Clive School - 12/06/2018

School Context

Clive School, between Napier and Hastings, has students in Years 1 to 6. The roll of 243 students includes 75 who identify as Māori.

The school’s focus is on skills, values and attitudes to have engaged, confident learners. The overarching values expressed as CLIVE KIDS are for students to be: capable communicators, lifelong learners, information savvy, values driven, effective thinkers, kids enjoying learning, independent, determined, skilled. These support the school vision of: A special place to be.

Achievement targets are framed as every child attaining the highest possible standard in educational achievement at all year levels.

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

  • achievement and progress in reading, writing and mathematics

  • wellbeing and attendance.

The school belongs to the Whirinaki Kāhui Ako.

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?

School reported data for 2017 states that most students achieve above expectations in reading, writing and mathematics.

Since the May 2015 ERO report, achievement in reading, writing and mathematics has remained static. The school has yet to have all Māori students and boys achieving as well as their peers. Some reduction in disparity is evident.

Responsive systems and processes, including planning and resourcing support students with additional needs and promotes their participation and engagement in learning.

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

Some students’ progress is accelerated. However, some Māori students require continued targeted support.

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 and learn in caring, collaborative, inclusive learning environments. They, with their families, are well known to leaders and staff. The school’s values, principles and practices are evident. These are well known and enacted by students. The curriculum is well managed with clear expectations that link to The New Zealand Curriculum. Teachers promote lifelong learning behaviours.

Leaders, teachers, trustees and the school’s community have high expectations that all students will progress and achieve. Staff address identified disparity in learner outcomes. Some well-considered initiatives and programmes are implemented.

Leadership ensures that systems and processes are coherent to enable teachers to be innovative and flexible in their approach and usefully track and monitor student outcomes. Staff have collective responsibility for all students.

Internal evaluation is well understood as a tool for ongoing improvement with a focus on outcomes for students. Leaders and teachers are highly collaborative and this contributes to the positive learning environment. They formally reflect on their practices and strategies to make considered decisions for groups of students. Teachers respond to data and engage in professional learning. As an outcome most students have greater choice and opportunity to experience positive learning.

In their stewardship role, trustees actively represent and serve the school and its community. They receive regular information that informs resourcing decisions in the interests of students. Teachers, whānau, families, trustees and community have many opportunities to engage and participate in joint activities and initiatives to improve students’ learning.

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

Leaders and teachers know those students who require further support for equitable outcomes. The board should maintain its high expectations and continue to deliberately scrutinise the progress and achievement of those students whose learning needs acceleration.

Staff are working towards achieving equitable and excellent outcomes for all students. It is timely to reflect upon culturally responsive practices that impact on Māori learners’ progress to better understand which strategies provide opportunities for successful outcomes.

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:

  • a professional, collaborative culture that leads to improved practice and student outcomes

  • coherent systems and processes that allow teacher innovation and useful tracking and monitoring of student learning

  • knowledge and use of internal evaluation that informs decision making.

Next steps

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

  • staff continuing to increase their knowledge of culturally responsive practices that support students who identify as Māori, to be successful as Māori

  • trustees and staff continuing to focus on the outcomes of those most at risk of not achieving so that their learning is accelerated.

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

12 June 2018

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Male 56%, Female 44%

Ethnic composition

Māori 31%

Pākehā 61%

Other ethnic groups 8%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

May 2018

Date of this report

12 June 2018

Most recent ERO report(s)

Education Review May 2015

Education Review June 2012

Education Review May 2009