Andersons Bay School

Education institution number:
3703
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
284
Telephone:
Address:

92 Jeffery Street, Andersons Bay, Dunedin

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Andersons Bay School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Andersons 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

Context 

Andersons Bay School is located in the suburb of Andersons Bay in Dunedin. It provides education for students in Years 1 - 6. In 2021 there was a change in leadership, with an Acting Principal in place for Terms 1 - 3 and a new Principal who started in Term 4.

The school's vision is for staff and students to be "Absolutely Our Best". High expectations are modelled and taught through the school pillars of ‘Responsible, Resilient, Reflective and Respectful’. A strong sense of history and community within the school and the partnership with parents is highly valued.

Andersons Bay School’s strategic priorities for improving outcomes for learners are:

  • to provide a high-quality curriculum, based on the New Zealand Curriculum, which fosters excellence for all learners

  • to raise all learners’ achievement in te reo me ōna tikanga.

You can find a copy of the school’s strategic and annual plan on Andersons Bay School’s website.

ERO and the school are working together to evaluate the effectiveness of the ‘Te Reo me ōna Tikanga: Andersons Bay School Annual Plan’ in raising levels of confidence and competence in identity, language and culture for Māori, and all, learners. This is significant because Andersons Bay School’s vision is for Māori learners to excel in their education as Māori, and for all learners to flourish in a culturally responsive curriculum.

The rationale for selecting this evaluation is:

  • to understand the impact of the school’s developing culturally responsive curriculum on learners’ achievement outcomes

  • to sustain a focus on strengthening home-school partnerships for increased participation and contribution by whānau and parents for the benefit of learners

  • to support continuous improvement that promotes evaluation, inquiry and knowledge building.

The school expects to see planned developments in curriculum, teacher practice and home-school partnerships resulting in all learners demonstrating improved confidence and capability in te reo, tikanga and mātauranga Māori.

Strengths

The school can draw from the following strengths to support its goal to raise levels of confidence and competence in identity, language and culture for their learners:

  • the equitable and excellent outcomes that learners currently experience across the curriculum, and the effective, targeted support that is in place for those learners who need this

  • leaders’ effective and collaborative commitment to continuous improvement as a culturally responsive school

  • leaders’ and teachers’ proactive engagement with community expertise and wider networks to build relationships and knowledge, and to share their own learning and experiences.

Where to next?

Moving forward, the school will prioritise:

  • supporting teachers to grow their confidence and capability in te reo, tikanga and mātauranga Māori to enrich the curriculum for the benefit of all learners

  • strengthening meaningful, educationally significant connections with parents and whānau for greater reciprocity and collaboration on building a culturally responsive curriculum.

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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

13 September 2022 

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

Andersons Bay School

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of December 2021, the Andersons Bay School Board of Trustees 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 Andersons 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

13 September 2022 

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

Andersons Bay School - 09/10/2015

Findings

Students achieve at high levels against the National Standards and benefit from a wide range of learning experiences across the curriculum. There is a caring and respectful culture across the school. The school is well led and governed. There is strong evidence of ongoing improvement in order to provide the best for students.

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?

The school’s vision of ‘Absolutely the Best We Can Be’ is strongly evident in the high expectations of staff and students. Students can confidently talk about the four ‘pillars’ of respectful, resilient, responsible and reflective behaviours. This is a direct result of a school-wide initiative to build a positive culture.

ERO noted very caring relationships among staff and between staff and students. There is a strong focus on valuing and involving parents in their children’s learning and school life. Parents in turn are very supportive of the school. The school has an experienced staff, many of whom are long serving.

Since the 2011 ERO review there have been a number of changes. The roll has grown and an enrolment scheme is being implemented. Some areas of the school have been upgraded or rebuilt to better reflect a modern-learning environment.

Anderson’s Bay School is part of a cluster of local schools. This relationship enables sharing of ideas and resources and access to additional learning opportunities and experiences for students.

The school has a strong reporting history with ERO. The recommendations in the 2011 report have been partially addressed.

2. Learning

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

Trustees, senior leaders and teachers use achievement information very effectively to make decisions that enable students to experience success as learners.

Across the school, there are very high levels of achievement against the National Standards. Approximately 90% of students achieve at or above expected levels in reading and mathematics.

Writing is closer to 85%. The school has set appropriate targets to lift the achievement of students who need extra help to succeed.

Most students can confidently talk about their goals and next learning steps and regularly review their progress against these. Through the school there was variability in students’ understanding about how well they were achieving and the frequency of opportunities to assess their own and their peers’ work.

