Stanley Bay School

School 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 

Stanley Bay School provides education for learners in Years 1 to 6. Currently the school’s roll is 223 and is made up of primarily European and Pākehā learners. Since the previous ERO report in 2022, a new principal and deputy principal have been appointed. The school’s whakataukī is Ko era e mau te wehi ka hari to ora | Those who do their best do well.

Part A – Parent Summary

Progress since August 2022 ERO report

ERO and the school worked together to evaluate how well student-led learning contributed to continuously improving wellbeing and achievement outcomes for priority learners. The school expected to see: 

• inclusive classroom environments that support priority learners to be confident, creative and critical thinkers who were connected to their community and the wider world
• teachers consistently using highly effective teaching strategies and practices that promote equitable and excellent learner outcomes.

During the course of the evaluation, it was found that learners were confident and well supported by teaching staff to make progress in their learning. Learners experienced a positive and inclusive learning environment that enabled them to develop resilience and become problem solvers. Significant improvement in writing and mathematics since 2022 is evident. Teaching and learning programmes reflected students’ strengths, interests and needs well, ensuring equitable and excellent learner outcomes.

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 a 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 SafetyThe 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

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

Most 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 equitable for all groups of learners.

Attendance

The school is approaching the target of 80% regular attendance.

The school is developing 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 significantly 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 Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

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 progress and achieve well in reading, writing and mathematics; achievement information shows there are no significant inequities between groups of learners.
• Students express a strong sense of belonging and pride in their school that supports their wellbeing and engagement with learning.
• Leaders gather relevant feedback and ideas from students, staff and parents, and use this information appropriately to inform decision making and strategic planning.
• Structured literacy is well embedded throughout the school; leaders and teachers have been planning and implementing structured mathematics since the start of 2024.
• Learners experience a range of meaningful learning opportunities linked to the local context; leaders and teachers are strengthening the integration of curriculum initiatives and programmes that draw on te reo Māori, tikanga Māori and te ao Māori.
• Well-considered staff professional development is targeted, planned and purposefully implemented for ongoing improvement of teaching and learning.
• Teachers work collaboratively and regularly use achievement information and evidence to inform teaching and learning, monitoring the impact of their actions.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• continue to review initiatives to increase the regular attendance of all students
• consolidate curriculum initiatives, embedding te reo Māori, tikanga Māori and te ao Māori throughout school and class programmes
• continue to strengthen effective teaching, learning and assessment practices to sustain student achievement and strengthen students’ active engagement in their learning
• embed a shared understanding of evaluation for improvement among staff to support schoolwide consistency of high-quality teaching and learning.

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

• review the impact of initiatives to improve students’ regular attendance and identify further action
• continue to provide professional learning opportunities that strengthen teachers’ understanding and use of highly effective teaching, learning, assessment and evaluation practices
• review the progress made with consolidating the curriculum initiatives, including te reo Māori, tikanga Māori and te ao Māori, to inform future planning and action

Annually:

• review and report to the board on student attendance, progress and achievement information to support ongoing strategic decision making for improvement
• evaluate the impact of teaching, learning and assessment practices on students’ engagement, progress and achievement and use this to inform next steps.

Actions taken against these next steps are expected to result in:

• more students attending school regularly, meeting the Government’s target of 80% regular attendance
• sustained and improved student progress and achievement in reading, writing and mathematics
• learners who take ownership of their learning and are confident in their understanding and use of te reo Māori, tikanga Māori and te ao Māori
• continued effective use of evaluation for improvement schoolwide that supports consistent high quality teaching and learning practices.

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.

No international students were enrolled at the time of the ERO review.

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

Actions for Compliance 

ERO has identified the following area of non-compliance during the board assurance process:

• every safety check of a person must comply with the requirements for safety checks for core or non-core workers.
  [s31 (1) Children’s Act 2014]

The board has since addressed the area of non-compliance identified.

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 Evaluation 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
Acting Director of Schools

25 February 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home