Bamford School - 25/09/2019

School Context

Bamford School is situated in Woolston, Christchurch, and provides education for students in Years 1 to 8. At the time of this review, the school’s roll was 133 students.

The school states that its vision is ‘to strive for meaningful, respectful, positive relationships so that children feel valued, cared for and safe’. The school values are Respect/Whakaute, Responsibility/Takohanga and Kindness/Atawhai.

The school’s current strategic priorities are:

  • accelerating student achievement in mathematics, reading and writing
  • accelerating the rate of progress for students in Years 3, 5 and 7 who are not able to fully access the curriculum at the appropriate level.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • student achievement and progress in reading, writing and mathematics
  • outcomes related to engagement and wellbeing for success
  • outcomes for students with additional learning needs.

Recent professional learning and development has been undertaken across the school in the areas of literacy, numeracy, restorative practices, wellbeing and engagement.

The school had a limited statutory manager in place from June 2015 to January 2017, and had Ministry of Education support by way of a student achievement function practitioner (SAF) for 2017 to 2019. ERO has had an ongoing relationship with the school since the last report in April 2015.

Since the last education review in 2015 a new principal and a significant number of new teachers have been appointed.

Bamford School is part of the Tamai Kāhui Ako | Community of Learning.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Leaders and teachers are working towards equitable outcomes for all students. However, ERO was unable to fully evaluate the school’s progress as early achievement data needs further analysis to better identify student outcomes.

Student achievement data from 2016, 2018 and early 2019 shows that the majority of students are achieving at or above expected curriculum levels in reading, writing and mathematics. However a major priority for the school is to continue to raise the achievement of all students.

A recent survey showed that most students responded positively about how their wellbeing is supported at the school. Leaders are aware of and are responding to the areas identified by students that need improvement.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Achievement information provided by the school shows that learning is being effectively accelerated for those Māori and other students who need this.

Data on the progress of priority students in 2018 shows that the majority of priority learners, including Māori and Pacific learners, are making accelerated progress in reading, writing and mathematics.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Students participate in caring and inclusive learning environments where relationships are respectful and productive. A relevant and responsive local curriculum engages students and provides opportunities for them to interact with their community. Students are increasingly able to identify their own learning needs, set goals and discuss their learning.

Parents and whānau are welcomed and involved in school activities. There has been a deliberate focus on building effective collaborative relationships at all levels of the school and in the wider educational community. Parents and whānau receive information on, and have opportunities to participate constructively in, their children’s learning.

School leaders have established an orderly and supportive environment with consistently high expectations for student learning and wellbeing. To meet the identified valued outcomes for students, a well-considered strategic vision supports a coherent and consistent approach to schoolwide improvement.

The redevelopment of the school curriculum is providing clear guidelines to inform teaching and learning programmes and practices. Leaders and teachers are increasingly using evidence of student learning and progress as a catalyst for ongoing collaborative dialogue on improving student outcomes. Opportunities for professional learning respond to the identified learning needs of students, challenge assumptions and beliefs about teaching and learning, and support the realisation of the school’s vision, values and goals.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

School leaders have identified, and ERO agrees, that the board of trustees needs to improve the effectiveness of governance by:

  • establishing robust processes for measuring its own effectiveness to better identify how effectively initiatives are supporting improved student outcomes
  • improving induction processes for new trustees to sustain understanding of the school’s current priorities and future direction
  • ensuring all trustees have relevant and ongoing training opportunities about their roles and responsibilities to individually and collectively promote high quality school governance.

Leaders and teachers must ensure that they maintain a significant focus on improving learning outcomes for students. The board and ERO have agreed that robust information about student progress and achievement is a priority for informing decision making. This includes:

  • teachers and leaders continuing to set and pursue goals and targets to accelerate the learning, progress and achievement of all students
  • leaders regularly reporting to the board about progress in relation to these goals and targets to ensure that any disparity in outcomes is identified and addressed.

3 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
  • finance
  • 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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Bamford School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • collaborative and improvement focused leadership
  • a collaborative school culture that is focused on continuing to improve outcomes for learners
  • a welcoming, positive and inclusive environment that values students’ culture, language and identity.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • continuing to improve the progress and achievement of all students, especially those whose learning is at risk
  • improving the quality and effectiveness of school governance, including regular reporting to the board about student progress over time
  • continue to build data capability and expertise across all levels of the school.

Actions for compliance

ERO identified non-compliance in relation to:

  • consultation with the Māori community

In order to address this, the board of trustees must:

  • In consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students.
    [NAG 1(e)]

Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
25 September 2019

About the school



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 61%

Girls 39%

Ethnic composition

Māori 29%

NZ European/Pākehā 47%

Pacific 8%

Asian 12%

Other ethnicities 5%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

July 2019

Date of this report

25 September 2019

Most recent ERO report(s)

Education Review April 2015

Education Review April 2012