Outram School - 02/08/2012

1. Background and Context

What is the background and context for this school’s Arotake Paetawhiti review?

The 2011 ERO report identified two significant areas for review and development. These related to curriculum design and development and implementing assessment and reporting practices in relation to the National Standards. This report covers the school’s progress in addressing these areas for development.

The senior leaders, trustees and teachers have effectively managed the development and review of the areas identified for improvement in the 2011 ERO report. The newly-appointed principal values and uses the strengths and interests of all staff. Teachers told ERO that they appreciate the high level of leadership they receive from their principal.

Teachers have undertaken well-targeted professional learning and development to increase their curriculum knowledge. There has been a specific focus on aligning the school’s expectations for teaching and learning to The New Zealand Curriculum. Teachers have responded positively to this professional development.

Students learn in a safe and inclusive environment. Teachers are highly supportive of students and each other. The board continues to be committed to improving outcomes for students.

2. Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Recommendations from the previous ERO report are as follows.

The principal and teachers complete the development and implementation of The New Zealand Curriculum.

The board, principal and staff develop and implement practices that align to the National Standards, including setting targets and reporting to students and their parents on progress and achievement in relation to the National Standards.

Significant progress has been made in developing and implementing The New Zealand Curriculum and developing and implementing practices in relation to the National Standards.


Curriculum review and design. Senior leaders have successfully led development of the school’s curriculum. Together with teachers they have:

  • developed very clear guidelines and expectations for what learning and teaching looks like in the school
  • developed a shared understanding of the school’s vision, values, key competencies and the principles that support The New Zealand Curriculum
  • begun to review learning areas in science, social science and technology to align them with the school’s inquiry approach to learning.

Assessment practices. Senior leaders have effectively led the development in implementing assessment practices that align to the National Standards. Together with teachers they have:

  • developed comprehensive assessment processes that include guidelines for moderation and making overall teacher judgements
  • reported to the community and parents on student progress and achievement in relation to the National Standards in reading, writing and mathematics.

Teachers told ERO that the targeted professional learning and ongoing robust teacher discussions are helping them to become more secure in making informed judgements about students’ progress and achievement.

Future priorities for development and review

The school has undergone an extended period of positive development, especially in curriculum design and assessment practices. The principal and teachers have identified the need to consolidate these developments. This is likely to help senior leaders embed and review expectations for teaching and learning as outlined in the school’s curriculum guidelines.

3. Sustainable performance and self review

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


The school is now well placed to sustain and continue to improve and review its performance. The senior leaders and teachers have effectively established sustainable systems to manage curriculum design and delivery, and assessment practices, particularly in relation to the National Standards. The board has set student achievement targets in relation to the National Standards for reading and mathematics. These targets are regularly monitored to ensure that students are on track to reach the National Standards by the end of 2012. The board receives regular and useful student achievement reports. These reports are based on a combination of national assessments and the National Standards. Reporting includes rigorous analysis and clearly identifies any required actions to help guide the board in making strategic decisions.

Future priorities for development and review

Currently there are too many priorities identified in the strategic plan. A number of these priorities have already been addressed. The board and principal have appropriately identified the need to review the strategic plan to ensure that the implementation and monitoring of school-wide developments is manageable.

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

2 August 2012

About the School



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

May 2012

Date of this report

2 August 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2011

May 2008

May 2005