Below is the summary report sent out to the community from our 2008 ERO report.
To the Parents and Community of Freemans Bay School:
These are the findings of the Education Review Office’s latest report on Freemans Bay School.
Freemans Bay School is a multicultural inner-city primary school that caters for children from Years 1 to 6. More than 20 different cultures are represented on the roll and nearly half of t he students attending speak English as an additional language. Since the 2005 ERO review, the school roll has grown. A significant number of students attending come from outside the school’s geographic zone as many of the parents work in Auckland city. The immersion Māori unit, Whānau Ata, continues to be an integral and valued part of the school.
The school is undergoing a period of change. Most of the members of the board are newly elected and previous trustees have been co-opted to support new trustees during this transition phase. The board has appointed a new principal and was in the process of appointing a deputy principal. Trustees and managers are continuing the school’s professional development focus on developing a learning community.
Students benefit from a strong sense of belonging in the school. They are confident and increasingly articulate about their learning and see themselves as capable learners. The school’s inclusive environment supports students’ engagement with learning. Teachers are now using strategies to make learning more visible for students so that they have greater ownership of their own development and progress.
Teachers have begun using student achievement data to inform their teaching. They have a growing knowledge of the achievement levels of their students in comparison with national achievement norms for reading, writing and mathematics. Students generally perform well against national expectations, especially in reading. The school has identified raising student achievement in writing as a priority.
Teachers respect each other and the new principal. They appreciate the direction and support given by the principal and work cohesively together on professional learning and development initiatives. They are committed to the school’s current focus on formative assessment practices linked to the teaching of writing. Teachers are enthusiastic about their improved practices and their growing expectations for their students’ achievement.
The quality of teaching is very good. The whole school focus on professional development has seen a positive change in teaching practice. Teachers are fostering shared partnerships with students by identifying the purpose of learning activities with them. They interact skilfully with students and comment on their work in positive ways that help students to extend their learning.
Trustees are well informed and bring a range of skills and expertise to the board. They communicate well with the principal. The board has a good understanding of its governance role and is knowledgeable about student learning. Trustees have begun a review of school policies and procedures. They are strongly focused on thinking about and planning for the future of the school. They are also beginning to network with other local boards of trustees to extend their knowledge base and strengthen connections. Trustees are aware of the need to work respectfully with their diverse community groups.
This report evaluates the quality of teaching of written language with a focus on formative assessment practices. It evaluates progress made in supporting Māori and Pacific student achievement, provisions made for international students, professional learning and development, and aspects of health and safety. ERO recommends that the board continue to build a learning community with staff, students, and families, and that the board, managers and staff use critical reflection and evaluation to guide continued school development.
The full 2008 E.R.O. report is available on the
Education Review Office website.
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