Hunterville Consolidated School - 18/06/2019

School Context

Hunterville Consolidated School is a full primary. Of the 167 students attending, 20% are Māori. Since the February 2015 report, there have been several changes to staffing, including a complete change to senior leadership.

The vision of the school is to promote “Education that grows with your child’.

The schools’ four strategic goals seek to:

  • deliver quality learning by maintaining a broad curriculum
  • encourage quality partnerships with whānau and community engagement
  • ensure an attractive physical environment
  • develop quality life capabilities.

The school has established targets in 2019, to accelerate the achievement of students working toward curriculum expectations in writing and mathematics.

  • Leaders and teachers regularly report to the board, school wide information about outcomes for students in the following areas:
  • achievement and progress in reading, writing, and mathematics in relation to curriculum expectation
  • progress and achievement of targeted learners
  • wellbeing and attendance.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school achieves equitable and excellent outcomes for all its learners. Since the 2015 ERO review, the school has maintained high levels of achievement for students. Most students, including Māori learners achieve very well in reading, writing, and mathematics, with close to half above curriculum expectation in reading at the end of 2018. Nearly all students achieved expectations in all three curriculum areas by the end of Year 8, with an identified disparity in writing for boys being addressed.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

A range of well-considered strategies are used effectively to identify and inform a purposeful response to those Māori and other students whose learning and achievement need acceleration.

All students targeted in mathematics and writing in 2018 made progress with approximately half of learners showing significant acceleration in their achievement.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Responsive practice promotes equitable and excellent outcomes for students with additional or complex learning needs. Data is used well to identify, track and monitor students requiring their achievement accelerated. Individual education plans document relevant goals, reflective of students’ individual needs. Transition in, through and out of school is well managed. Reported information ensures the board is well informed when making resourcing decisions that benefit outcomes for learners. Additional personnel are used strategically to revisit and build on the specific goals of students.

Well-developed educational partnerships between the school, parents, whānau and local kaumātua actively support delivery of the curriculum. Appropriate access to digital technologies supports learning for individuals. Te Ao Māori is suitably reflected through delivery of relevant contexts for learning.

Students learn in a positive and inclusive school environment. Values and expectations are visible and form part of classroom teaching and regular reflection. Interactions between individuals, their peers and staff are affirming. Classroom environments, the wide range of opportunities and the strategies used by teachers promote the purposeful engagement of individuals in learning. Leaders gather relevant information in relation to student wellbeing to acknowledge practices working well and inform further developments.

Senior leaders are highly reflective identifying practices and the processes that support successful student outcomes and those requiring development. They work collaboratively with teachers, select relevant professional learning and development and are actively involved in their Kāhui Ako to share and systematically build practice. Purposeful engagement of the community, by leaders, teachers and trustees, contributes to the school direction and informs their strategic direction.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Senior leaders have identified and introduced a range of developments focused on building teacher and curriculum practice. ERO’s evaluation confirms these established priorities are well informed and should further enhance the school’s collective response in achieving successful outcomes for all its learners.

Leaders and teachers seek to further promote students self-regulated learning as part of their ongoing revision of the curriculum. Documenting shared understandings that underpin agreed changes to the practice, delivery and design of the curriculum that emphasise the key priorities is a next step. This should provide a foundation to evaluate the impact of changes in achieving the valued outcomes for learners.

Further opportunities exist to develop systematic evaluation of achievement, strategic and curriculum outcomes. Continuing to increase the school’s collective knowledge and use of effective evaluation and inquiry should provide a systematic process of determining how well current strategies and future changes impact on learner outcomes.

Trustees appropriately consider succession of governance practice. They have planned to review and update their roles and responsibilities to support the transition of new trustees. As a next step they should also review and update their policies and align relevant procedures to reflect current legislative requirements.

3 Board Assurance on Legal Requirements

Before the review, the board 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 the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Hunterville Consolidated School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • responsive systems, processes and practice, that promote acceleration of students identified with additional and complex learning needs
  • cohesive professional capability, that supports sustainable practice and suitably recognise and guide ongoing development
  • inclusive school and classroom environments, that promote the purposeful engagement of students in learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • continuing to build and document evolving curriculum and teacher practice, to support shared understanding of practice
  • revisiting trustees’ roles and responsibilities and reviewing current policies and procedures, to sustain governance practice
  • strengthening the collective understanding of systematic evaluation and inquiry, to fully determine the value of current and future practice.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

18 June 2019

About the school



Ministry of Education profile number


School type

Full Primary Years 1 to 8

School roll


Gender composition

Male 50%, Female 50%

Ethnic composition

Māori 20%
NZ European/Pākehā 76%
Other ethnic groups 4%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

May 2019

Date of this report

18 June 2019

Most recent ERO report(s)

Education Review February 2015
Education Review November 2010
Education Review June 2007