15 Russell Street , Stanley Point, 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.
Stanley Bay School provides education for learners in Years 1 to 6. Currently the school’s roll is 223 and is made up of primarily European and Pākehā learners. Since the previous ERO report in 2022, a new principal and deputy principal have been appointed. The school’s whakataukī is Ko era e mau te wehi ka hari to ora | Those who do their best do well.
ERO and the school worked together to evaluate how well student-led learning contributed to continuously improving wellbeing and achievement outcomes for priority learners. The school expected to see:
During the course of the evaluation, it was found that learners were confident and well supported by teaching staff to make progress in their learning. Learners experienced a positive and inclusive learning environment that enabled them to develop resilience and become problem solvers. Significant improvement in writing and mathematics since 2022 is evident. Teaching and learning programmes reflected students’ strengths, interests and needs well, ensuring equitable and excellent learner outcomes.
| 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 a 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 | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | Most 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 equitable for all groups of learners. |
The school is approaching the target of 80% regular attendance.
The school is developing 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 significantly 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 Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
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.
No international students were enrolled at the time of the ERO review.
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:
Yes
Yes
Yes
Yes
ERO has identified the following area of non-compliance during the board assurance process:
The board has since addressed the area of non-compliance identified.
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 Evaluation 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
Acting Director of Schools
25 February 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 12 months of the Education Review Office and Stanley 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
Stanley Bay School is in Devonport, Auckland and provides education for students in Years 1 to 6. Since the previous ERO report, a new principal was appointed in Term 4 2017.
Stanley Bay School’s strategic priorities for improving outcomes for learners are:
students actively engage in their learning and demonstrate the school values
teachers are effective, innovative educators who deliver quality teaching by putting learners at the centre
parents and the community work in partnership both inside and outside the classroom.
You can find a copy of the school’s strategic and annual plan on Stanley Bay School’s website.
ERO and the school are working together to evaluate how well student-led learning contributes to continuously improving wellbeing and achievement outcomes for priority learners. The focus of this evaluation is included in the school’s strategic and annual plans.
The rationale for selecting this evaluation is to:
identify and monitor the progress of priority learners
create a shared understanding among teachers, parents and students about what the expected outcomes are for priority learners
develop shared expectations about student-led learning for priority learners within the context of the school’s Graduate Student Profile
know how effectively teachers integrate student-led learning into their practice to support priority learners.
The school expects to see inclusive classroom environments that support priority learners to be confident, creative and critical thinkers who are connected to their community and the wider world. Teachers will consistently use highly effective teaching strategies and practices that promote equitable and excellent learner outcomes.
The school can draw from the following strengths to support its goal to continuously improve wellbeing and achievement outcomes for priority learners:
school leadership consistently prioritises and plans for school improvement and for equitable and excellent learner outcomes
the school’s well-established learning culture is strongly characterised by the school values, inclusion and collaboration
the development and implementation of a new Strategic Plan 2022-2024 provides a clear strategic direction for the school.
Moving forward, the school will prioritise:
reviewing the current processes and systems for identifying priority learners to ensure learner outcomes are consistently equitable and excellent for all students
continuing to embed a shared understanding of student-led learning expectations for priority learners to support an inclusive learning environment
building on effective teaching practice that consistently challenges students to become confident, creative and critical thinkers.
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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
19 August 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of March 2022, the Stanley Bay School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Stanley 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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
19 August 2022
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.
Stanley Bay 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 2 international students attending the school, and no exchange students.
The school’s process for annual self-review provides reliable information about aspects of the provision for international students. Their review process includes information from policies and procedures, student wellbeing and achievement.
International students are well supported to achieve success in their learning and their achievement is closely monitored by school staff. The school prioritises international students’ pastoral and wellbeing needs. Students participate in a range of school and community activities that include sporting and cultural activities outside the classroom.
Filivaifale Jason Swan
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
19 August 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Stanley Bay School provides its community with innovative, high quality teaching and learning. Students are actively involved in developing their learning programmes and knowing how well they are learning. Families are part of a high functioning team with school leaders and staff in seeking the best outcomes for their children.
ERO is likely to carry out the next review in four-to-five years.
Stanley Bay School is a well established contributing primary school in Devonport, Auckland. Since ERO’s 2011 review the school has continued to provide very well for students’ learning and achievement.
The capable senior leadership team works collaboratively with its professional staff and uses a wide range of approaches to involve parents in their children’s learning. Professional development for staff is used strategically to keep teachers well informed about developments in curriculum and teaching practice.
The school has continued to build on the strengths outlined in the 2011 ERO report. School culture continues to be inclusive. Self review is robust at all levels, and includes seeking input from students. The school is cohesive and well organised. Leaders continue to enhance teacher practice and provide high quality learning for its students.
