Broomfield School - 02/05/2018

School Context

Broomfield School provides education for 113 children from Years 1 to 8 in rural North Canterbury. The school's vision is that the Broomfield Learner is active, innovative, and collaborative. Its valued outcomes are achievement, belonging, creativity and self belief. 

The current goals and targets are to:

  • raise the mathematics and statistics achievement of students, with particular emphasis on mathematics & statistics in Years 6, 7 and 8
  • raise the reading achievement of all students with particular emphasis on reading in Year 1.

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

  • achievement in reading, writing and mathematics
  • aspects of achievement in other curriculum areas as part of curriculum review
  • outcomes for students with special needs and abilities
  • achievement in relation to school targets.

The school roll has remained constant over the past three years. The school is a part of the Puketeraki 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 achieving equitable and excellent outcomes for students.

Almost all students achieve at or above expected levels for their age group in reading, writing and mathematics. Achievement information shows no significant disparities in the achievement of particular groups of children.

The school's information shows that most students, including those with special needs and abilities, are making progress. High achievement levels have remained consistent over time.

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

The school has comprehensive systems for tracking student progress. However, school leaders and teachers have not yet identified what is sufficient progress to accelerate the learning of those who need it.

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 learn, achieve and progress in the breadth and depth of the New Zealand Curriculum. They learn through topics that are meaningful and relevant to their experiences and interests. The recently developed technology curriculum provides interesting and motivating learning contexts for Year 7 and 8 students. Children have a variety of opportunities to excel in outdoor and extension activities. Children whose learning needs acceleration and those with special needs are well provided for within the classroom and through additional support.

Leadership ensures an orderly and supportive environment that is conducive to student learning and wellbeing. Younger children are supported to transition into and through the school through a buddy system. Trustees and leaders understand and act on their responsibilities for children's learning and wellbeing. Their focus on property and road issues has been driven by the need to provide a safe and inclusive environment. Teachers use resources and outside expertise well to make the curriculum accessible to all students. This supports the enacting of the school values, and is recognised as beneficial for all students.

The board actively represents and serves the school and education community in its stewardship role. They have a good mix of skills and have sought and received a wide range of training. They want to know what is happening and how they can make a difference. As a result of consultation, they are working on ways to improve communication with the community. Trustees ask challenging questions about student learning and achievement that focus on school improvement.

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

Trustees, leaders and teachers need to further develop their collective capacity to do and use internal evaluation and inquiry. Reviews need to be more evaluative and less descriptive than they are currently. School leaders could make better use of data collected to make sense of it, prioritise, take action, monitor and evaluate the results. Undertaking inquiry projects needs to be embedded in teachers' appraisal processes. These steps would help identify strategies that are working best, and assist the board with resourcing decisions.

School leaders need to provide better quality analysis of school-wide achievement data to assist trustees' understanding of how well students are achieving and progressing. There needs to be better identification of what is sufficient progress to accelerate the learning of those who need it. When data is presented to the board, it needs to have more commentary. This includes information about trends and patterns, what is contributing to any shifts in achievement, and what needs to be done next for improvement. School leaders have identified that a next step is to extend assessment and reporting of learner outcomes across more areas of the curriculum.

Further work is needed to ensure that the curriculum is responsive to the language, culture and identity of all students and especially Māori. This includes increasing bicultural perspectives across the curriculum. The school is in the early stages of introducing some Māori language and culture. It needs to develop a sustainable approach that complements and does not rely on external resources.

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 Going forward

Key strengths of the school

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

  • its broad curriculum that is increasingly responsive to students’ learning needs and interests
  • a learning environment that is inclusive and supportive for students
  • the board’s capacity and focus on inquiring about student achievement and school improvement.

Next steps

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

  • increasing understandings of internal evaluation and inquiry practices so that these are used more effectively to evaluate and improve outcomes for learners
  • more comprehensive analysis of school wide progress and achievement information to identify and monitor how well student learning is being accelerated for those who need it
  • promoting a culturally responsive curriculum so that all learners, including Māori, have opportunities to have their language, culture and identity valued at school.  

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson
Deputy Chief Review Officer

Te Waipounamu - Southern Region

2 May 2018

About the school 


Amberley, North Canterbury

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 54%: Girls 46%

Ethnic composition

Māori 6%

Pākehā 94%

Provision of Māori medium education


Review team on site

February 2018

Date of this report

2 May 2018

Most recent ERO report(s)

Education Review June 2015

Education Review April 2012

Supplementary Review December 2009