Greymouth Main School - 04/10/2011

1. Context

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

Students’ learning is supported by the shared understanding of the values outlined in the school’s learning model. This shared understanding supports student engagement, progress and achievement. The principal and staff are committed to lifelong learning and make good use of relevant new knowledge to improve outcomes for students. Strong leadership and stable staffing also contribute to an effective learning environment for students.

2. Learning

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

Overall students are achieving at or above National Standards in reading, writing and mathematics. The board, managers, staff and students actively welcome and include students with special needs in the life of the school. Purposeful learning support caters for students with identified needs. Appropriate extension programmes effectively promote able students’ participation in learning.

The board has set achievement targets against National Standards in reading, writing and mathematics. Teachers have reported in plain language to parents and whānau about how well their children are achieving against National Standards in reading, writing and mathematics.

The principal and teachers have high expectations for learning and behaviour. Effective teaching practices have resulted in high levels of student engagement and achievement. Students are active participants in their learning and willingly share ideas, support each other and reflect on their learning. Teachers make good use of student achievement information to decide on appropriate teaching programmes and approaches.

Teachers greatly benefit from opportunities to observe highly effective teachers in their classrooms. They have a reflective culture that includes a focus on modifying teaching practice to better meet student needs.

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

Māori students are achieving at similar levels to their peers. Learning and teaching approaches clearly depict Māori values of tuakana-teina (older students supporting younger students and expert teachers sharing their knowledge with other teachers), manaakitanga (caring and sharing) and ako (being both a learner and a teacher). The board is working with the Māori community to establish a bilingual class to provide opportunities for students who wish to learn through te reo Māori.

Māori students identify positive relationships and caring, supportive teachers as being strong reasons for their engagement and learning. Some good examples are evident of Māori perspectives being included in class programmes. This good practice should now be more consistently applied across the school.

3. Curriculum

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

The school curriculum clearly reflects the school and community aspirations for students to achieve success in learning, experience well-being and become good citizens. Teachers successfully integrate the curriculum values and vision into class programmes.

School curriculum policies and procedures provide clear expectations and guidance for teachers and support staff. These procedures reflect the high expectations that senior managers and teachers have for student achievement and are helping to provide consistency in classroom practices. Good quality planning formats are used by most teachers to meet the learning needs of all students. This is most evident in literacy and numeracy planning. The syndicate leaders are working with teachers to ensure that their planning reflects students’ interests and the local context, as outlined in the school's curriculum.

Senior managers and teachers have successfully embedded reporting against National Standards and acknowledge that they now need to complete their integrated curriculum.

4. Sustainable Performance

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

The board and staff maintain strong links with its families and the wider community. The school provides support for parents of preschool students who are about to start school. This includes useful information about ways parents can support their children in being ready to enjoy books, use writing tools and work with numbers. This collaborative initiative is successfully preparing children for school, developing their self esteem, and strengthening relationships between parents and teachers.

The charter, strategic and annual plans provide clear, explicit direction for school operations.

The board and senior managers regularly conduct self review and make good use of the information they gather to modify their practices and improve outcomes for students. The next step is to establish one clearly defined process of self review that the board, staff and students can use to sustain and continually improve their practices, teaching and learning.

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.

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

4 October 2011

About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)



School roll


Gender composition

Boys 52% Girls 48%

Ethnic composition

NZ European/Pākehā



Other ethnicities





Special Features

Attached personnel: RT:Lit

Review team on site

August 2011

Date of this report

4 October 2011

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2008

May 2005

August 2002

1 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 integrated 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