complete self reviews annually. The ESOL teacher works with classroom teachers to analyse academic progress and to report on student outcomes to the board of trustees. The board 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.

Conclusion

Remuera School provides high quality education for its learners. The school has a culture of high expectations and an inclusive and relevant curriculum through which all students can experience success. Effective school leadership maintains and extends the school’s very good performance.

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

Dale Bailey

Deputy Chief Review Officer Northern

24 June 2015

About the School

Location

Remuera, Auckland

Ministry of Education profile number

1462

School type

Contributing (Years 1 to 6)

School roll

652

Number of international students

12

Gender composition

Girls 52%

Boys 48%

Ethnic composition

Māori

NZ European/Pākehā

Chinese

Indian

Korean

Sri Lankan

Filipino

Other Asian

Other European

Other

5%

51%

16%

5%

6%

3%

2%

4%

2%

6%

Review team on site

May 2015

Date of this report

24 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2011

April 2008

April 2005

1. Context

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

Remuera School, in Auckland, caters for students from school entry to Year 6. NZ European/Pākehā students constitute just over half of the school roll, which has grown considerably since the 2008 ERO review. Māori students comprise three percent, and Pacific students two percent, of the roll. The school has fifteen international students. All staff contribute to the inclusive learning environment of the school. Students are confident, enthusiastic participants in lessons and have a wide range of opportunities for physical activity.

The principal, appointed since the 2008 ERO review, is well supported by the board and school leaders in making organisational changes that enhance continuous school improvement. Teachers have a clear understanding of their role in helping to ensure that the school meets the board’s priorities for its development.

Reflective practices at board, school leader and teacher levels have continued to develop since the last ERO review. Good governance ensures the provision of effective student learning programmes. Decision making now has a greater focus on improving achievement for all students. Teachers modify their teaching practices and classroom programmes so that they target identified needs in students’ learning and build on their existing strengths.

2. Learning

How well are students learning – engaging, progressing and achieving?

Most students achieve very well in reading, writing and mathematics. The school’s effective assessment procedures provide teachers with very good quality information about students’ strengths and needs in learning. Increasingly, teachers provide students with meaningful information about their achievement to help them to reflect on their learning and plan ways to improve.

Teachers cater effectively for the learning needs of the small number of students who achieve below national expectations. School leaders provide well considered resources and professional development to help teachers to personalise students’ learning. Teachers discuss achievement information in depth and explore ways of modifying their practices to best meet students’ learning requirements. As a result, teaching practices are successful and students are actively engaged in learning.

Students with special needs benefit from the school’s nurturing environment. Their progress is well monitored and interventions are modified as students develop and make progress. Students in gifted and talented programmes benefit from opportunities to extend their understandings and skills in a wide variety of learning areas. Students whose first language is not English are supported by well planned withdrawal and classroom programmes.

Student achievement information is carefully analysed. Sound conclusions are reached about effective ways of helping students with their learning. While most Pacific students achieve at levels that are at and above national expectations, their achievement is slightly below levels attained by other groups of students in the school. The board and school leaders are exploring strategies to improve the learning of Pacific students and have identified the need to consult Pacific families about their aspirations for their children.

Parents receive good quality information about how well their children are progressing. Reports to parents in 2010 showed how students were achieving in relation to the National Standards in reading, writing and numeracy. Teachers are developing effective ways of informing parents about how their children are achieving across the broader curriculum.

How well are Māori students learning – engaging, progressing and achieving?

The board is assured through regular reports that Māori students engage, progress and achieve well. Levels of Māori student achievement are similar to the high levels of achievement of other students in the school. School leaders and the board have a good understanding of the importance of Māori students achieving well in their learning and experiencing success as Māori. Teachers are increasingly providing opportunities for Māori students to take leadership roles and to share experiences that reflect te ao Māori.

ERO, the board and leadership team agree that the school could further develop relationships with Māori families so that their cultural knowledge, experiences and skills can be used to build on students’ knowledge and skills.

3. Curriculum

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

The school’s curriculum promotes and supports students’ interests effectively and reflects national guidelines and local priorities. Teachers plan varied and interesting programmes that provide opportunities for students to develop their academic, cultural and physical abilities. Students participate in lessons that promote relevant and meaningful learning. They engage in well developed literacy and numeracy programmes that are integrated in purposeful ways across the curriculum. Board-funded intervention programmes are helping to improve the achievement levels of the small number of students who are underachieving or who are at risk of underachieving.

A strong inclusive school culture supports students’ individuality and self belief and helps to ensure that they are emotionally safe. As a result, students view themselves as capable learners. They are receptive to new ideas and experiences and readily seek advice and support from others.

Students know the purpose of learning activities. Increasingly, students are able to identify their next learning steps. Examples of good practice in student-led learning could be used to embed these effective teaching and learning strategies across the school.

A consistent school-wide approach to the analysis and review of data is used to inform programme planning and professional learning. Recent professional development has focused on refining practices for teaching reading to ensure that all students’ learning requirements are better met. The use of information and communication technologies (ICT) in classroom programmes is well considered. ICT initiatives are evaluated to identify their impact on developing students’ learning.

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 school is well governed and well led. The board of trustees, with the principal, staff and school community, has developed a charter and a school direction that is focused on enabling all students to develop and to achieve their potential.

The board’s commitment to providing opportunities for all students to succeed is reflected in the provision of programmes and resources for children with special learning requirements. The board’s targets for student achievement in 2011 include targets to improve the achievement of under-achieving students in relation to the National Standards.

The quality of leadership is high. A new leadership structure has enabled the leadership team to sharpen its focus on embedding effective teaching and learning practices across the school and building on ways in which teachers reflect on their teaching.

Self review is integral to the successful functioning of the school at all levels. The board and school leaders use review information to determine areas of focus and development in the school and to monitor the progress and success of initiatives already in place.

The board understands its governance role well. Trustees are aware of the impact of roll growth on the school’s infrastructure and plan for the future development of the school. Well considered planning is focused on enhancing current resources for students.

ERO and the board agree that the school’s self review could focus on the following areas to sustain current levels of high quality student learning:

  • continuing to embed effective teaching and learning practices across the school
  • building on students’ cultural knowledge, experiences and capabilities to enrich their learning
  • a continued focus on providing opportunities for student-led learning.

Provision for international students

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 15 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 an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on students' achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

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

Richard Thornton

National Manager Review Services Northern Region

23 June 2011

About the School

Location

Remuera, Auckland

Ministry of Education profile number

1462

School type

Contributing (Years 1 to 6)

School roll

667

Number of international students

15

Gender composition

Boys 51%, Girls 49%

Ethnic composition

NZ European/Pākehā

Māori

Chinese

Korean

British/Irish

Indian

Sri Lankan

Australian

Pacific (Samoan and Tongan)

European

Other Asian

Other

58%

3%

13%

5%

3%

3%

3%

2%

2%

2%

3%

3%

Review team on site

May 2011

Date of this report

23 June 2011

Most recent ERO report(s)

Education Review

Education Review

Discretionary Review

April 2008

April 2005

December 2001