Baverstock Oaks School

Baverstock Oaks School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Baverstock Oaks 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 

Baverstock Oaks School is a large Year 1 to 6 contributing school in Flatbush, Auckland. The school serves a culturally diverse community.

Baverstock Oaks School strategic priorities for improving outcomes for learners are: 

  • implementing a responsive curriculum that ensures student capability is developed

  • building strategies to develop awareness of self

  • fostering leadership for all

  • enhancing the school communities’ sense of identity, language, and culture.

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

ERO and the school are working together to evaluate how well teaching interventions are accelerating the progress of Māori learners, Pacific learners, and boys.

The rationale for selecting this evaluation is:

  • to respond to the needs of all learners so the school makes progress towards achieving equitable outcomes

  • ensure ongoing analysis of school achievement information that identifies teaching and learning priorities

  • to accelerate and sustain every learner’s progress and achievement over time.

The school expects to see teachers implement effective intervention strategies that result in improved outcomes and an upward trend of student achievement for Māori learners, Pasifika learners, and boys. 

Strengths

The school can draw from the following strengths to support its goal to accelerate the progress and achievement of Māori learners, Pasifika learners, and boys.

  • Learner wellbeing is consistently well-promoted and sustained through collaborative approaches.

  • Leadership reflects the ongoing commitment to achieving the school’s strategic direction and equitable achievement outcomes for all learners.

  • Effective assessment systems and processes identify, monitor and report progress and achievement of all students.

Where to next?

Moving forward, the school will prioritise:

  • implementing and evaluating intervention programmes that are proven to be effective and make a difference for priority learners

  • continuing to strengthen the learning partnerships with parents and whānau to further promote equitable and excellent learning outcomes for all learners.

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

22 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

 

Baverstock Oaks School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of September 2022, the Baverstock Oaks School School Board 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 Baverstock Oaks 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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

22 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

Baverstock Oaks School

Provision for International Students Report

Background

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.

Findings 

Baverstock Oaks 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 three international students attending the school, and no exchange students.

International students make good progress and achieve well. They receive high quality English language learning programmes. International students actively engage in regular classroom programmes and participate well in co-curricular activities.  Students and their family's access to first language speakers and access to English as second language programmes are strengths of the school. 

The school’s self-review process for international students is thorough. 

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

22 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

Baverstock Oaks School - 11/11/2016

1 Context

Baverstock Oaks School caters for children in Years 1 to 6. The school continues to serve a growing multicultural and diverse community and many children are English language learners. Since ERO's 2013 review the Māori roll has remained at six percent. Pacific children make up 16 percent of the roll. In 2014, the board, with support from the Ministry of Education, conducted a review of the school's inclusive practices. Children work in modern learning environments and have opportunities to bring their own digital devices.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are focused on the school being a learning community. The school motto of 'Learning to Grow; Growing to learn' is reinforced through a set of six values where diversity is identified as a strength and the wellbeing of the whole person is a priority. Other values reflect the school's focus on building learning partnerships with families and learning how to learn.

The school’s achievement information shows that by the end of Year 6 nearly 70 percent of children achieve at or above the National Standards in reading, writing and mathematics. The levels of attainment have remained similar for the last three years. School literacy data shows disparity between boys' and girls' achievement. There is a small disparity between Māori and Pacific children's achievement and the rest of the school population. Over the last three years the disparity is lessening in mathematics for both groups of children and in writing for Pacific children.

School leaders continue to improve school wide systems and processes that support teachers to make robust and consistent achievement judgements against the National Standards. School leaders are beginning to gather information of children in Years 1 to 3, about their progress and achievement in relation to National Standards at the time of their anniversary of starting school, and reporting this information to parents and whānau.

Since the last ERO evaluation the school has:

  • developed whānau leader roles to support the close monitoring and promotion of children's progress and achievement
  • created specific education plans to further support success for Māori and Pacific learners
  • strengthened learning partnerships with parents that provide further support for children's learning at home
  • implemented a variety of teaching strategies to increase children's ownership of their learning, progress and achievement
  • considered more inclusive practices for learning support to cater for the diverse needs across the school.

