Duvauchelle School - 16/05/2012

ERO's findings about the school

Duvauchelle School provides a welcoming and supportive environment for students and families. Te reo and tikanga Māori are well integrated into the curriculum. The school makes good use of specialist teachers and the skills of community members to extend learning opportunities. The school leaders now need to establish a programme of effective self review to know about the effectiveness of school programmes, and learning and teaching.

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

1. Context

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

Duvauchelle School is a small, rural school located on Banks Peninsula. Since the beginning of 2011, a new principal and teaching staff have been appointed. Parents and the wider community are once again well involved in school activities and children’s learning. The roll is increasing.

The board is providing funding for an additional teacher to improve outcomes for students in literacy and mathematics.

The principal and teachers provided good support for their students, and Christchurch students temporarily enrolled, at the time of the Canterbury earthquakes.

2. Learning

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

ERO observed students who enjoyed learning and were motivated to achieve. Students have positive and supportive relationships with each other and their teachers. Older students provide positive role models and support younger students in their learning.

The school reports that the majority of students are achieving at or above the appropriate National Standards in reading, writing and mathematics. Students who are below expected standards are provided with additional support. Student achievement targets focus on the needs of these students. Their progress and achievement is closely monitored and reported to the board.

Teachers use a range of assessments in literacy and mathematics to monitor student progress and achievement. They use this information effectively in classrooms to group students and to provide extra support for those with particular needs.

Regular meetings with teachers and students, written reports and student portfolios keep parents well informed about their children’s achievement and progress in all curriculum areas, and in relation to National Standards.

The school has identified, and ERO agrees, that an important next step involves working with other schools to ensure the accuracy of teacher judgements about students’ progress and achievement against National Standards.

How well does the school promote Māori student success and success as Māori?

The principal and teachers provide a bicultural environment for all students. Te reo and tikanga Māori are valued and well integrated into class programmes and school activities. Māori values are apparent, for example, in the way that older students support younger students in their learning and play. The principal has established useful links with the local marae and Māori community. Students take pride in learning about Māori language and culture.

3. Curriculum

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

The school’s curriculum is still being developed.

The quality of teaching observed by ERO was consistently good. Teachers know their students well. This helps them to provide effective teaching strategies and programmes that engage students in purposeful learning.

The developing curriculum reflects the community’s values and beliefs. Students are developing a growing understanding of, and interest in, the local culture, history and environment. Teachers make good use of local resources and community expertise.

The school has identified, and ERO agrees, that next steps in curriculum development include:

  • further developing and documenting the school’s curriculum overview so that the goals and priorities for student learning are clearly identified and reflect the New Zealand Curriculum vision, values, principles, and key competencies
  • completing guidelines for teaching and assessing in each curriculum area.

4. Sustainable Performance

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

The board and principal have the capacity to sustain and improve the school’s performance. During 2011, they have successfully rebuilt relationships with their community. They are working cohesively toward establishing a clear strategic direction for the school that will help to improve outcomes for students.

Next steps for the board and principal include:

  • developing more focused and useful strategic and annual plans that are effectively linked to self review, allocation of resources, appraisal, professional learning and curriculum development
  • establishing agreed self-review processes and overall timeframes for planned self review.

Board assurance on legal requirements

Before the review, the board of trustees 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:


  • 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 student 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.



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

16 May 2012

About the School


Banks Peninsula

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls 20; Boys 5

Ethnic composition

NZ European/Pākehā


Other Ethnicities




Review team on site

March 2012

Date of this report

16 May 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2008

December 2005

December 2002