Gore Main School - 18/12/2013

1 Context

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

Students at Gore Main School are provided with a range of enjoyable learning experiences. The school’s values are evident in the respectful interactions and relationships amongst staff and students.

Students benefit from the strong contribution of expertise and support from parents and members of the local community. Teachers assist all students to achieve the school’s vision to ‘Reach for the Stars’.

The school has experienced a number of staff changes within the last year, including a new deputy principal and some teachers.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Learning information is used well to improve outcomes for students. The board uses learning information provided through curriculum reports to make decisions about student support, programme resourcing and professional development for teachers.

Senior leaders use learning information to:

  • determine the needs of groups of students and individuals and to set targets for raising achievement
  • identify areas of professional development for teachers
  • report student achievement, progress and needs to the board and Ministry of Education.

Teachers use learning information to:

  • place students at the right level of challenge in their learning
  • identify students’ next steps for learning
  • provide students who need support and extension with effective in-and-out-of-class help
  • identify what aspects of their teaching are going well and for future planning
  • report progress and achievement to parents and the board.

The next step is for teachers to clearly show the shifts/progress students make in their learning.

3 Curriculum

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

Students benefit from a wide range of interesting learning experiences. They engage in purposeful projects such as the focus on caring for and enhancing the school environment. The inquiry approach to learning provides relevant contexts for literacy, mathematics and the desired skills and attitude to learning. Those spoken with by ERO particularly enjoyed the opportunity to explore specialist learning areas, delivered by local experts and teachers.

Senior students are provided many opportunities to lead, organise and support school activities. The ‘whānau’ class times enable students of all ages to interact with each other and learn school values.

Students learn in settled and well managed classrooms. Teachers provide them with good to high quality teaching and learning experiences. Teachers reflect on the effectiveness of their teaching and programmes. They seek students’ opinions. ERO observed some high quality examples of teacher planning to meet the needs of individual students.

Senior leaders and teachers have identified the need for more consistent assessment across the school. They have responded to the need to make student achievement information more reliable, particularly in mathematics and writing. As a result, teachers:

  • engage in regular internal and external professional development, with a focus on building high quality teaching practice and assessment
  • receive useful ongoing in-class modelling and support from curriculum experts.

The school has a robust programme to help students move into and succeed at school. Staff believe that strong, positive relationships are a key factor in children making a positive transition to school. They work effectively and proactively to:

  • identify students who need extra support
  • liaise with early childhood centres, staff and parents
  • ensure that children are familiar with other children, the teachers and have friends
  • provide a comfortable blend of early childhood and junior class approaches to learning.

Areas for review and development

The next step for teachers is to ensure that, where possible, all students:

  • know and can talk about how well they are learning and progressing
  • have a more visible record of their next learning steps
  • set and use more purposeful goals for learning.

There is room for a greater inclusion of te ao Māori within learning programmes. School leaders recognise the need for teachers to develop confidence and competence to:

  • use te reo regularly
  • align the content of the Māori programme to relevant, meaningful and engaging activities.

How effectively does the school promote educational success for Māori, as Māori?

The school is aware of the need to strengthen how it supports and promotes Māori students to succeed. It is developing the way Māori language and culture are learnt and celebrated across the school. It has:

  • brought in local Māori experts to assist students’ learning at all levels
  • continued to consult with and encourage involvement of parents and whānau in their child’s transition to school and learning
  • begun to provide culturally relevant opportunities for Māori students to lead, such as in pōwhiri.

To increase opportunities for Māori students to experience success in their learning, teachers need to build on the cultural knowledge and skills of Māori students and their whānau. They also need to follow up on recommendations made about setting targets to improve Māori student achievement in writing.

4 Sustainable Performance

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

The school is well placed to sustain and continue to improve the learning and support provided for students.

The board supports teachers well to deliver their programmes. Teachers and school leaders are provided substantial professional development opportunities. New teachers are welcomed and provided with information they need to meet the school’s expectations.

The principal fosters the development of leadership skills amongst teachers. For example:

  • teachers with particular strengths are identified to lead curriculum development
  • training and mentoring is made available for leaders to develop in their roles
  • teachers’ appraisal goals are linked to personal and school-wide development.

Teachers work collaboratively and collegially, sharing information and new understandings for the benefit of their students. Their focus is clearly on improving students’ achievement and success.

Areas for review and development

The board and principal now need to:

  • make the school’s charter a more user-friendly document
  • refine the strategic and annual plans to make them more useful working documents
  • make reviews of curriculum more evaluative to inform future planning
  • make reports to the board clearer about the progress made in improving student achievement
  • use reports to more closely monitor the school’s identified priorities, goals and targets.

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
  • processes for appointing staff
  • 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

18 December 2013

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls: 51%

Boys: 49%

Ethnic composition

NZ European/Pākehā



Other ethnicities





Special Features

Resource Teacher of Literacy

Review team on site

October 2013

Date of this report

18 December 2013

Most recent ERO reports

Education Review

Education Review

Supplementary Review

November 2010

May 2008

April 2005