Clyde School - 11/07/2011

1. Context

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

Clyde School provides a caring environment that supports students’ learning. The school’s mission statement is for students to be connected, ambitious, respectful and enthusiastic learners. This is apparent in the inclusive, friendly relationships that are a positive feature of this school. Teachers and other adults in the school ensure that individual students' learning and emotional needs are met so that they can make the most of the opportunities they are offered.

Parents’ priorities for their children to focus on literacy and mathematics, and for their children to benefit from the interesting Central Otago environment are clearly seen in the learning programmes. The parents and wider community provide high levels of support in activities such as in-class reading, sports coaching, education outside the classroom and school camps. Students enjoy the way that the local environment is part of their learning.

The school has recently added a multi-purpose hall, library and computer suite. Students are making good use of the new facilities to support their learning in a range of areas. Already the increased use of the library and the ability for physical activities and whole-school activities to take place in any weather, has confirmed the value and usefulness of the new building.

2. Learning

How well are students learning – engaging, progressing and achieving?

Most students demonstrate high levels of motivation and interest in their learning. School assessment information shows most students make good progress, with some students making outstanding progress. Most students achieve very well in relation to the National Standards in reading, writing and mathematics.

Areas of strength

Student achievement. Student achievement is well tracked over time to monitor progress of individuals and groups. Assessment information shows that 80% of students are achieving at or above the National Standards in reading, writing and mathematics.

The use of assessment information. Teachers have well developed assessment practices and make good use of student achievement information. They know their students’ learning needs well.

  • Teachers keep informative, anecdotal notes about individual students and identify the next learning steps.
  • Teachers' discussions about individual students' progress, achievement and well-being.
  • Teachers and students have learning conversations about students’ progress and achievement.
  • An achievement target has been set to improve the performance of a small group of students who did not reach the school’s expected writing standard in 2010.

Quality of teaching. Students benefit from good to high quality teaching. Most students know what they are trying to learn and when they have succeeded.

  • Teachers have a shared understanding of expectations for behaviour and learning and what good teaching looks like.
  • Teachers generally reflect on their practice and use their findings when planning future programmes.
  • The principal and teachers focus on improving how and what they teach so that there are better outcomes for students.

Communication with parents. Parents are kept well informed about their child’s progress and achievement through snapshots, work samples, portfolios and reports. Helpful suggestions are included so that parents can assist their child in their learning.

Area for development and review

Student responsibility for learning. ERO observed some missed opportunities for students to be directly involved in making decisions about their learning. Although there are some good examples of students taking responsibility for aspects of their own learning, students could be further involved.

How well are Māori students learning – engaging, progressing and achieving?

The school is in regular communication with the parents/whānau of the seven Māori students currently on the roll. These students are learning very well. They are actively engaged in classes and are progressing and achieving in the same way as their non-Māori peers.

3. Curriculum

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

Students’ learning is effectively supported by interesting programmes. Good use is made of the diverse local outdoor environment.

Areas of strength

The school curriculum. The school’s vision and goals are a central part of the curriculum. The school’s curriculum is well developed in line with the New Zealand Curriculum.

  • There are detailed guidelines for the implementation of each curriculum area.
  • Education outside the classroom has an emphasis on building students’ key competencies and physical skills, confidence, knowledge and understanding of the outdoors.
  • Learning programmes reflect school and community aspirations for students.
  • Most students are beginning to take increasing responsibility for managing themselves and their learning through the ‘Spirit of Clyde’ programme.
  • Students are involved in a good range of activities that reflect New Zealand’s bicultural heritage.

Interventions. Students who need extra help to succeed in their learning are identified early and provided with special programmes that are tailored to meet their needs.

  • Progress data shows that the use of an extra teacher to reduce class sizes in the juniors was effective in raising student achievement.
  • Other successful interventions include reading recovery and a programme to address specific difficulties with reading and writing.
  • Students with particular needs learn alongside their peers in regular classrooms.

4. Sustainable Performance

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

The school is well placed to sustain and improve its performance.

Governance. The board has robust systems in place to guide the operations of the school.

  • Trustees are focused on students’ learning.
  • The board receives useful information about student achievement so that informed decisions can be made about the strategic direction of the school.
  • The board effectively supports teachers in delivering the school’s curriculum.

Area for review

Self review. Current self review tends to be descriptive. A next step could be to include more information about the quality of outcomes in the areas being reviewed. This may involve greater participation by students and parents where this is appropriate.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. 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 students' achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

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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

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)



School roll


Gender composition

Boys 70

Girls 62

Ethnic composition

NZ European/Pākehā








Review team on site

May 2011

Date of this report

11 July 2011

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

May 2008

June 2005

October 2001

*School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrate schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides