Addington School - 29/06/2017


Addington School’s roll at the time of this review was 228. There were 71 Māori, 21 Pacific, and 40 Asian children attending the school. The rest of the roll included children from a number of other ethnicities and children who are English Speakers of Other Languages (ESOL).

The school’s achievement information shows many examples of individual children’s progress over time. Children’s achievement in writing has continued to improve over time.

The school has responded positively to addressing most of the next steps identified in the 2012 ERO report.

How well is the school achieving equitable outcomes for all children?

The school responds effectively to promoting equitable outcomes for all children.

Children’s pastoral care needs are sensitively met to foster their wellbeing and learning. Leaders and teachers closely monitor children with learning needs and provide specific learning strategies and programmes to support their progress and achievement.

School leaders and teachers need to extend opportunities for children to have greater ownership of their own learning. They also need to further develop systems and processes for internal evaluation and strengthen the consistency of the new appraisal process.

The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school responds well to Māori and other children whose learning and achievement needs acceleration.

School achievement information includes all children enrolled at the school, including those children who participate in the Conductive Education programme. Children achieve best in writing. More than half of Māori children achieve at or above the National Standards in reading, writing and mathematics.

The school’s achievement information shows many children making accelerated progress. In 2016 children in the mathematics target group made significant progress. In-school disparity has been identified and teachers have implemented processes and practices to address this.

Teachers benefit from targeted professional development, which is increasing their knowledge and use of assessment information. This is helping them to make more reliable judgements about children’s levels of achievement, using a suitable range of assessment tools. School leaders could consider opportunities beyond the school to continue to strengthen moderation practices.

ERO is likely to carry out the next review in 3 years.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has a range of effective processes for enabling achievement of equity and excellence.

School leaders and trustees plan strategically and are solution focused. They place high priority on providing equitable learning and achievement opportunities for all children.

The school’s shared vision and values are purposefully integrated in processes, key documentation and practices across the school. They are well known by children and used effectively to build their sense of identity and confidence as learners. Teachers provide children with meaningful learning opportunities in which Māori perspectives and values are carefully considered.

The board, leaders and staff have a holistic approach to building children’s sense of belonging, progress and achievement that is underpinned by Māori concepts of wellbeing. Diversity and difference are valued and are an integral part of the inclusive culture, providing children with a strong sense of belonging. There is an intentional emphasis on promoting positive behaviour and attitudes to foster children’s learning. Their pastoral care needs are well provided for in a variety of sensitive ways.

Leaders and teachers ensure equity and excellence by identifying, monitoring and tracking those children at risk of not achieving. Specific strategies and programmes are identified to support these learners. There are a number of children who receive additional in-class support and targeted oral language development.

School leaders have high expectations for learning and teaching. They work collaboratively with teachers and provide specific feedback to increase understandings of best teaching practice.

School staff establish responsive and respectful relationships with children, families and staff. They have extensive cultural networks within the community and are actively involved in the local Kahukura cluster of collaborative schools. This is enabling the sharing of best practices and expertise to ensure positive outcomes for children and their whānau.

Sustainable development for equity and excellence

The school has a broad range of processes to achieve equity and excellence. A number of positive initiatives have been introduced and are still being integrated into school practices. 

What further developments are needed in school processes to achieve equity and excellence?

Senior leaders now need to develop:

  • internal evaluation systems that evaluate the impact of school programme processes and practices on outcomes for children
  • sufficient opportunities for children to take ownership of their own learning.

Board assurance on legal requirements

Before the review, the board 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 the following:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. 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.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are progressing well and have a sense of belonging. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • further develop internal evaluation systems and practices
  • strengthen the consistency of the new appraisal system. 

ERO is likely to carry out the next review in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

29 June 2017

About the school 



Ministry of Education profile number


School type


School roll


Gender composition

Girls 51% Boys 49%

Ethnic composition

Māori 31%
Pākehā 35%
Pacific 9%
Asian 18%
Other ethnicities 7%

Provision of Māori medium education


Review team on site

March 2017

Date of this report

29 June 2017

Most recent ERO reports

Education Review October 2012
Education Review June 2009