North Loburn School - 20/06/2019

School Context

North Loburn School is a semi-rural school close to Rangiora for students in Years 1 to 8. The school currently has a roll of 126 students.

The school’s vision is to nurture well-rounded citizens of the future who have a life-long passion for learning. Valued outcomes for learners include students being able to reach their full potential; equipping students with knowledge, confidence and skills; developing empathy, respect and tolerance, and maintaining and developing the North Loburn whānau spirit. The school values are PRIDE: perseverance, respect, integrity, diversity and excellence.

The school’s current priorities include to provide quality outcomes for student achievement, learning, wellbeing and use of digital technologies.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement and progress in reading, writing and mathematics
  • progress in relation to the key competencies of The New Zealand Curriculum
  • for students with additional learning needs
  • engagement and wellbeing for success.

Recent professional learning and development has been undertaken across the school in Positive Behaviour for Learning, digital technologies, the Treaty of Waitangi, brain development and transitions into and out of school.

The school has won awards for its part in the Garden to Table project and is a Green Gold enviro school.

North Loburn School is part of the Puketeraki Kāhui Ako|Community of Learning, and meets regularly with a local cluster of schools.

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 is continuing to work towards achieving equity and excellence for all students.

Student achievement data across 2016 to 2018 shows that most students, including Māori, are achieving at or above expected curriculum levels in reading, writing and mathematics. Levels of achievement over this time in reading, writing and mathematics have been sustained.

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

Variability is evident in the way the school is accelerating learning for students who are underachieving in reading, writing and mathematics.

Student achievement information for 2018 shows that leaders and teachers have been most effective in accelerating learning in reading. An earlier identification and response to disparity in boys’ writing led to improvements the following year. That improvement needs to be continued and sustained.

The school’s information shows that students who most need to increase their rates of learning in mathematics are making the slowest progress.

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?

Students participate in caring, responsive and inclusive learning communities where relationships are respectful and productive. The school’s vision and values are closely aligned to, and are evident in, classroom programmes. A rich curriculum provides for a range of learning opportunities designed to engage students and meet their needs, interests and aspirations.

Students with additional needs are well supported through the effective use of differentiated programmes and skilled learning coaches. Community collaborations enrich learning opportunities for students and help build their sense of connection. Transitions into, within and out of the school are effectively managed.

Leaders consult with, and seek the perspectives and aspirations of students, families and staff to inform school priorities and involve them in supporting learning and wellbeing. Leaders are developing authentic relationships with whānau and iwi in order to build on bicultural practices and enhance learning. Well-developed organisational structures and systems enable collaborative learning and decision making.

Relationships between trustees and school leaders are open and effective. The board scrutinises its own effectiveness and the school’s in achieving the valued outcomes for learners. Trustees utilise the strengths of individual members and make strategic resourcing decisions to support positive student outcomes.

Systematic inquiry and self-review processes align with the school’s vision, values, goals and targets. The school uses these evaluation practices to build and sustain continuous improvement. Staff engage in open-to-learning conversations to investigate, explore and improve practice. A robust appraisal system supports teacher development and relevant external expertise is engaged to support ongoing improvement and innovation. Professional learning groups and close links with the wider education community help to build collective capacity and capability.

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

Leaders and teachers need to strengthen data management and use, and reporting practices to make clear at all levels of the school:

  • overall achievement progress and trends, particularly with regard to disparity
  • the rate and sufficiency of accelerated student achievement in writing and mathematics for identified individuals and groups of students
  • the impact of programmes and initiatives that support the acceleration of learning.

Leaders have identified, and ERO’s external evaluation confirms, that the school should continue to strengthen culturally responsive practices through:

  • further consultation with whānau and iwi to inform strategic directions and build reciprocal relationships
  • developing teachers’ capacity and capability to use cultural competencies.

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 Vulnerable Children Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of North Loburn 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:

  • review and evaluation for continuous improvement
  • well-developed systems and processes which support teaching and learning
  • a strong community focus and reciprocal relationships that support student learning and wellbeing.

Next steps

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

  • strengthening data management practices to better understand, respond to and report on the rate and sufficiency of accelerated learning
  • strengthening culturally responsive practices.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

20 June 2019

About the school


North Loburn

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 57%, Girls 43%

Ethnic composition

Māori 10%
NZ European/Pākehā 88% 
Other ethnicities 2%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

May 2019

Date of this report

20 June 2019

Most recent ERO report(s)

Education Review November 2015
Education Review May 2012