Teachers have a deep knowledge of each student’s learning needs, strengths and interests. Reliable assessment systems and practices are evident. Teachers:

  • ensure students at risk with their learning are quickly identified and very well supported
  • can show that most at-risk students make accelerated progress
  • keep parents well informed about their children’s learning.

The senior leadership team keeps a tight overview of student progress and achievement, especially for students at risk with their learning. They actively promote effective assessment systems and practices.

Trustees receive regular and useful reports on student progress and achievement, especially in literacy and mathematics. They use this information very well when making resourcing decisions.

Key next step

Reports to the board about students’ progress and achievement could be improved to include recommendations as to what staff and/or trustees might do to address identified concerns.

3. Curriculum

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

The school’s curriculum effectively promotes and supports students’ learning. Students are very positive about their school, teachers and the wide range of learning opportunities. They benefit from a broad curriculum and the regular use of local resources and expertise.

The school has detailed guidelines for curriculum planning and delivery. For example, the New Zealand Curriculum principles have been carefully described as to what they should look like in this school.

Students with special needs receive high quality support. A specialist teacher works closely with parents, classroom teachers and teacher aides to best support these students. The deliberate and detailed planning, teaching and monitoring ensure these students have many opportunities for success.

There is strong support for students who are at risk of not achieving. This includes a range of purposeful in-and-out of class interventions, supported by competent teacher aides.

Other curriculum strengths are the:

  • well-considered systems and practices to support a positive and inclusive school culture
  • range of opportunities to enrich and extend students with special interests and abilities
  • ongoing review of different initiatives and programmes.

The school has a major focus on increasing student and teacher competence in digital technologies. A specialist teacher provides deliberate instruction in digital skills for staff and students.

The school has a strong early-transition programme with well-planned initiatives to prepare children for school. The new-entrant teachers work closely with families prior to entry so that students settle quickly into school.

Teachers are expected to integrate a Māori dimension and some te reo Māori. However, the depth and frequency of this varies from class to class. Best practice was seen when teachers provided regular and increasingly challenging te reo Māori and found frequent opportunities to include a Māori perspective.

The school has identified its next steps are to:

  • increase the use of digital technologies
  • grow innovative and modern-learning practices through the school and develop a shared understanding about these.

ERO agrees with the school’s priorities, and next steps should include:

  • increasing opportunities for students to take responsibility for managing their own learning
  • extending curriculum reviews to include areas beyond literacy and mathematics.

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

About 13% of students identify as Māori. These students achieve very well. They achieve as well as their peers at the school. The school has high expectations for its Māori students.

Teachers have benefited from past work to build their language skills and understanding of core Māori concepts. Their appraisal includes consideration of these.

The school and parents of Māori students have identified some useful next steps. These include:

  • strengthening how the school gathers the views of whānau Māori
  • ongoing strengthening of how Māori language and culture are integrated into the school.

ERO recommends that the school develops action planning to ensure these things happen.

4. Sustainable Performance

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

This school is very well placed to sustain and improve its performance.

The school is well led by a strong, collaborative and improvement-focused leadership team. The principal recognises and uses the staff strengths. He sets a tone of care and empathy for staff and students.

Throughout the school there is a strong focus on ongoing improvement. Effective leaders head each teaching team. Within the teams and across the school staff members work closely in order to provide the best for children.

Reflection and innovation are encouraged. For example, several junior school teachers are leading the introduction of a more collaborative approach to teaching. Other teachers are leading initiatives related to improving appraisal and better use of digital technologies.

Other factors that contribute to ongoing improvement are the:

  • well-planned implementation of new initiatives
  • rigorous appraisal system that has a strong focus on improving teaching practice.

The board is very focused on what is best for students now and in the future. It makes well-informed resourcing decisions with long-term sustainability in mind. Trustees have a sound understanding of governance. The board could simplify the school’s strategic and annual plans so that these better reflect the school’s key priorities.

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

Students achieve at high levels against the National Standards and benefit from a wide range of learning experiences across the curriculum. There is a caring and respectful culture across the school. The school is well led and governed. There is strong evidence of ongoing improvement in order to provide the best for students.

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

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

9 October 2015

About the School

Location

Dunedin

Ministry of Education profile number

3703

School type

Contributing (Years 1 to 6)

School roll

303

Gender composition

Boys: 55%

Girls: 45%

Ethnic composition

Pākehā

Māori

Asian

Other

74%

13%

7%

6%

Review team on site

August 2015

Date of this report

9 October 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2011

February 2008

April 2005