The purpose of ERO’s reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. ERO’s reports are intended to be clear, concise, constructive and evaluative. An ERO school report answers the question “How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements.
This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.
Crofton Downs Primary School is an urban, decile 10 school in Wellington. With 115 students, this small school caters for Years 1 to 6 students, most of whom are New Zealand European/Pākehā. Classrooms are well resourced with information and communication technologies (ICT) equipment. Recent developments include a new addition to the playground and an extension to the library. Since the June 2008 ERO review the school name has changed from Chartwell School.
Students demonstrate high levels of achievement in reading, writing and mathematics with most students achieving at or above levels expected for their year group. They are fully engaged in purposeful learning that generally matches their needs and interests and builds on prior understanding. They learn in small focused groups and practise skills independently. Learning is challenging and fun.
Teachers collect a useful range of assessment information from formal tests and ongoing monitoring to identify levels, understanding and needs. Such information is used to group students for class programmes and to identify students for targeted intervention. The achievement and progress of students receiving further support are monitored to show the effectiveness of interventions. Decisions are based on evidence.
Parents receive helpful information about their children’s achievement and comments relating to their skills and next steps. The school did not begin reporting to parents on student achievement in relation to National Standards until December 2010.
Trustees use some valid information about students’ achievement to set and report on targets to raise success. However, schoolwide data in relation to National Standards is not collated or used to set targets.
The achievement of Māori students is monitored for them as individuals. Data shows that their achievement matches that of their peers. They are engaged and focused on learning. Regular formal te reo Māori lessons and some contexts for learning give value to their cultural heritage. Individual goals for achievement are set annually with parents.
The school’s charter and curriculum have evolved from collaboration between staff and board with community and student approval. The values and competencies from The New Zealand Curriculum are interwoven with the school’s own values and beliefs. The curriculum prioritises literacy and numeracy and an integrated inquiry approach to other learning areas.
The curriculum is highly evident in practice and effectively promotes achievement. Teachers generally focus on meeting the needs of students through a range of carefully selected, well thought out teaching approaches. The inquiry learning model is well embedded and understood by students. A focus on thinking skills and questioning to develop and expand students’ ideas and understanding are features of lessons. Teachers have appropriately high expectations for achievement and behaviour. Students are enthusiastic participants in learning.
Strong relationships exist among students, with teachers and between the school and community. Trustees, school leaders and teachers work well together to foster positive outcomes for students.
A safe and inclusive environment, featuring vibrant, child-centred classrooms provides a foundation for progress.
Distributed leadership and collaborative relationships among teachers contribute positively to improving teacher practice. Reflective teachers identify development needs, share approaches, observe and critique to continually improve their performance.
Planning for improvement is not sufficiently formalised. Discussions and plans to improve achievement are not consistently recorded or formally shared across the school’s community. Further development of the school’s planning for improvement should include: deeper analysis of data; clear, measurable targets and plans to improve achievement; regular monitoring of progress towards success; and review and celebration of effectiveness of steps taken. Such action is likely to enable practices to improve achievement to be sustained and enhanced over time.
There are no international students at Crofton Downs School.
Crofton Downs School does not have a school hostel.
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:
During the review, ERO checked the following items because they have a potentially high impact on students' achievement:
The board should address the following non-compliance. Schoolwide data in relation to National Standards is not used to set targets.
In order to address this the board should set student achievement targets in the school charter which are in accordance with the National Standards published under section 60A (1) (ba) [reference s61 (4) Education Act 1989].
ERO is likely to carry out the next review in three years.
Kathleen Atkins
National Manager Review Services Central Region
24 June 2011
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Location |
Wellington |
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Ministry of Education profile number |
2823 |
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School type |
Contributing (Years 1 to 6) |
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School roll |
115 |
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Gender composition |
Female 51%, Male 49% |
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Ethnic composition |
New Zealand European/Pākehā Māori Other ethnic groups |
79% 5% 16% |
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Review team on site |
May 2011 |
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Date of this report |
24 June 2011 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
June 2008 November 2005 January 2003 |