Please find a summary of our recent ERO report. 2013
How well does this school use achievement information to make positive changes to learners engagement, progress and achievement?
Teachers use assessment data and knowledge of their students to plan programmes based on their individual needs.
Teachers share student progress information as a team and collaboratively discuss their teaching. Reports to parents provide useful information about their children’s progress and next steps.
Students at risk of underachieving or requiring extension are provided with well-planned and targeted programmes.
3.CurriculumHow effectively does this school’s curriculum promote and support student learning?
Students actively engage in learning tasks.
Respectful and caring interactions are a feature of the classrooms.
Students work well together, sharing their ideas and experiences. Their work is displayed throughout the classrooms, alongside information they can use in their learning.
Students participate in a wide range of activities beyond the classroom.
Success is regularly celebrated at assemblies and in the community newsletter.
How effectively does the school promote educational success for Māori, as Māori?
Four students identify as Māori. They learn in an environment that is underpinned by whanaungatanga. Good links with whanau maintain ongoing collaboration and conversations about their children’s learning. The principal is focused on increasing the profile of te reo nga tikanga Māori in the school environment and classrooms.
4.Sustainable PerformanceHow well placed is the school to sustain and improve its performance?
Trustees want success for all students. The principal provides detailed reports to the board about student learning and achievement and operational matters.
Trustees, the principal and teachers take all possible measures to make students safe during their time at school.
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 Maori and Pacific students;
- decisions made to improve student achievement using assessment and self-review information; and
- teaching strategies and programmes implemented to give effect to the school’s curriculum.
ERO also gathers information during the review to contribute to its national reports. 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
National Manager Review Services
General Information about 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.
ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.
ERO also builds on the school’s own self-review information. 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 to improve student learning.
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.
Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone book, or see the ERO web page, www.ero.govt.nz, for ERO office addresses.