Murrays Bay Intermediate

Education institution number:
1386
School type:
Intermediate
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
1069
Telephone:
Address:

Sunrise Avenue, Murrays Bay, Auckland

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Murrays Bay Intermediate

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Murrays Bay Intermediate working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Murrays Bay Intermediate is in Murray’s Bay, Auckland. It provides education for students in years 7 and 8. The School's vision is ‘Ako Ki te Ora/Learn to Live’. The school is a member of the Mid Bay Kāhui Ako.

Murrays Bay Intermediate’s strategic priorities for improving outcomes for learners are a focus on ‘Ako Ki te Ora/ Learn to Live’, through:

  • Curriculum: Teachers are committed to pedagogical practices that improve student engagement and achievement.

  • Wellbeing: Students and staff regularly use a range of strategies and tools to enhance their well-being.

  • Culture and Identity: Students and staff are committed to and display the Murrays Bay Intermediate values.

  • Learning Environment: Our school is a safe, modern learning environment that supports students and staff.

You can find a copy of the school’s strategic and annual plan on Murrays Bay Intermediate’s website.

ERO and the school are working together to evaluate the effectiveness of the school’s literacy programme, with an emphasis on the further development and integration of explicit and systematic teaching through a structured literacy approach.

The rationale for selecting this evaluation is as follows:

  • across the Mid Bays Kāhui Ako there is a focus on raising literacy achievement for all learners, with a sharpened focus on literacy success for the school’s growing population of English second language (ESOL) and other priority learners

  • teachers at Murrays Bay Intermediate develop literacy programmes for adolescent learners within an inquiry-based programme; however, ESOL learners and struggling readers and writers would benefit from further development of programmes that explicitly and systematically address the early stages of literacy acquisition, to include vocabulary development.

The school expects to see:

  • school-wide implementation of structured literacy programmes for adolescent learners that includes identifying key teacher resources and professional development needs

  • adapting school-wide tracking tools to ensure responsive planning and teaching focused on equitable outcomes for all learners.

Strengths

The school can draw from the following strengths to support it in its goal to evaluate the effectiveness of the school’s literacy programme, with an emphasis on the further development and integration of explicit and systematic teaching through a structured literacy approach.

The school has worked hard embedding school practices, including:

  • student and staff well-being in a culturally inclusive environment

  • a concept-based inquiry model, growth mindset, and resilience amongst learners

  • teachers' collaboratively plan, encouraging deeper levels of understanding as colleagues to inquire, reflect, and make informed decisions to ensure schoolwide consistency across teaching and learning to provide equitable education for all students

  • distributed leadership, which includes Heads of departments, Curriculum Leaders, and teachers working together to support and meet strategic goals.

Where to next?

Moving forward, the school will prioritise teachers being provided with needs-based content and teaching knowledge of structured literacy programmes to support adolescent learner success by:

  • tracking and improving vocabulary achievement outcomes for all learners

  • investigating and researching best practices in structured literacy for adolescent learners

  • resourcing professional materials and supports for teachers.

ERO’s role will be to support the school in its evaluation for an improvement cycle to improve outcomes for all learners. ERO will support the school in reporting its progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

15 December 2022

About the School

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

Murrays Bay Intermediate

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of November 2022, the Murrays Bay Intermediate Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Murrays Bay Intermediate Board.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

15 December 2022  

About the School

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

Murrays Bay Intermediate

Provision for International Students Report

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 has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the code.

Policies and procedures to support programmes are clearly documented. Students are well supported by a committed team of people. The school ensures the students have access to a broad curriculum and are fully integrated into the life of the school community. Progress of students is carefully monitored and shared with parents.

At the time of this review there were 12 International Students attending the school.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

15 December 2022 

About the School

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

Murrays Bay Intermediate - 12/08/2015

Findings

Murrays Bay Intermediate continues to provide a highly-effective curriculum that supports and promotes student learning. A feature of the school’s curriculum is the effective use of computer technology to enhance learning. Students enjoy an extensive range of learning opportunities, and most students achieve at or above the National Standards.

ERO is likely to carry out the next review in four-to-five years.

1. Context

What are the important features of this school that have an impact on student learning?

Murrays Bay Intermediate is located in the suburb of Murrays Bay on the North Shore of Auckland. It provides education for students in Years 7 and 8. The school’s roll of 1011 includes 20 students who identify as Māori. Twenty five percent of the school’s roll is of Asian descent.

The school’s senior leadership team consists of long serving and experienced principal, associate principal and executive officer. A new associate principal joined this team in 2012. This senior leadership team is well supported by other staff who undertake specific leadership of learning roles in the school.

Since the 2010 ERO review there has been several changes in teaching staff and composition of the board of trustees. The school has had considerable refurbishment of buildings and facilities. Teachers have undertaken extensive professional learning and development in writing as part of a Ministry of Education (MoE) funded initiative involving nine other intermediate schools in the wider Auckland area. The school has recently agreed to participate in the MoE community of schools initiative involving contributing primary schools and one secondary school in the Murrays Bay area.

The school continues to provide a curriculum that has a strong focus on supporting students as life-long learners with an emphasis on innovation, collaboration and creativity.

The school’s caring and inclusive culture for learning is based on respectful relationships between students and teachers with high levels of enthusiasm.

Students enjoy learning in well-organised and presented classrooms, and expansive and well-maintained grounds and environments.

Murrays Bay Intermediate has a positive ERO reporting history and has responded well to the areas for development in the previous ERO report about strengthening the provision of te reo Māori, and encouraging students to explore deeper learning in a digital environment.

2. Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Murrays Bay Intermediate makes very good use of student achievement information to make positive changes to learners’ engagement, progress and achievement.

School leaders have developed a comprehensive framework to guide the collection and use of student achievement information, especially in the areas of reading, writing and mathematics. They make good use of this information to:

  • inform decisions about curriculum design and teacher professional learning programmes
  • identify students requiring additional support or extension
  • report school-wide achievement to the board of trustees.

Well-developed processes are implemented that support teachers to make robust overall judgements in relation to the National Standards in reading, writing and mathematics.

The board is well informed about student achievement. Trustees effectively use this data to set appropriate annual achievement targets in the school’s charter, and to inform their decision making about resource allocation.

Teachers use a wide range of assessment information to develop individual learning pathways for students particularly in literacy and mathematics. They implement effective processes that support students to clearly identify their achievement, progress and next learning steps. As a result students are able to monitor their progress and manage their own learning

Parents are well informed about their children’s learning. They receive two comprehensive written reports each year, have opportunities to participate along with teachers in student-led conferences, and also have access to important curriculum information and their children’s learning through several on-line initiatives.

The school’s achievement information for 2013 and 2014 indicates that a significant majority of students, including Māori and Pacific, achieved at or above the National Standards in reading, writing and mathematics. This data shows that the school has already exceeded the 2017 MOE target of having 85% of all students achieving at or above the National Standards.

3. Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school curriculum very effectively promotes and supports student learning.

The school’s broad and rich curriculum provides many opportunities for students to pursue their interests and strengths, as well as discover new areas of learning. As identified in the 2010 ERO report, curriculum initiatives continue to be based on education research and best practice.

Particular features of the school’s curriculum include:

  • an appropriate focus on literacy and mathematics
  • a wide range of learning experiences in technology, performing and visual arts, and sport
  • many opportunities for students to develop their leadership skills
  • the effective use of real life learning contexts, including opportunities for students to make significant contributions to the local and wider community.

A special strength of the curriculum is the extensive and meaningful use of computer technologies to enhance learning by both teachers and students.

School leaders have established clear, well-researched and documented expectations for teaching practice at Murrays Bay Intermediate. Teachers receive regular and comprehensive support and guidance to support their professional capability. ERO observed the consistent implementation of effective teaching strategies that reflect school expectations.

Students’ wellbeing is enhanced by a strong schoolwide culture of shared care. They have access to a wide range of support personnel including school counsellors, experienced year level deans responsible for pastoral care and a school chaplain. Several specific learning programmes that support wellbeing are provided for identified students.

Students’ requiring additional support, including new English language learners, benefit from a comprehensive range of well-managed and monitored support programmes. These programmes are implemented by skilled and knowledgeable specialist teachers and teacher-aides. Specific classes are provided for students at both Year 7 and 8 who require extension.

To further enhance the school’s curriculum consideration should be given to developing a clear understanding, for students and teachers, of the key dispositions that promote and support life-long learning. This is likely to support the school’s future focused personalised curriculum.

ERO observed students who are enthusiastic about their learning, and who benefit from the meaningful learning partnerships that they have with their teachers and classmates.

