Broadfield School - 28/02/2013

1 Context

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

Broadfield School is located close to Christchurch. A feature of the school is how it has retained its rural atmosphere. The school has experienced roll growth in recent years. There are some uncertainties about future roll growth related to proposals to close other schools in the general area. The current principal retired at the end of 2012, after a long period of service at the school.

2 Learning

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

Teachers are making good use of achievement information to inform students’ learning and classroom programmes. The principal and teachers have identified, and ERO agrees, the need to track the progress and achievement of groups and cohorts of students over time. This will assist them to be assured that their expectations for students are sufficiently challenging.

ERO observed positive and supportive relationships throughout the school. Students are well engaged and enjoying their learning. Teachers have high expectations for learning and behaviour. They work well together to plan curriculum programmes and improve outcomes for students.

Student achievement information for 2011, shows that most students achieved at or above the National Standards in reading, writing and mathematics. Māori students achieved at similar levels to their non-Māori peers.

Teachers are extending the range of assessments to monitor students’ progress and achievement. They support students to identify their strengths and next learning steps. An annual assessment plan now guides teachers’ gathering of assessment information.

Students set goals for their learning each term. They monitor these goals with the support of their teachers. Parents are kept well informed about their children’s progress and achievement and next steps for learning in a range of ways throughout the year.

With Ministry of Education assistance the school has developed student achievement targets for 2012 that are appropriately referenced to National Standards and focused on accelerating the progress and achievement of students who are achieving below and well below the National Standard.

The principal and teachers now need to:

  • develop a well understood and consistent process for establishing and reporting on annual student achievement targets
  • ensure that the progress and achievement of the priority groups of students are clearly identified in all reporting against the targets
  • document the process they use to make judgements about students’ achievement against National Standards.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning.

The principal and teachers have developed the school curriculum to reflect the New Zealand Curriculum and the school’s particular circumstances. They have:

  • incorporated learning experiences that use the local environment and community
  • given prominence to the key competencies
  • established a school-wide inquiry process to support students’ learning in topics that cover a range of learning areas
  • worked collaboratively to evaluate their teaching and use this to plan programmes.

The principal and teachers could give greater prominence to the school values so that they more effectively guide students’ learning of social behaviours. The principal is aware of the need to complete curriculum area guidelines.

Students told ERO that they enjoyed the wide range of extracurricular activities available to them. They join with nearby schools for sporting activities.

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

Students and teachers benefit from the school’s long standing and positive relationship with the local marae. This is helping teachers to provide opportunities for Māori students to achieve success as Māori and for all students to increase their understanding of te reo and tikanga Māori. For example, students have opportunity to visit the marae, take part, with their families, in Matariki celebrations and increasingly appreciate bicultural perspectives in their learning programmes.

The school consults with Māori parents. This has helped teachers to identify some areas for development. These now need to be included in the school’s strategic level planning.

4 Sustainable Performance

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

The school will be better placed to sustain and improve its performance when self-review processes have been further developed.

Trustees have a good understanding of their governance role. They have established a clear strategic direction for the school.

The principal has led the school well through a period of significant growth and change. The board has appointed a new principal for 2013.

The board and principal ensure that the community is consulted and kept well informed about school activities, developments and overall student achievement. Parents are welcomed at the school. Their involvement in school activities and students’ learning is actively encouraged.

The board now needs to:

  • develop an overall plan and guidelines for conducting self review. These guidelines should help the board and principal to identify ways to improve learning outcomes for students
  • improve annual planning processes so that trustees can be assured that the school’s priorities are being actioned.

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.

When is ERO likely to review the school again?

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

Graham Randell

National Manager Review Services

Southern Region

28 February 2013

About the School


Rural Christchurch

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 64%

Girls 36%

Ethnic composition

NZ European/Pākehā






Review team on site

November 2012

Date of this report

28 February 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2009

September 2006

August 2003