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Macandrew Bay School

Macandrew Bay School Education Review Report 08/06/2015

What are the important features of this school that have an impact on student learning?
Macandrew Bay School continues to be a high performing school. It has a growing roll and
since the 2011 ERO review has added a classroom. The principal is long serving and
experienced and the staffing is stable.
The school’s values which promote care and respect and a passion for learning are strongly
evident throughout the school. The vision for adults and students to ‘be the best they can be’
supports the focus on recognising and valuing people’s strengths. Students ERO spoke with
said that the school is a safe place.
Throughout most of 2015 extensive building alterations and upgrades are being carried out.
This is in line with the board, staff and community wanting to create a learning environment
that is better suited to the modern teaching practices already in place.
The school recognises the strong sense of belonging students and their families have for the
local community and environment. This connection is strongly reflected in the curriculum.
Parents, grandparents and community members support the school very well. They tutor
students who need extra support to succeed, or who need extra extension and offer their
expertise to enhance students’ learning. Some have been involved in this service to the
school for many years.
Since the last review the school has continued to sustain and improve its very good practices.

How well does this school use achievement information to make positive changes to learners’
engagement, progress and achievement?
The teachers, leaders and trustees use achievement information very well to support
students’ progress and achievement. The school has detailed and well-analysed assessment
information at all levels. The school’s National Standards data shows high levels of student
achievement in writing and mathematics and particularly high levels in reading. Māori
students achieve well in reading, writing and mathematics. The school has high expectations
and a strong focus on raising student achievement. Appropriate targets are set to raise
achievement in mathematics and writing to match that in reading. This is supported by
deliberate plans of action. The school sees partnership with parents as vital in achieving
success for targeted students. Junior students make rapid progress in their early years. They
are given a good grounding which enables strong achievement as they progress through the school.
Teachers use assessment information effectively to:
identify students who need extension or extra support
detect students’ learning needs, inform their programmes and monitor their progress
provide students with specific feedback and determine students’ next learning steps
evaluate the effectiveness of their teaching and the programmes
report to parents.
Leaders use assessment information very well to:
analyse and identify trends and patterns
set targets and develop suitable interventions and action plans
evaluate the effectiveness of teaching and learning
decide on targeted professional development (PD)
report to the board.
Trustees use assessment information for making strategic decisions such as resourcing,
providing additional staffing and setting appropriate achievement targets.
Students’ success is a shared responsibility of all teachers. Students who may be at risk of
not achieving are discussed by teachers to find the best way ahead for them.

Students are becoming more aware of their learning and achievement. It would be useful for
teachers to review the extent to which students understand the process of learning they are
involved in.

How effectively does this school’s curriculum promote and support student learning?
Students benefit from a rich, well-developed and diverse curriculum. They take part in
interesting and authentic experiences that effectively motivate them to learn. Students can
talk about values and key competencies that are important to the curriculum and the way they
The curriculum design recognises the connections students have with their unique
environment and location and includes local geographic and historical features to enhance
contexts for learning. Māori perspectives, such as local Māori history, are included in topics of
study. The Enviroschools focus is well integrated across the curriculum. A team of
enthusiastic students helps drive this interest throughout the school.
Students enjoy caring and respectful relationships with each other and their teachers. They
feel safe to take risks in their learning. Students are given choice about the contexts for
learning each year.
Their ideas are respected by teachers and used to contribute to topics of inquiry. They
appreciate and value the contribution locals with specific expertise make to their learning.
Teachers are strongly supported by:
detailed guidelines that show the expectations for high quality teaching, student learning
and curriculum delivery
specialist and lead teachers who provide ongoing, relevant PD and model best teaching
skilled, experienced teacher aides and support/specialist teachers
each other as they plan collaboratively and share strategies to help students to make
progress and be challenged appropriately.
Teachers evaluate the effectiveness of their teaching and the impact it has on students’
learning. The performance-management system provides useful guidance and support for
The school acknowledges that it is timely to review and refine the appraisal process. This
includes a greater alignment of the Registered Teacher Criteria for the principal’s appraisal.
During the on-site stage of the review the principal looked at ways to incorporate the
Registered Teacher Criteria into her appraisal.

How effectively does the school promote educational success for Māori, as Māori?
The school has a strong commitment to fostering the wellbeing of Māori students and
effectively promotes success for Māori, as Māori.
The school curriculum is relevant and responsive to Māori students, whānau and te ao Māori.
The opinions of Māori students and their whānau are valued and used to inform planning and
self review.
The school purposefully builds students’, their families’, and the community’s te reo and
tikanga Māori knowledge and skills. Teachers with particular skills in te reo and tikanga Māori
support their colleagues to grow in competence and confidence. Students have regular, high
quality te reo lessons provided by a specialist teacher of Māori. They actively engage in
sequential and progressive learning of te reo Māori throughout their time at the school. For
some students this includes extension te reo Māori. Teachers include aspects of te reo and
tikanga Māori in their classrooms.
The school is part of a cluster of schools on the peninsula that supports students to succeed
as Māori. They have close links with Kai Tahu and a special extension programme with a Kai
Tahu focus for Māori and Pakahā students. The students have opportunities to visit and stay
at the local marae.
The principal identified that the statements to support provision for gifted and talented
students are due for review. The concepts of giftedness for Māori could be included in this.

Sustainable Performance

How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain and improve its performance.
Trustees are:
very able and knowledgeable about their role in ensuring the systematic and coherent
operation of the school
well informed and have a strong focus on raising student achievement
strategic in their governance roles
future focused, ensuring infrastructure supports the effective modern-learning practices
in the school.
The school has a well-developed and coherent charter that shows clear alignment from the
vision to strategic planning and through to curriculum delivery. Robust school evaluation
results in purposeful recommendations and positive changes. A high priority of the board is to
fund targeted PD for the teachers and principal so that current and best practice benefits all
The principal:
makes the best use of people’s strengths
is future focused and strategic in her thinking
models and leads high quality practice across the school.
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
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
Macandrew Bay School continues to be a high performing school. Students achieve highly in
mathematics and writing and particularly highly in reading against the National Standards.
Studentsare motivated to learn by a rich, well-developed curriculum. Māori students achieve
well and succeed as Māori. The school is very strategically governed and led.

Graham Randell
Deputy Chief Review Officer Southern
8 June 2015

About ERO

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