Review 10 April 2025
LatestSchool Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
About the School
Long Bay School provides education for learners in Years 1 to 6. The roll is 523 of which 38% of learners are Pākehā, 39% are Asian and 8% Māori. The school vision explore the depths, navigate the waves is underpinned by the school values of empowered, engaged and empathetic learners.
Part A – Parent Summary
Progress since August 2023 ERO report
Since the previous report in August 2023, ERO and the school have worked together to evaluate how well the school curriculum provides rich, authentic learning opportunities that empower all learners to think creatively.
During the course of the evaluation, the school focused on enriching learning and inclusion through integrating arts and cultural celebrations into the curriculum. Teacher professional learning supported the implementation and collaborative planning for authentic learning. As a result, it was found that children’s engagement in learning improved due to enhanced opportunities for leading their own learning and choice to creatively express the depth of mastery of their learning.
How well placed is the school to promote educational success and wellbeing?
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
Attendance
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Learners experience a positive and inclusive learning environment where physical and emotional safety is well promoted and contributes to their sense of belonging.
Learners who require additional support benefit from systems that ensure their learning needs are identified and addressed, contributing to improved engagement and learning outcomes.
Strategic and effective leadership drives improvement and sets high expectations for teaching and learning.
The school’s curriculum design provides for integrated learning opportunities with breadth and depth across learning areas.
Professional strengths and development needs are regularly identified and supported to meet the school’s teaching and learning goals and improved outcomes for learners.
A systematic approach to planning for sustained school improvement is in place that is informed by regular use of good quality evidence and evaluation.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- embed cohesive and consistent teaching practices that sustain high levels of learner progress and achievement and meet the refreshed curriculum priorities
- further refine assessment tools, strategies and processes to monitor and report progress and achievement of all learners, including those identified with additional needs
- further develop the school’s framework for teaching and learning to support learners to understand and take ownership of their learning, progress and achievement
- implement initiatives that build regular attendance rates for all learners to meet Ministry of Education targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- integrate the recently developed learner and teacher profiles into the school’s framework for teaching and learning
- review assessment and reporting tools, strategies and processes to ensure clarity and cohesion for teachers, learners and parents / whānau
- share attendance expectations and the stepped attendance response process with parents / whānau
Every six months:
- continue to analyse and monitor learner progress and achievement information to inform next steps in teaching and learning
- review strategies to support learners to reflect on their learning and monitor their strengths and next steps for improvement
- track and monitor attendance information; identify what is working and adjust targeted strategies for ongoing improvement
Annually:
- evaluate the effectiveness of strategies to improve learning, attendance and engagement, and report the outcomes to the board to inform planning and resourcing for further improvement priorities and initiatives.
Actions taken against these next steps are expected to result in:
- cohesive and consistent teaching, learning and assessment practices that sustain high levels of progress and achievement for all learners
- increased ability of learners to understand and reflect on their learning to monitor their strengths and next steps for improvement
- improved levels of attendance that meet or exceed the Government’s target for regular attendance.
Part C: Regulatory and Legislative Requirements
Provision for International Students
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
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 and has completed an annual self-review of its implementation of the Code.
At the time of this review there were five international students attending the school, and no exchange students.
The school’s internal evaluation process for international students is well-established. The provision for international students is regularly reviewed and school governance and leadership are well informed about international students’ wellbeing, learning and engagement.
Open communication and regular interactions with parents and families support the development of positive home and school relationships and quality partnerships for learning. Students are fully engaged in the life of the school and have opportunities to participate and learn in a range of meaningful contexts.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Sharon Kelly
Director of Schools (Acting)
10 April 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home