How effectively does the school promote educational success for Māori, as Māori?

The school has made good progress since the 2010 ERO review in promoting success for Māori students, as Māori. Following a hui with Māori whānau, and consultation with local Kaumātua, the school has developed a Māori Education Plan to establish a kawa for school operations. A significant initiative has been the development of a school-wide te reo Māori programme led by specialist teachers.

Māori students’ sense of culture and identity at the school is promoted by:

  • opportunity to participate in performance kapa haka
  • incorporation of pōwhiri as an important part of school operations
  • visits to local marae as part of the school’s Education Outside the Classroom programme.

4. Sustainable Performance

How well placed is the school to sustain and improve its performance?

Murrays Bay Intermediate is very well placed to sustain and improve its performance.

The experienced and knowledgeable senior leadership team have a reflective approach to ongoing school improvement. They provide a clear direction for school development that is based on current research and agreed effective practice. A particular strength of the senior leadership team is the wide range of opportunities and support that they provide for teachers to develop their leadership skills, and to share their knowledge and expertise for the benefit of their colleagues and students. School leaders have established strong partnerships with trustees, teachers and wider community that support ongoing sustainability and improvement.

The board of trustees provides effective school governance. Trustees have an extensive range of governance experience and expertise that supports them to undertake their roles and responsibilities. They work well with school leaders in the best interests of students. The school is in a strong financial position.

There are strong collegial relationships among the teaching staff. Teachers are supportive of the school’s curriculum priorities and are committed to their own professional learning .Staff provide an extensive range of learning opportunities for students.

A wide range of effective self-review processes are implemented that support sustainability and improvement.

The school continues to benefit from high levels of community support.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international learners is thorough and effective.

At the time of this review there were 27 international fee-paying students in the school. These students are well supported by a committed and enthusiastic team which includes the international student director, dean of international students, home-stay coordinator, international student advisor and teachers. Policies and procedures are clearly documented. Students receive high-quality learning opportunities, which include a well-structured and flexible English language programme designed to meet the needs of students. International students participate in all aspects of school life. Their progress is carefully monitored and there is strong support for their wellbeing and pastoral care.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

Murrays Bay Intermediate continues to provide a highly-effective curriculum that supports and promotes student learning. A feature of the school’s curriculum is the effective use of computer technology to enhance learning. Students enjoy an extensive range of learning opportunities, and most students achieve at or above the National Standards.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

Deputy Chief Review Officer Northern (Acting)

12 August 2015

About the School

Location

North Shore, Auckland

Ministry of Education profile number

1386

School type

Intermediate (Years 7 to 8)

School roll

1011

Number of international students

27

Gender composition

Boys 51%

Girls 49%

Ethnic composition

NZ European/Pākehā

Chinese

Other Asian

Other European

Other

Māori

Indian

Pacific

South East Asian

56%

14%

10%

10%

5%

2%

1%

1%

1%

Review team on site

June 2015

Date of this report

12 August 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2010

May 2007

December 2003

Murrays Bay Intermediate - 11/10/2010

1. The Education Review Office (ERO) Evaluation

Murrays Bay Intermediate School, located on Auckland’s North Shore, has had considerable roll growth since ERO’s last review in 2007. The largest ethnic group continues to be NZ Pākehā/European. There are significant numbers of Korean and Chinese students. Māori students constitute three percent of the current school roll of 955 students. In addition, the school has 45 international students.

Students have many exciting and stimulating learning opportunities that encourage them to achieve at high levels and to become capable and responsible learners. Overall student achievement in literacy and mathematics is well above national norms. Individual students, and groups of students, achieve at very high levels in music and sports and in the many other co-curricular activities the school provides. The school has good quality assessment information, which is well used to inform teaching programmes. These data are useful in ascertaining patterns and trends in overall student progress and in monitoring the engagement, progress and achievement of cohorts and groups of students, including Māori students.

The school curriculum is progressive and innovative. Distinctive features include a rich e-learning environment for teaching and learning, the use of assessment information to develop personalised learning programmes in mathematics and literacy, and the provision of a trusting, inviting learning environment that encourages students and teachers to be lifelong learners. As the school continues to progress its curriculum, teachers are incorporating more of New Zealand’s bicultural heritage and the views and aspirations of the different ethnic student and parent/whānau groups into their programmes.

