Marshland School - 06/12/2013

1 Context

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

Marshland School is a full primary school located on the outskirts of Christchurch. The board and principal are preparing to move to a new site in 2016. They are also planning for an expected increase in roll.

There is a friendly, welcoming and family atmosphere within the school. Positive relationships exist between teachers, students and their parents. Older students are supportive of younger students. They help them to settle into and transition through the school.

The school offers a wide variety of sporting and cultural opportunities for students to participate in during and after school. These activities are well supported by parents.

The school enjoys high levels of support from the community.

The board has made good progress in addressing the recommendations from the July 2010 ERO review.

2 Learning

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

The school makes good use of achievement information to promote student learning.

Most students are achieving at and above the national standards in reading, writing and mathematics. The board receives regular and detailed reports about student progress and achievement.

Teachers have high expectations for students’ positive learning and behaviour. They effectively use a wide range of approaches to assess students’ progress and achievement. Students’ progress over time is closely monitored. Those students who have been identified as not achieving at expected levels, are provided with specific programmes that cater for their individual needs.

Parents and students regularly receive useful information through learning conferences and written reports about their learning and what their next steps are.

Most students observed or spoken to by ERO were engaged in their learning and felt positive about the school and the wide range of opportunities available to them.

Area for development and review

The principal, senior leaders and ERO agree that Year 4 to 8 student achievement reports to parents need to be reviewed so they clearly show how students are achieving and progressing against the National Standards.

3 Curriculum

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

The school’s curriculum is effective in promoting and supporting student learning.

The school’s ‘PROUD’ learning model is well organised and visible throughout all aspects of the school.

Students are provided with a broad variety of learning experiences. Teachers place an appropriate emphasis on literacy and numeracy. Information and communication technologies (ICT) are effectively integrated into learning programmes and well used by students and teachers.

Teachers use a wide range of ways to engage students in their learning. They make good use of regular and targeted professional learning opportunities to extend their teaching practices.

The principal and teachers have developed very clear guidelines and expectations for teaching and assessing students’ learning.

Area for development and review

The principal has identified and ERO agrees that it is timely to review the curriculum. This includes strengthening the ways teachers review what:

  • contributed or hindered students learning
  • teachers will do differently to raise achievement further.

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

The school is becoming increasingly effective in promoting educational success for Māori, as Māori.

Most Māori students achieve at or above National Standards. Those with identified learning needs are provided with appropriate support. The board is well informed about Māori student achievement through regular reports. This information is also shared with the school’s Māori community.

The principal and board provide many opportunities to seek the opinions of Māori students’ whānau. Trustees have identified that they need to further extend the ways they engage with families of Māori students.

The principal has worked with members of the schools Māori community to consider how the schools ‘PROUD’ vision links to Māori values. The next step is to include and integrate te ao Māori (Māori world view) into the school’s vision and all aspects of the school.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.


Senior leaders foster a culture of shared leadership. Teachers’ work collaboratively together. Their strengths are well utilised to help build staff capability and consistency across the school. This is having a positive impact on the ways teachers help students to learn.

Since the 2010 ERO review, the schools appraisal system has been strengthened. Teachers receive regular and useful feedback about their teaching.

The board and principal work well together. They are developing a strategic approach to the schools’ future developments. Trustees have clearly defined roles and responsibilities. They have good systems to ensure the effective running of the school.

Students have many and varied opportunities to develop their leadership skills.

Parents are kept very well informed about their child’s wellbeing and learning. Trustees and staff have extended the way they communicate with parents. The principal and teachers actively seek parents’ views on all aspects of schools operations.

Area for development and review

The school has developed a three year review cycle. The board regularly reviews the schools policies. To strengthen self review further, the board needs to clarify and document the process they use for self review.

Provision for international students

The school is a signatory to the Code of Practise for the Pastoral Care of International Students (the Code) established under section238F of the Education Act 1989. No International students were enrolled at the time of the review.

The school has attested that it complies with all aspects of the Code.

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

6 December 2013

About the School


Marshland, Christchurch

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 54% Girls 46%

Ethnic composition

NZ European/Pākehā






Review team on site

October 2013

Date of this report

6 December 2013

Most recent ERO reports

Education Review

Education Review

Supplementary Review

July 2010

August 2007

March 2005