3 Accelerating achievement

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

The school is effective in responding to Māori children whose learning and achievement need acceleration.

Very good systems at the class and whānau levels help teachers to keep a clear line of sight on the progress and achievement of individual Māori children. Leaders and teachers use data analysis well to support the early identification of children who are at risk of not achieving and whose progress requires acceleration. Teachers use this information to develop class profiles and action plans that target children's progress, support ongoing monitoring, and give consideration to their next learning steps.

The school has implemented a Māori education plan that guides school initiatives to develop the potential of all Māori children. The planned strategies include taking a strengths-based approach to supporting the learner whose progress needs accelerating by building on the child's interests and strengths. This is helping teachers to gain a broad and holistic understanding of individual Māori children and their learning. The increased use of the resource Tātaiako: Cultural Competencies for Teachers of Māori Learners, is helping teachers to reflect on the effectiveness of their practice in making a positive difference to children's progress.

Recent tracking data for Māori learners who are below the National Standards show positive shifts in achievement for many children and some accelerated progress.

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

The effective strategies and practices used by leaders and teachers to support Māori learners are similar to those used to help Pacific and other children who need to make accelerated progress.

The board resources an inclusive learning support department that uses a variety of intervention approaches and programmes to support children who are below the National Standards in reading, writing and mathematics. School tracking of the achievement of children receiving learning support is extensive and shows positive shifts for many children. Ongoing monitoring of these children to ensure progress is sustained over their time at the school is a strength of the department's systems.

The board sets specific and relevant improvement achievement targets that enable the school to focus on and measure progress and achievement for different groups of children. Recent charter targets focus on lifting literacy achievement in the first two years of school, and for Māori and Pacific children across the school who are below the National Standard. Senior leaders continue to refine strategic ways of reporting achievement information to the board that will support trustees in scrutinising the effectiveness of the school in achieving valued outcomes for children.

A school management system change in 2014 is supporting school leaders to gather a wider variety of achievement information about different groups of children and their progress over time. Staff are making use of this new data to focus on the progress of Māori and Pacific children. It could also be beneficial to consider other ways to disaggregate the data to provoke inquiry about the impact of initiatives to increase equity and excellence in learner outcomes.

Leaders are effectively encouraging collective responsibility amongst staff for children's learning and progress. Whānau leaders oversee team development plans that focus on how to raise achievement. Teaching teams meet to discuss samples of children's assessment and consider strategies for better supporting individual learning progress. Teachers' improved evaluation of their actions, and discussions that focus on what can be done differently to support individual learners, are making a positive difference to children's progress and achievement.

Children have an increasing understanding of their own achievement and next learning steps. They are engaged in the learning process and have some ownership of their learning. Teachers use different approaches to sharing assessment information with children and supporting them to further improve their achievement.

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 targets for equity and excellence?

The school's curriculum, processes and practices are effective in promoting equity and excellence for children.

The school has very good learning-centred relationships with parents and whānau, with a particular focus on families of children whose learning needs accelerating. Parents, whānau and teachers have shared understandings of curriculum goals and engage in productive learning conversations. Parents and whānau receive information and resources, and participate in learning opportunities that enable them to constructively support their children's learning.

Experienced school leadership is focusing on building professional capability and collective capacity for promoting equity and excellence. In 2016 the school is working with a more distributed leadership structure that is supporting greater continuity and coherence across curriculum and assessment practices. A staff culture of shared professional dialogue, reflection and collaboration supports teachers to engage effectively in evidence informed professional inquiry to improve outcomes for children.

Some good progress has been made to strengthen the bicultural curriculum. A relationship with Umupuia Marae has recently been established and has potential to strengthen opportunities for Māori children to experience success as Māori and for all children to learn about the bicultural heritage of Aotearoa New Zealand.

Strong relationships of care (manaakitanga) and connectedness (whanaungatanga) are a feature of the school. The school's promotion of, and response to, children's wellbeing is extensive. Teachers have a good understanding of the whole child as a learner and priority is given to creating a settled environment that supports learning to take place.

Self review is used well. Outcomes of school-wide review provide clear rationale for positive change. Children, staff and the school community are consulted as part of review processes, and develop a shared ownership of outcomes to support the school's overall improvement focus. It would be beneficial to frame curriculum review around what the school knows is working best for children. This would contribute to building a shared understanding of good practices that accelerate learning progress and build organisational capability.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

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.

The school is well placed to sustain progress made in teaching practice and to make ongoing improvements that impact positively on all children's learning.

ERO and school leaders agree that priorities for further development include:

  • making use of external expertise to improve the dependability of teacher judgements in relation to the National Standards
  • continuing to grow the bicultural curriculum within this community's multi-ethnic setting
  • developing shared agreements on pedagogy and structures to support the continuity of learning for 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

  • provision for international students.

7 Recommendation

ERO recommends that school leaders continue to build coherent organisational conditions that promote evaluation, inquiry and knowledge building, and engagement in evidence-based decision making, to further promote positive outcomes for all children.

Graham Randell

Deputy Chief Review Officer Northern

11 November 2016

About the school

Location

Flat Bush, Auckland

Ministry of Education profile number

6960

School type

Contributing (Years 1 to 6)

School roll

745

Number of international students

3

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori

Pākehā

Indian

Chinese

Pacific

Vietnamese

Filipino

Middle Eastern

other ethnicities

6%

14%

25%

17%

16%

3%

2%

2%

15%

Review team on site

September 2016

Date of this report

11 November 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2013

June 2010

May 2007

Baverstock Oaks School - 01/06/2010

1. The Education Review Office (ERO) Evaluation

Baverstock Oaks School, located on the rapidly growing urban fringe of East Auckland, provides a very good standard of education for students from Years 1 to 6. Since the school’s first ERO review in 2007, the board has successfully managed a growing roll, the loss of Year 7 and 8 students to a newly opened junior college,ongoing property developments, and a growing and changing staff.

The shared vision for the school, established by the founding board, principal, staff, students, and community in 2005, remains strong. Since the 2007 ERO review, the vision has been reviewed by the school community and staff. The values and core beliefs of the school are clearly articulated by the principal and are supported by parents, teachers and children. The board and principal provide the school with effective governance and leadership.

Students are confident, motivated learners. They engage well with each other and enjoy an increasing partnership with their teachers in their learning. Students are respectful of each others’ cultural backgrounds and value the rich experiences and different languages that their peers bring into the school. Students who require extra support or extension are identified and provided with suitable learning and leadership programmes. They work in an environment in which expectations for learning and behaviour are clear.

School achievement information shows that most students achieve at, or slightly above, national expectations in literacy and mathematics. The standard of teaching across the school is very good. Teachers are receptive to new ideas and use effective teaching strategies. Robust appraisal systems support teacher development, and a well considered professional development programme for all staff enhances the quality of education provided for students.

The board of trustees has identified that a priority for the school in 2010 is to consider ways of sharing the richness of New Zealand’s heritage with other cultures. There is a need to raise awareness of bicultural values and practices within the school curriculum.

The board, principal and staff are focused on helping students to achieve educational success. The school has effective self-review processes in place to ensure the ongoing improvement of programmes and systems. ERO and the board of trustees agree that the next stages of school development should focus on further developing the school’s learning cycle so that it includes all the components of an inquiry approach to learning.

Future Action

The board of trustees has demonstrated that it is governing the school in the interest of the students and the Crown. The board, together with the principal and school leaders, continues to focus on improving student learning: engagement, progress and achievement. ERO is likely to carry out the next review within three years.

2. Baverstock Oaks School’s Curriculum

How effectively does the curriculum of Baverstock Oaks School promote student learning: engagement, progress and achievement?

School context

Since opening in 2005 the school has grown extensively, from an opening roll of 57 students to a roll in excess of 800 students by the end of 2008. At the end of 2008 a Ministry of Education initiative removed Year 7 and 8 students to a new junior college. New housing developments in the area, two new primary schools opening close by, and a change in the school zoning boundaries by the Ministry, have meant ongoing fluctuations in the school roll since the 2007 ERO review. At the time of this review the roll was just over 600.