The board of trustees is supportive of the school’s drive to provide a high quality, future-focused, globalised education that is underpinned by current educational theory and research. The principal’s dedicated, enterprising leadership motivates staff and students to fulfil their potential as leaders and lifelong learners.

Future Action

ERO is likely to carry out the next review within four-to-five years.

2. Murrays Bay Intermediate School’s Curriculum

How effectively does the curriculum of Murrays Bay Intermediate School promote student learning - engagement, progress and achievement?

School context and self review

The school has a history of providing a high quality education for its students through strong leadership and community support. The current principal has led the school since 2002. Initiatives and innovation have been hallmarks of the school since that time. In 2004 the school began using the draft of the New Zealand Curriculum to guide its curriculum development. In 2010 all State schools are expected to give full effect to The New Zealand Curriculum (NZC), which was gazetted in 2008.

The 2004 and 2007 ERO reports acknowledged many good areas of school performance. Areas for improvement identified in these previous reports were how the school should meet its charter requirement of consulting with, and reporting to the school’s Māori community, and strategies for reporting to the school’s community about the progress and achievement of groups of students.

The board of trustees’ strategic intentions are well documented and reflect the school’s evolving response to a changing world.

Areas of strength

High expectations and high student achievement. The board of trustees, principal and staff have high expectations for student achievement.

  • Over the years, the board has progressively raised school targets for student achievement. Student achievement in literacy and mathematics is well above national norms. High levels of academic achievement are also apparent in external examinations and competitions. Students receiving additional support in literacy and numeracy make very good progress.
  • School leaders and teachers use good quality assessment data to inform their judgements about school developments and teaching programmes. Teachers’ understanding of moderation, particularly in the assessment of writing, is developing so that their assessment of student achievement is fair and valid. Good use is made of assessment information to develop programmes that address the gaps in students’ learning and enable students to excel.
  • Students have many exciting and stimulating learning opportunities that encourage them to achieve at high levels. In addition to their academic learning, students are encouraged to develop their talents, especially in performing arts including kapa haka, and in other cultural, sports and social activities.

Progressive and innovative school curriculum

  • Capable, talented school leaders and teachers continue to design exciting and inviting programmes for teaching and learning. Developments, such as the sharing of planning resources through the ‘virtual staffroom’ and the continuance of the teacher development coaching programme, are indicative of the ways in which teachers are working together to provide a high quality school curriculum and highly effective teaching.
  • Personalised learning programmes in mathematics and literacy enable students to work independently, as well as in teacher-led learning activities. Students know their next learning steps and are expected to reflect on their achievements and to take responsibility for their own learning. They are encouraged to use different approaches to think about, and reflect on, their own learning.
  • Students use the e-tools of their everyday environment, such as cell phones, ipods, the internet and computers, as an integral part of their learning. These tools motivate students and give them independent access to national and global learning resources. The interactive use of electronic whiteboards and other information and communication technologies provides a rich e-learning environment for teachers and students.
  • Student knowledge and expertise is valued, especially in the area of electronic learning. Students initiate projects within the school and local community. Because they are trusted, given responsibility, and are able to exercise self management, students acquire many of the attributes of competent, confident, lifelong learners.

An inviting learning environment

  • Invitational learning is an important aspect of the school’s philosophy. The many well organised and stimulating learning programmes motivate students to engage in learning and to achieve. Similarly, teachers have rich professional development opportunities that affirm their strengths and enhance their capabilities.
  • Positive and affirming relationships help to create the culture of trust and respect that permeates day-to-day school operations. Students relate well to each other and their teachers. They are trusted to access their classrooms and learning resources throughout the school day. Teachers are approachable and are respectful and affirming towards students. The school has a settled and cooperative tone.
  • Effective enrolment processes help students and their parents to feel welcome and gain a sense of belonging. Care and consideration is taken to place students with appropriate teachers. Students with high learning needs are well supported to participate in the life of the school alongside their peers. Well developed pastoral care and behaviour management systems help students to feel safe and to focus on learning.
  • Classrooms that have vibrant and colourful displays of student work and attractive posters inspire students to succeed, help students to learn and to identify and explore their values. These classrooms, and the well resourced school environment, encourage students to aim high to achieve their potential.