The school uses achievement information effectively to make positive changes to learners’ engagement, progress and achievement. Students achieve very well in mathematics, reading and writing.
Teachers use a range of effective practices to engage students in meaningful learning. They successfully engage students in making decisions about their learning and using their interests to make learning more relevant.
In-depth student achievement data is collected over time. It clearly identifies students at risk of not making expected progress. Leaders and teachers make good use of this information. Students who require extra support to meet National Standards in literacy and mathematics receive intense, focused, individual attention and teaching to build their confidence and competencies, and to accelerate their progress.
Students are well informed about their learning. Teachers have developed clear progressions in literacy and mathematics for students to refer to as they plan their next learning steps with their teachers. Students regularly share their goal setting and the progress they are making with teachers and their parents.
Teachers’ professional development is closely linked to improving the quality of teaching in mathematics and literacy. Leaders share and model new teaching strategies for teachers.
Parents have high expectations of their children and the school. They are kept well informed and are involved in their children’s learning progress. Recent developments have resulted in the strengthening of home-school partnerships. Teachers involve parents early in providing extra support and guidance for their children’s learning when needed. They help parents to better understand modern ways of learning and provide a good range of resources that parents can use with their children in the home.
Students with special needs are well catered for within class programmes and through the specialist programmes provided by the school.
The school’s curriculum promotes and supports student learning very effectively. It is broad, well developed and sets clear expectations for teachers and the approaches that they can use with students. The curriculum has a strong focus on providing students with high quality teaching and learning.
Students actively contribute to the curriculum. Teachers regularly ask them what they know and what they would like to know more about. Learning includes many practical experiences that are linked to assessment and what students need to know to experience success. Classroom programmes are well planned, stimulating, meaningful and fun.
The school’s programmes have a strong focus on literacy and numeracy. Leaders and teachers regularly review all learning areas. They make good use of this information to provide staff with ongoing, high quality and relevant professional development. As a result of self review and professional development, science is a feature of the curriculum and has become more hands-on for students. Leaders closely monitor teaching and planning to make sure the school’s high expectations are met and that teachers receive the support they need to promote positive outcomes for all students.
Student leadership is fostered in many ways. Students have many opportunities to share leadership and support younger students in the school. Students’ opinions are regularly sought and used to improve wellbeing, learning and the environment. Students confidently express their opinions and negotiate with staff and each other to find the best solutions for issues that arise.
The board, principal and staff could continue to research and seek new creative approaches to link high quality teaching with modern teaching and learning environment theories and practices.
The school has a strong commitment to Māori experiencing success as Māori and to all students appreciating te reo and tikanga Māori.
Māori students achieve as well as other students in all curriculum areas. They have many opportunities to be leaders in the school and to learn about and share their culture.
The school actively promotes bicultural knowledge and understandings by:
Students and teachers are enthusiastic about learning and practising te reo and tikanga Māori. Students perform at school events and participate in local cultural festivals.
Leaders consult regularly with Māori families. They recognise the benefits of continuing to build on the school’s strong partnerships with Māori families.
The school is very well placed to sustain current very good practices to continue improving.
The board has effective systems, policies and procedures in place to govern the school and sustain high quality provision for students. They make good use of information that they receive from the principal to collaborate in the setting of clear future directions for the school.
Self review is very strong, well embedded and central to all decision making. It is evidence based and solution focused. Self review is well used by leaders and staff to:
Leadership is strong, decisive, and focused on students’ wellbeing and learning. Leaders work in respectful and collaborative ways. They make effective use of self review and teacher appraisal to plan school-wide professional development that is relevant to the school vision and strategic goals. Leaders make good use of internal and external expertise. As a result, teachers are constantly challenged to reflect on and strengthen their teaching practices to provide better outcomes for students.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Stanley Bay School provides its community with innovative, high quality teaching and learning. Students are actively involved in developing their learning programmes and knowing how well they are learning. Families are part of a high functioning team with school leaders and staff in seeking the best outcomes for their children.
ERO is likely to carry out the next review in four-to-five years.
Dale Bailey Deputy Chief Review Officer Northern
3 June 2015
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Location |
Stanley Point, Auckland |
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Ministry of Education profile number |
1512 |
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School type |
Contributing (Years 1 to 6) |
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School roll |
282 |
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Gender composition |
Boys 52% Girls 48% |
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Ethnic composition |
Māori NZ European/Pākehā English Asian Samoan other |
2% 67% 22% 4% 1% 4% |
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Review team on site |
May 2015 |
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Date of this report |
3 June 2015 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
May 2011 January 2008 May 2005 |
Ko te Tamaiti te Pūtake o te Kaupapa
The Child – the Heart of the Matter