The board and principal have continued to work together to govern the school effectively and provide strong professional leadership. The principal has a focus on developing leaders within the school. The restructuring and expansion of the senior leadership team in 2009, and the creation of a larger leadership team of whānau leaders, ensures that knowledge and leadership opportunities are shared throughout the school.

Professional leadership of the school is strong, and has a focus on promoting student learning. The principal has clearly articulated expectations of teachers. The senior leadership team is highly knowledgeable about curriculum and works alongside teachers to analyse student assessment information. Teachers are well supported in their professional practice by access to ongoing professional development, robust performance managements systems, and an effective advice and guidance programme for provisionally registered teachers.

The board and staff provide many opportunities to build positive partnerships between home and school to support learning outcomes for students. Parents are well informed about current learning through school newsletters and regular gatherings. The board actively seeks input from the community to contribute to reviews carried out in the school. Senior leaders encourage an open-door policy where relationships are built with families on an individual basis. Students take part in home and school progress interviews.

Areas of strength

Student engagement. Students are engaged purposefully in classrooms and are focused on learning. They are given opportunities to self assess and to provide other students with comments about what they have done well and what they need to do to improve their learning. Students are encouraged to set goals that support them to become self-managing learners. An increased focus on students becoming responsible for their learning is evident in classrooms.

Resources for teaching and learning. The board has planned effectively to provide resources for teaching and learning. Students and teachers have access to high quality buildings, equipment, and materials, including information and communication technologies (ICT). The board also invests in teachers and well trained learning assistants to teach and manage programmes and interventions that support students with special needs and students who are not achieving at expected levels.

School curriculum. The Baverstock learning cycle provides the basis for curriculum delivery in the school. This learning model was developed with the school’s foundation staff and embraces the school’s shared vision and values. Ongoing review and a considered implementation plan have seen these vision and values align well to the key competencies and principles of The New Zealand Curriculum. Staff have developed a set of key competencies to show the sequence and progression of students’ learning and development over their years at the school.

Teaching practices. Teaching across the school is of a very good standard. Teachers set clear expectations and give step by step instructions to guide students’ learning and to help them to experience success. Teachers make good use of ICT to support student learning and a good pace of learning is evident in classrooms.

Student achievement. School achievement information shows that most students are achieving at, or slightly above, national expectations in literacy and mathematics. This information is used well at the classroom level by teachers to guide their planning of teaching programmes and to report to parents on student progress. Achievement is reported to the board.

Monitoring progress and achievement. Senior leaders have now created student profiles on the school’s computer school management system, and the school is well poised to provide the board with executive summaries of student achievement, showing patterns and trends for all groups of students and showing students’ progress over their time at school.

Areas for development and review

Building an inquiry learning model for curriculum delivery. Senior leaders have identified the need to clarify, document, and embed shared understandings of ways in which the school’s learning cycle is taught as an inquiry approach to learning. This documentation should provide teachers with appropriate guidelines for delivering a consistent inquiry approach to learning across the school. Senior leaders would find it useful to track delivery of the school’s curriculum to ensure that a balanced curriculum is provided.

Promoting biculturalism and nurturing the potential of Māori and Pacific students. The board acknowledges that the school could increase students’ awareness of bicultural values and practices within the curriculum, and could provide more opportunities for students to learn about New Zealand’s dual heritage. These opportunities should contribute to all students’ knowledge and would celebrate the bicultural backgrounds of the school’s Māori students.

It would also be useful for the school’s curriculum teams to use the Ministry of Education documents, Ka Hikitia: Managing for Success and the Pacific Education Plan, with all staff at regular shared planning meetings to consider ways of nurturing the potential of the school’s Māori and Pacific students. It is timely for senior leaders to collect, analyse and report on data in relation to the engagement, progress and achievement of Māori and Pacific students.

3. Recommendation

ERO and the board of trustees agree that the next stages of school development should focus on developing the school’s learning cycle so that it includes all the components of an inquiry approach to learning, and enables children to take more responsibility for their own learning.

4. Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Baverstock Oaks 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 legal obligations related to:

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

ERO’s investigations during the course of the review did not identify any areas of concern.

5. Future Action

The board of trustees has demonstrated that it is governing the school in the interest of the students and the Crown. The board, together with the principal and school leaders, continues to focus on improving student learning: engagement, progress and achievement. ERO is likely to carry out the next review within three years.

Richard Thornton

National Manager Review Services

Northern Region

About the School

School type

Contributing Primary (Years 1 to 6)

School roll

604

Number of international students

6

Gender composition

Boys 54%, Girls 46%

Ethnic composition

NZ European/Pākehā 23%, Māori 6%, Indian 28%, Chinese 15%, Pacific 8%, African 6%, other ethnicities 14%

Review team on site

March 2010

Date of this report

1 June 2010

Previous ERO reports

Education Review, May 2007

To the Parents and Community of Baverstock Oaks School

These are the findings of the Education Review Office’s latest report on Baverstock Oaks School.

Baverstock Oaks School, located on the rapidly growing urban fringe of East Auckland, provides a very good standard of education for students from Years 1 to 6. Since the school’s first ERO review in 2007, the board has successfully managed a growing roll, the loss of Year 7 and 8 students to a newly opened junior college,ongoing property developments, and a growing and changing staff.

The shared vision for the school, established by the founding board, principal, staff, students, and community in 2005, remains strong. Since the 2007 ERO review, the vision has been reviewed by the school community and staff. The values and core beliefs of the school are clearly articulated by the principal and are supported by parents, teachers and children. The board and principal provide the school with effective governance and leadership.

Students are confident, motivated learners. They engage well with each other and enjoy an increasing partnership with their teachers in their learning. Students are respectful of each others’ cultural backgrounds and value the rich experiences and different languages that their peers bring into the school. Students who require extra support or extension are identified and provided with suitable learning and leadership programmes. They work in an environment in which expectations for learning and behaviour are clear.

School achievement information shows that most students achieve at, or slightly above, national expectations in literacy and mathematics. The standard of teaching across the school is very good. Teachers are receptive to new ideas and use effective teaching strategies. Robust appraisal systems support teacher development, and a well considered professional development programme for all staff enhances the quality of education provided for students.

The board of trustees has identified that a priority for the school in 2010 is to consider ways of sharing the richness of New Zealand’s heritage with other cultures. There is a need to raise awareness of bicultural values and practices within the school curriculum.

The board, principal and staff are focused on helping students to achieve educational success. The school has effective self-review processes in place to ensure the ongoing improvement of programmes and systems. ERO and the board of trustees agree that the next stages of school development should focus on further developing the school’s learning cycle so that it includes all the components of an inquiry approach to learning.

Future Action

The board of trustees has demonstrated that it is governing the school in the interest of the students and the Crown. The board, together with the principal and school leaders, continues to focus on improving student learning: engagement, progress and achievement. ERO is likely to carry out the next review within three years.

Review Coverage

This report provides an evaluation of how effectively the school’s curriculum promotes student learning: engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on;

  • what is known about student achievement information, including the achievement of Māori and Pacific students;
  • decisions made to improve student achievement using the information; and
  • teaching strategies and programmes implemented to give effect to the school’s curriculum.

ERO’s review is responsive to the school’s context. For example, when ERO reviews a school, it takes into account the characteristics of the community, from which it draws its students, its location, and the aspirations the community has for its young people, and relevant local factors.

ERO also builds on the school’s own self-review information. That is, ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information.

ERO also gathers information during the review to contribute to its reports on national education evaluation topics. Comments relevant to this school are included in the report. The national reports are published on ERO’s website.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.

Richard Thornton

National Manager Review Services

Northern Region

General Information About Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools; and
  • provide information to parents, communities and the government.

Reviews are intended to focus on student achievement and build on each school’s self review.

Review Focus

ERO’s framework for reviewing and reporting integrates the following:

  • school curriculum
  • national evaluation topics – contribute to the development of education policies and their effective implementation; and
  • Board Assurance Statement including student and staff health and safety.

It also integrates external review with school self review by taking the most useful aspects from external and self review to build a picture of the school and its context.

This helps ERO to answer the major evaluation question for reviews:

How effectively does this school’s curriculum promote student learning: engagement, progress and achievement?

Areas for Development and Review

ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the school will have identified these matters through its own self review and already plans further development in those areas.