Bromley School - 08/04/2019

School Context

Bromley School is a contributing (Years 1-6) primary school in east Christchurch. It has a roll of 365 students, about 31% of whom are Māori.

The school’s mission statement, ‘Achieving personal growth for all through strong community partnerships and innovative teaching and learning’, is the essence of the school’s Reggio-Inspired philosophy. The philosophy is based on the principles of ‘respect, building strong relationships with children and their families, and having an image that all children are full of potential, and are capable of developing their own ideas and knowledge with the support of their parents and teachers’.

The school’s vision is ‘Creating innovative, global citizens to thrive in a changing world’. The vision is aligned with providing teaching and learning to meet the unique needs of each child. The foundations for achieving the vision are the school values: Connected, Creative, Curious, Courageous, and Caring.

Valued outcomes are expressed in the school’s graduate profile. Learners will:

  • possess a range of skills, knowledge and positive attitudes

  • show empathy, and respect the cultures, values and beliefs of others

  • have many learning stories to draw upon and make connections to

  • understand who they are and what it means to achieve personal success.

Current strategic priorities inform teaching practices and schoolwide themes. The priorities are linked to the school’s philosophy and the connecting ideas of ‘Identity and Diversity’ (uniqueness of the individual) and ‘Manaakitanga’ (showing respect, generosity and care). The priorities are: students flourishing in their academic skills, the encouragement and celebration of character development, partnerships with whānau/families to grow students’ learning capacity, and fostering a culture of excellence, creativity, and unique learning experiences.

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

  • achievement in reading, writing and mathematics
  • outcomes related to engagement and wellbeing for success
  • whole-school improvement, or other trends and patterns in reading, writing and mathematics over time.

The school has an onsite Social Worker in Schools (SWIS) to support wellbeing initiatives.

The 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?

The school is effectively using a range of strategies and interventions to support improving outcomes for equity and excellence.

End of year 2018 school information shows that:

  • the majority of children are achieving at or above expectations in reading, writing and mathematics (Years 1 to 6)

  • by the end of Year 6 most children achieve at or above expectations in reading, writing and mathematics

  • most Māori and Pacific children achieve particularly well in writing

  • almost all Year 6 Māori children achieve at or above expectations in reading, writing and mathematics.

Schoolwide information over the last three years shows overall improvement in achievement in reading, writing and mathematics. There is a small disparity in literacy, with girls achieving slightly better.

While most children achieve well by the end of Year 6, 2018 data shows some disparity at other cohort levels. The school has recognised where patterns of underachievement occur and has strategies in place to address these.

Assessment practices for children with additional learning and/or wellbeing needs are individualised, and provide information about individual progress and achievement.

The school actively addresses children’s wellbeing. Comparative data shows most children enjoy school as a result of an explicit approach that builds children’s sense of wellbeing and belonging.

There has been a steady decrease in the number of stand downs over time.

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

The school is effective in accelerating the learning of targeted groups of children. The school’s target for promoting progress in mathematics in 2018 shows that approximately one third of children made accelerated progress. School leaders are prioritising the need to, and developing strategies for, clearly identifying, addressing and reporting acceleration of learning for Māori and Pacific children.

Children with additional learning needs are provided with a wide range of learning opportunities, benefit from inclusive practices, and are well supported to make progress.

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?

The school effectively prioritises the achievement of equity and excellence, and acceleration of learning. A capable, future-focused board collaborates with school leaders to support children’s learning and progress. Trustees and leaders utilise their collective expertise, knowledge and relationships with others in the educational community to strategically resource programmes for equity and excellence.

Collaborative school leaders have a clear vision for enhancing learning and wellbeing for all children. Their strategic approach to school improvements is underpinned by a strong understanding of shared valued outcomes, their enactment of the school’s specific philosophy, and their high expectations for achieving the school’s vision. They are responsive to identified schoolwide needs and actively promote a positive and reflective learning community.

Teaching and learning programmes reflect the commitment of all staff to the learning, wellbeing and other needs of children. An innovative, local curriculum emphasises character development alongside principles of ‘learning readiness’ and opportunities for children to determine their own learning pathways. A thoughtful, well designed programme of learning with digital technology is increasing children’s access to the curriculum and increasing their engagement in meaningful learning.

Curriculum development is well considered, student centred, tailored to the school’s context, and culturally responsive. Te ao Māori and Pacific concepts and learning are prioritised in planning. Te reo Māori and Pacific languages and cultural programmes are increasingly delivered across the whole school or for targeted learners. Holistic and inclusive approaches to children’s wellbeing build their confidence and connections with learning.

Positive relationships and partnerships with families/whānau are increasingly learning and wellbeing focused. The school communicates authentically with parents in a range of ways, at school and in the wider community. These relationships help to enrich the learning opportunities and experiences for all children within the localised curriculum.

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

School leaders and ERO agree that the school needs to:

  • further strengthen practices for the analysis of schoolwide achievement information, to promote equitable and excellent outcomes for identified groups of children (including Māori, Pacific, other priority learners and target groups)

  • embed and consistently implement processes for staff appraisal

  • further develop processes and practices for systematic schoolwide internal evaluation.

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 Vulnerable Children Act 2014.

4 ERO’s Overall Judgement

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

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:

  • capable, future-focused and responsive leadership which has a clear vision for promoting and achieving equity and excellence
  • an innovative, student centred curriculum that is aligned with the school’s philosophy and the interests, needs and identities of learners
  • positive and authentic relationships with families/whānau that are increasingly learning centred.

Next steps

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

  • strengthening the analysis of achievement information to inform practices for equity and excellence
  • embedding and consistently implementing appraisal processes
  • continuing to refine processes and practices for systematic schoolwide internal evaluation.

Alan Wynyard

Director Review and Improvement Services

Southern Region

8 April 2019

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 54%, Girls 46%

Ethnic composition

Māori 31%

Pākehā 54%

Pacific 10%

Other ethnicities 5%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

February 2019

Date of this report

8 April 2019

Most recent ERO report(s)

Education Review December 2015

Education Review October 2012

Education Review June 2009