Macandrew Bay School

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Not Applicable
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488 Portobello Road, Macandrew Bay, Dunedin

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Macandrew Bay School

Te Ara Huarau | School Profile Report


This Profile Report was written within six months of the Education Review Office and Macandrew 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.


Macandrew Bay School is located on the Otago Harbour near Dunedin and provides education for learners from Years 1 to 6. The school’s mission statement is, ‘simply the best for our children’.

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

  • provide learners with a broad curriculum that is engaging, motivating, fosters creativity, balance, wellbeing and a lifelong passion for learning

  • ensure all learners experience learning success and are supported to achieve their personal best, particularly with foundation skills including language, literacy and numeracy

  • provide a safe, stimulating learning environment that fosters a sense of belonging, connection to the school and peninsula community and that celebrates cultural diversity

  • develop a strong learning community, where everyone works well together, actively participating and contributing to the life of the school.

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

ERO and the school are working together to evaluate the impact of a localised writing curriculum on the progress of all learners and in particular target learners.

The rationale for selecting this evaluation is:

  • writing achievement information has indicated that the school needs to develop ways to gather and respond to data in order to ensure the progress and acceleration of its target learners

  • a goal to extend teachers’ evaluation practices and understanding to ensure consistency across the school that it is fair and equitable for all learners

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

The school expects to see:

  • the development of a writing programme that enables all learners to access a broad curriculum through strong foundational literacy skills and knowledge

  • moderation practices further developing teacher practice in making assessment judgements

  • the effectiveness of a localised writing curriculum in supporting all students to progress and achieve in their learning.


The school can draw from the following strengths to support its goal to evaluate the impact of a localised writing curriculum on the progress of all learners and in particular target learners:

  • a community-school partnership that supports learning and wellbeing

  • a robust approach to structured literacy teaching that is applied in a consistent way schoolwide

  • regular use of achievement information by school leaders to prioritise next steps

  • the collaborative way in which staff work together to support learners and their whānau.

Where to next?

Moving forward, the school will prioritise:

  • strengthening teaching, learning and assessment practices in writing to improve achievement levels for all learners

  • developing a framework of expectations and success indicators for progress in writing to better reflect on and inform next teaching and learning steps

  • designing a sustainable model for ongoing support for identified groups of learners not yet making expected progress.

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

1 September 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Macandrew Bay School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of May 2023, the Macandrew Bay School Board has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Further Information

For further information please contact Macandrew Bay School, School Board.

The next School Board 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

1 September 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.­

Macandrew Bay School

Provision for International Students Report


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.

The school showed how it has established effective processes for reviewing its provision for international students and compliance with the Code through historical details from their most recent international student cohort.

Shelley Booysen
Director of Schools

1 September 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Macandrew Bay School - 10/10/2019

School Context

Macandrew Bay School is a Years 1 to 6 school located on the Otago Peninsula. The current roll is 169, and 14% of students identify as Māori. The school has a stable staff and Board of Trustees.

The school’s vision, ‘simply the best for our children’, states that students will be supported to be the ‘best they can be’. The principles are future focused and include learning to learn and learning with high expectations within an inclusive community.

The values of respect, responsibility, passion for learning, independence, honesty, and kindness are embedded within the curriculum.

Current strategic priorities are continuing to improve outcomes and achievement levels in literacy and numeracy, to improve confidence and enjoyment of students in learning, and to continue to develop the broad curriculum (STEAM).

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

  • progress and achievement in reading, writing and mathematics
  • outcomes related to wellbeing for success
  • achievement in learning areas in relation to the levels of the The New Zealand Curriculum
  • outcomes for students with additional learning needs, including gifted and talented students
  • progress and achievement in the key competencies of The New Zealand Curriculum.

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 is effective in achieving equitable and excellent outcomes for most of its students in literacy and mathematics.

Over the last three years most students achieved the school’s curriculum expectations in reading, writing and mathematics. Levels of achievement are well sustained, over time, for reading and mathematics. There is some disparity for boys and Māori students in writing.

Reports from New Zealand standardised assessments show very good school-wide improvement over time in aspects literacy and mathematics.

Almost all students are achieving the school’s valued outcomes, as expressed in the school’s values.

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

The school is highly effective in its response to those students whose learning and achievement need acceleration.

Specific and targeted responses to accelerate progress have been effective in reducing in-school disparity for most groups of learners. There is evidence to show that learners make accelerated progress over time, including those who move from at to above expected curriculum levels.

In 2017 and 2018, almost all students identified as needing to make accelerated learning in mathematics did so. The school recognises the need to increase the numbers of students working at expected levels in writing. To achieve this the school is implementing the long and short-term strategies of:

  • school-wide teacher development to increase the professional capability and collective capacity in the teaching of writing

  • targeting students in all classrooms to support them to accelerate progress in their learning.

School information over the last three years shows that by the end of year 6, almost all students are achieving equitable and excellent outcomes.

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 school continues to be a high performing school, using coherent processes and practices that promote equity and excellence.

Macandrew Bay School’s curriculum is highly responsive and supports students to be effective learners. There is clear alignment and coherence across all areas of the curriculum. Learning is future focused, localised and draws on the school’s unique location on the Otago Peninsula. Teachers collaborate with students on the design of learning activities. They choose authentic real-world contexts for learning which maximises student engagement in learning. All students participate in a rich bicultural curriculum and have regular learning opportunities with a specialist te reo Māori teacher. The school’s curriculum successfully promotes students’ belief in themselves to achieve.

Trustees and leaders are highly focused on student’s learning, wellbeing, achievement and progress. They receive a wide range of high-quality student data and evaluative information. The perspectives of students, parents, whānau and community are valued by the board, leaders and teachers. Trustees and leaders use this information to clearly identify priorities and targets. Leaders and teachers use learning information as a catalyst for professional discussions to promote positive outcomes for students.

The school values are well embedded across the school and underpin a learner centred culture. Teachers place priority on providing all students with optimum opportunities to learn.

There is high relational trust at all levels of the school community. Students benefit from a caring inclusive environment. Learners with additional needs experience a collaborative wrap-around approach to wellbeing and learning for success across the school. Leaders and teachers view purposeful community partnerships as essential to support authentic learning for students. There is a continuous focus on developing positive attitudes and dispositions for successful learning. There is a culture of care where everyone feels valued.

Internal evaluation is integral to all school operations. Clarity of purpose and process lead to continuous improvement. Leaders and teachers demonstrate adaptive expertise to better meet the needs of students. They critically apply new knowledge to problems to develop useful approaches and solutions. Collaboration between teachers spreads effective teaching practices across the school. Teachers are well supported by deep and focused professional development, robust appraisals, on-going evidence-based inquiries and clear guidelines and expectations for teaching. This approach ensures that students are very well supported by teaching and learning programmes that meet their needs.

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

Leaders and teachers have identified their next step is to continue to implement the future focus (STEAM) curriculum and to closely monitor the impact and outcomes for all students.

Provision for international students

The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016(the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there was one international student attending the school. The school has the organisational structures and practices in place to welcome and support international students. They support students to be well integrated into the life of the school. Teachers support students to improve their English language skills where necessary and achieve their learning goals. Teachers monitor students’ wellbeing and learning and help them to have a positive experience at the school.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Macandrew Bay School’s performance in achieving valued outcomes for its students is: Strong.

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

5 Going forward

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

  • school systems, processes and practices that are strongly focused on achieving equity and excellence, and accelerating children’s progress

  • a well-developed and responsive school curriculum that effectively uses children’s interests, teachers’ skills and knowledge, the environment and wider community to make learning engaging and relevant

  • effective processes and practices for internal evaluation that promote high quality learning and teaching.

Next steps

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

  • continuing to develop and implement the future focussed science and technology curriculum

  • continuing to monitor the impact of this development on the progress and achievement of all students.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

10 October 2019

About the school



Ministry of Education profile number


School type

Contributing Years 1-6

School roll


Gender composition

Boys 51%, Girls 49%

Ethnic composition

Māori 14%

NZ European/Pākeha 70%

Other ethnicities 16%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

August 2019

Date of this report

10 October 2019

Most recent ERO reports

Education Review June 2015

Education Review February 2011

Education Review October 2007