Hornby Primary School - 04/05/2012

1 Context

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

Students are very well supported in a caring, friendly and inclusive school culture. This includes large numbers of Māori and Pacific families and families from other cultures. Staff members know students and their families well. Students learn in spacious, well-maintained and resourced learning areas.

The board, principal and staff are actively responsive to students’ diverse cultural needs. The school’s values are naturally integrated and are well understood by students, staff and the community.

Students and their families are well supported by an extensive community support network, including Māori and Pacific whānau/families. These links enable staff to successfully respond to whānau and students' diverse social, education and cultural needs.

Parents have a good range of opportunities to be involved in their children’s learning. There is effective communication between the school and the local business community. Students benefit from sponsorship and extra resources that support a range of learning programmes.

Since the June 2009 ERO review there have been considerable changes in the school’s leadership. A new principal was appointed in Term 2, 2010. The principal has supported staff and a new leadership team to lead curriculum developments effectively in assessment, self review and numeracy. These developments have helped all groups of students to make good progress in literacy and numeracy.

Senior leaders are using 2011 and 2012 assessment information to identify relevant targets to lift student achievement in literacy and numeracy in 2012.

2 Learning

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

The school reports that all groups of students are making good progress towards achieving at or above the National Standards in reading, writing and mathematics. Māori and Pacific students are making comparable progress to other students.

Senior leaders and teachers have developed systems that make effective use of good quality assessment information to identify students’ learning needs. This information guides planning and provides useful information for parents.

The board and staff have a well-developed understanding of the National Standards. Teachers successfully target specific groups of students to raise achievement. These targets have been successful in raising the achievement of Māori and Pacific students and groups of boys.

Teachers plan together and use practices that strongly engage students’ interest in learning. Teachers plan well-paced lessons and group students in ways that enable students to benefit from teachers' diverse skills. Students set goals with teachers and parents and can confidently talk about their progress and achievement particularly in reading and numeracy.

Professional development for staff has positively impacted on students’ achievement and engagement, particularly in mathematics and literacy.

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

The school environment strongly reflects the bicultural heritage of New Zealand. Māori students know that their culture and identity are important to them and their whānau.

The school has supported Māori students’ culture and identity by:

  • the natural integration of te reo and tikanga Māori into the curriculum
  • providing bilingual options for Māori and other students
  • integrating a range of experiences related to history, music and arts into the curriculum.

The board and principal acknowledge, and ERO agrees, that it is time to review:

  • the school’s definition and criteria for gifted and talented students and the way these students are identified and tracked over time
  • how well the school’s reporting system is understood by and useful to students and parents.

3 Curriculum

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

The well-developed curriculum meets the school and community’s expectations for student learning and achievement. The professional leaders provide detailed and consistent guidelines for teaching and learning.

The inclusive curriculum provides opportunities for the diverse student population to grow as leaders. The teachers work together to provide a wide range of learning experiences that are relevant and interesting.

Senior leaders and teachers use effective self-review practices and targeted professional development to improve and sustain student engagement, progress and achievement.

Staff members actively plan for the natural integration of a Māori context within the curriculum. Students in the school’s bilingual classes are learning te reo and tikanga Māori at an advanced level. These classes are well supported by the board and experienced staff.

4 Sustainable Performance

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

The principal actively promotes a collaborative approach to leadership. This enables staff to develop as leaders and use their individual strengths to benefit all students.

Senior leaders and staff have developed a purposeful plan to work in ways that are meaningful to Māori students and their whānau.

Effective appraisal systems support school leaders to provide purposeful feedback to staff. Teachers regularly review student achievement results and the way they teach to improve learning outcomes for students.

The school is well resourced by the board. This includes a funded extra teacher and learning support staff and a good range of information and communication technologies (ICT).

The board has developed useful guidelines to support the induction of new board members and board leadership. These guidelines include effective systems to monitor students' health and safety. The school has developed its own self-review model that effectively links planning and review at school-wide and strategic level.

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 four-to-five years.

Graham Randell

National Manager Review Services Southern Region

4 May 2012

About the School


Hornby, Christchurch

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls 55% Boys 45%

Ethnic composition

NZ European/Pākehā










Special Features

Two bilingual classes

Review team on site

February 2012

Date of this report

4 May 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2009

August 2006

October 2003