Bainesse School

Education institution number:
School type:
Full Primary
School gender:
Not Applicable
Total roll:

576 State Highway 56, Palmerston North

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Bainesse School - 26/04/2019

School Context

Bainesse School is located in a rural setting near Palmerston North. Of the 57 students from Years 1 to 8, 14 are Māori.

The school vision strives to develop students in a supportive and caring environment. ‘Rural + values’ include fostering ‘respect, understanding, reliability, actions, loyalty plus positivity underpin teaching and learning’. Valued outcomes are for students to ‘respect themselves, others and the environment, accept difference, be dependable, make good choices, contribute to the community and believe in themselves’.

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

  • achievement in reading, writing and mathematics
  • progress and achievement in relation to school achievement targets.

Since the June 2016 ERO report, the school roll has continued to grow and there have been changes in staff and the board. In mid-2018, the school opened a third classroom for senior students. Property development of this third classroom for Year 6 to 8 students is community funded.

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 continues to develop systems to promote positive achievement outcomes for all students. School data for 2018, shows that most students, including Māori, achieved at or above expectation for reading, writing and mathematics.

School reported data shows that over time disparity has been reduced for Māori in writing and for boys in reading.

Year 8 outcomes show most students leave Bainesse School achieving at or above expectation in literacy.

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

The principal and teachers continue to focus on accelerating progress of those students, including Māori who need targeted support to achieve well. Achievement objectives for 2019, developed in response to 2018 student achievement information, clearly align to teachers’ class targets.

Data provided by the school shows accelerated progress and improved outcomes in 2018 for most students identified as priority learners.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The principal effectively focuses on providing an organised and supportive environment to promote student learning and wellbeing. Clear expectations guide teachers to inquire into the impact of their practice and improve outcomes for students.

Teachers use a range of tools to identify and respond to the individual learning needs of students. They use data to monitor, track and report progress over time. Moderation across the school, and with a neighbouring school, support consistency of teacher judgments about progress and achievement. The principal analyses information to identify and report achievement for schoolwide, year level, gender and ethnicity cohorts. Trustees receive useful information about student achievement and curriculum focuses, that supports their decision making. Trustees work collaboratively to meet their statutory obligations and responsibilities.

The staff know students well. They are collectively responsible for all children. Teachers promote positive, inclusive learning environments and support students to be actively engaged in their learning. Students increasingly take responsibility for their own learning. Teachers respond to and adapt strategies to support target students. External expertise is sort to provide support for those students with additional learning needs.

Parents and community are welcome and involved in school activities as respected and valued partners in their children’s learning. Teachers and students share learning with parents through a variety of useful initiatives.

Purposeful curriculum strategies support learners to interact and learn with students from other schools. This includes planned activities for those in Year 8 to help their transition to high school. They have many opportunities to access learning in the local and wider community. A playgroup operating in the school grounds supports a seamless move to school, by building children’s confidence and capability as they transfer in to the new entrant classroom.

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

A tutor from the community with considerable knowledge of te ao Māori is supporting teachers and students to increase understanding of tikanga Māori. This initiative is in the early stages of implementation. Developing teachers’ capability and capacity to support a culturally responsive curriculum is ongoing. Further consideration should be given to ensure that the local community and the bicultural nature of Aotearoa/New Zealand are well reflected.

The principal and teachers are reflective and improvement focused. Further developing a shared understanding and use of robust internal evaluation, should better determine what works and what is needed to support and sustain ongoing improvement for equity and excellence of outcomes, for all children.

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.

4 ERO’s overall judgement

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Bainesse School performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • leadership that is consistent in its vision for high achievement outcomes for all students
  • a culture of collaborative capability building that maintains high expectations for teaching and learning
  • inclusive practices that are responsive to student needs, promote their wellbeing and support their learning progress and success.

Next steps

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

  • continuing to build teacher knowledge of te reo Māori and understanding of tikanga Māori to support teachers to respond more effectively to student’s identity, language and culture and better reflects the school’s commitment to cultural responsiveness
  • strengthening understanding and use of internal evaluation processes and practices to determine what is working well for students’ learning and where improvements are needed.

Phillip Cowie

Director Review and Improvement Services

Central Region

26 April 2019

About the school


Palmerston North

Ministry of Education profile number


School type

Full Primary (Year 1 - 8)

School roll


Gender composition

Female 31, Male 26

Ethnic composition

Māori 14
Pākehā 42
Pacific 1

Students with Ongoing Resourcing Funding (ORS)


Review team on site

February 2019

Date of this report

26 April 2019

Most recent ERO report(s)

Education Review June 2016
Education Review June 2013
Education Review July 2013

Bainesse School - 08/06/2016

1 Context

Bainesse School, located on the outskirts of Palmerston North, caters for students in Years 1 to 8. At the time of this evaluation 40 students were enrolled, with seven identifying as Māori and two as Pacific. Senior students attend the local secondary school for technology and science lessons.

The school house is used by a playgroup and the close relationship with the school provides an easy transition for these children into school.

Since ERO's June 2013 evaluation, a new principal has been appointed and most of the staff are new to the school. The board and senior teachers have addressed the areas identified for development at that time. This included the strengthening of teachers' appraisal and annual targets for student achievement.

2 Equity and excellence

The vision and valued outcomes for all learners in the Bainesse School community are embedded in the school’s Rural + values: respect; understanding; resilience; actions; loyalty and positivity. These values are prominently promoted and very evident in the students' and adults' behaviour.

The strategic and annual goals have been developed in relation to the school’s mission statement. They aim to develop confident, connected, actively involved life-long learners and to advance achievement by providing a safe physical and emotional environment.

School leaders and teachers have sharpened their focus on students at risk of not achieving. School achievement targets clearly outline the students who are at risk of not achieving based on the data collected at the end of the previous year. There is a focus on reducing disparity in student outcomes through more in-depth data analysis and responsive teaching.

In 2015 the board’s strategic aim was to focus on improving students reading achievement. Teachers participated in professional development and had external support to introduce appropriate teaching strategies. This focus led to significantly improved student achievement in reading.

The school’s achievement information shows that:

  • most students achieve at or above the National Standards expectations for reading, writing and mathematics
  • many students have made good progress since 2013
  • overall, girls achieve better than boys in reading, writing and mathematics
  • most Māori students achieve at or above the National Standards expectations in reading and mathematics
  • writing is the learning area requiring the greatest improvement.

The achievement focus in 2016 is appropriately on writing. External professional development has been secured and teachers are tracking the targeted students identified in the school’s annual plan.

The next step is for teachers to more specifically identify the learning gaps for each of the target students and to develop individual plans to meet that need.

3 Accelerating achievement

How effectively does this school respond to children whose learning and achievement need acceleration?

The school responds well to the few students whose learning and achievement need acceleration. Teachers know all students and families well. Students at risk of not achieving the National Standards are identified early and strategies are implemented to accelerate their progress.

The board has set specific targets for the six students identified as below the National Standards in 2016. There is a clear understanding of the concept of acceleration and classroom teachers focus on these students through their teaching inquiries.

Most students are engaged in learning, progressing and achieving. Teachers use appropriate assessment strategies, frequent collegial discussion and sufficient moderation to inform their overall teacher judgements. A next step is to continue with planned moderation with other schools.

The school reports that, in 2015, Māori students below the National Standards in reading made more than one year's progress. This approach is being extended to support improvement in writing and mathematics in 2016. In addition, teachers have developed well-considered guidelines to support Māori student achievement. This includes the principal meeting termly with each Māori family to report on progress and achievement. They then collaboratively develop a plan for the following term which includes setting goals and specific actions for ongoing achievement.

Understanding of cultural responsiveness is growing. The principal and teachers have worked with Ka Hikitia - Accelerating Success 2013-2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners. These are useful tools for guiding action and making processes coherent.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

The school's vision and values are well embedded and acted upon by students and adults. There is clear alignment between the board's strategic goals, relevant annual achievement targets, performance appraisal, and teaching and learning. The board works with the school community to develop and regularly refresh the vision, values, strategic direction, goals and priorities for equity and excellence. A culture of high expectations for students and staff is evident.

A positive tone is evident in the classrooms. Teachers are well organised and have positive relationships with the students. Students interact well. They take their responsibilities seriously and senior students appreciate the range of leadership opportunities available for them.

The school's curriculum is effectively designed to promote holistic development, participation and engagement in learning. It promotes the vision and values and provides strong encouragement for all students to be active.

The curriculum is regularly reviewed and all parents' aspirations are taken into consideration. Currently the learning area of Languages is the focus of review. The principal should consider placing greater emphasis on the use of te reo Māori as part of this review. The curriculum could also better document expectations for inclusion of te ao Māori.

Teachers reflect on the impact of their teaching and discuss how strategies can be modified for better results.

Since the last ERO review, the board and senior teachers have made improvements to the following:

  • reviewed teacher appraisal processes to ensure they meet requirements and the school’s needs
  • introduced teacher portfolios that contain evidence of meeting the Practising Teacher Criteria
  • undertaken a regular review of policies and procedures.

Effective leadership is apparent. The principal, the two teachers and the teacher aide work as a collaborative team with a clear focus on student achievement. They are well supported by parents and members of the community to maintain and enhance a vibrant school culture. Learning partnerships are strong. Parents are well informed about their child's progress and next steps.

Leaders use internal evaluation well to gauge the impact and effectiveness of procedures and strategies. Key areas are collaboratively reviewed. The board regularly reviews its policies and procedures and makes changes as circumstances require this, such as new legislation or responses to community feedback.

Further developing the board's internal evaluation practice by reviewing the implementation and impact of its procedures is a next step. This should include how well the school's Māori Achievement Procedure is being implemented.

The school is well placed to achieve and sustain equitable and excellent outcomes for all learners. The board:

  • has a good understanding of the role of stewardship
  • takes advantage of training opportunities
  • receives good student achievement information and makes resource decisions based on this
  • receives appropriate information throughout the year linked to progress towards meeting the annual plan.

The board recognises that a full complement of members is required to maintain sustainability of governance.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

Through self review, the board and teachers have identified the next steps they need to take to sustain and enhance excellent outcomes for all children.

ERO is likely to carry out the next review in three years.

6 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 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.

  • Compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendations

The next step is to build internal evaluation practice, especially teaching as inquiry, to provide deliberate teaching strategies and individual programmes for all students at risk of not achieving the National Standards. 

Joyce Gebbie

Deputy Chief Review Officer Central

8 June 2016

About the school


Palmerston North

Ministry of Education profile number


School type

Full Primary (Year 1 to 8)

School roll


Gender composition

Female 23, Male 17

Ethnic composition







Review team on site

March 2016

Date of this report

8 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2013

July 2010

June 2007