School leadership

  • The board of trustees is focused on supporting school leaders and managers to realise the high expectations that the community has for student achievement. The expertise of board members, and the positive, professional relationship between the board and principal, helps to ensure that the school operates effectively to support student learning and achievement.
  • Strong professional leadership is a hallmark of the school. Through the inspiring and enterprising leadership of the principal, the school curriculum is future focused, especially in the application of e-learning, and is well grounded in current education theory and research.
  • The drive and cohesion of the senior leadership team is a significant factor in progressing school development to benefit student learning and achievement. The recent initiative to share leadership responsibilities more widely and to build the leadership capacity of teaching staff is indicative of the team’s supportive leadership, trust and professionalism.
  • Student leadership is valued and promoted at many levels in the school. Student forums make valued contributions to school operations and help to equip students to become well rounded New Zealand citizens.

Areas for development and review

In order to support the board’s Strategic Plan of Intent, consideration could be given to:

  • continuing to encourage students to explore ideas and considering the challenges of assessing deeper learning in a digital environment; and
  • building on the good beginnings made in teaching emergent levels of te reo Maōri throughout the school, via daily telecasts.

3. Provision for International Students

Murrays Bay Intermediate School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review processes for international students are comprehensive and that the school complies with all sections of the Code.

Murrays Bay Intermediate School has 45 international students. It provides these students with good English language support programmes and pastoral care. International students are well integrated into the school community. To improve existing practice, the board could be better informed about the progress and achievement, pastoral care, and social integration of international students.

4. Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Murrays Bay Intermediate School completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • board administration;
  • curriculum;
  • management of health, safety and welfare;
  • personnel management;
  • financial management; and
  • asset management.

During the review, ERO checked policies, procedures and practices in the following areas (because they have a potentially high impact on students’ achievement):

  • emotional safety of students (including prevention of bullying and sexual harassment);
  • physical safety of students;
  • teacher registration;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

The checking process indicated that the school has established policies, procedures and practices to enable it to meet its legal obligations.

5. Future Action

ERO is likely to carry out the next review within four-to five years.

Richard Thornton

National Manager Review Services

Northern Region

11 October 2010

About The School

School type

Intermediate (Year 7 and 8)

Decile1

10

School roll

955

Number of international students

45

Gender composition

Boys 53%, Girls 47%

Ethnic composition

NZ European/Pākehā 57%,

Māori 3%,

Korean 11%,

British/Irish 9%,

Chinese 8%,

African 4%,

other 8%

Review team on site

June 2010

Date of this report

11 October 2010

Previous three ERO reports

Education Review, May 2007

Education Review, December 2003

Accountability Review, April 2000

11 October 2010

To the Parents and Community of Murrays Bay Intermediate School

These are the findings of the Education Review Office’s latest report on Murrays Bay Intermediate School.

Murrays Bay Intermediate School, located on Auckland’s North Shore, has had considerable roll growth since ERO’s last review in 2007. The largest ethnic group continues to be NZ Pākehā/European. There are significant numbers of Korean and Chinese students. Māori students constitute three percent of the current school roll of 955 students. In addition, the school has 45 international students.

Students have many exciting and stimulating learning opportunities that encourage them to achieve at high levels and to become capable and responsible learners. Overall student achievement in literacy and mathematics is well above national norms. Individual students, and groups of students, achieve at very high levels in music and sports and in the many other co-curricular activities the school provides. The school has good quality assessment information, which is well used to inform teaching programmes. These data are useful in ascertaining patterns and trends in overall student progress and in monitoring the engagement, progress and achievement of cohorts and groups of students, including Māori students.

The school curriculum is progressive and innovative. Distinctive features include a rich e-learning environment for teaching and learning, the use of assessment information to develop personalised learning programmes in mathematics and literacy, and the provision of a trusting, inviting learning environment that encourages students and teachers to be lifelong learners. As the school continues to progress its curriculum, teachers are incorporating more of New Zealand’s bicultural heritage and the views and aspirations of the different ethnic student and parent/whānau groups into their programmes.

The board of trustees is supportive of the school’s drive to provide a high quality, future-focused, globalised education that is underpinned by current educational theory and research. The principal’s dedicated, enterprising leadership motivates staff and students to fulfil their potential as leaders and lifelong learners.

Future Action

ERO is likely to carry out the next review within four-to-five years.

Review Coverage

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 Māori 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.

Richard Thornton

National Manager Review Services

Northern Region

General Information about Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO 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.

1 School deciles range from one to ten. Decile one schools draw their students from low socioeconomic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides.