The purpose of ERO’s external evaluations is to give parents, whānau and the wider school community assurance about the quality of education children and young people receive. ERO reports on the equity and excellence of learning outcomes for all students and for specific groups including Māori students, Pacific students and students with additional learning needs. This includes a focus on accelerating learning for students. ERO also reports on the quality and effectiveness of the school’s processes and practices for continuing and sustaining improvement. The report gives evaluation findings that answer four key questions about the school’s performance.
Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics
- progress, accelerated progress and achievement of priority groups
- progress in relation to strategic goals and targets
- outcomes related to wellbeing for success.
The school has a strong focus on wellbeing for all students. The development of the emotional and social competencies embodied in their valued outcomes of character, purpose, and learning are monitored through the curriculum and reported to parents.
There are a large number of students for whom English is a second language and these students are very well supported through specialist teachers and programmes to make accelerated progress.
Comprehensive data is gathered and analysed on the learning and wellbeing of all students. Students requiring additional support are identified, closely monitored and well supported through a range of tailored interventions. There are clear expectations for learning and behaviour and well considered, personalised transitions for students into, through and beyond the school.
Trustees and senior leaders provide strong, collaborative leadership. They effectively promote a shared vision and the alignment of a strong moral imperative that drives decision-making, behaviour and practices across all aspects of the school.
Considered communication and sharing of information, and the intentional building of leadership capacity across the staff, support leaders and staff to take collective responsibility for the learning and wellbeing needs of all students. Effective collaboration and strong relational trust provide an holistic framework for improving outcomes for students.
Respectful, reciprocal relationships are actively and consistently fostered. Students are encouraged to take responsibility for themselves and to care for others. Parents are valued and respected as partners in learning and in the life of the school. Families from diverse cultural backgrounds are welcomed and well supported. The school has strong and purposeful links with the wider Christian community and benefits from a shared sense of purpose and targeted professional development through the Kāhui Ako.
To read the latest detailed ERO report: