Parkside Christian S D A School - 12/12/2016

1 Context

Parkside Christian Seventh Day Adventist School caters for students in Years 1 to 8. The school's community includes families from throughout the Hawke's Bay region. Currently, thirty three students attend the school, twelve of whom identify as Pacific and five as Māori.

An experienced board of trustees has been joined by one new member in 2016. Board composition reflects the ethnicity of the students.

Recent professional learning and development (PLD) has contributed to the school's curriculum.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are Godliness, rich relationships, ownership of mastery, wisdom in decision making, transformational learning and harvest focus - GROWTH. The school is committed to nurturing the holistic development of their students.

The school's achievement information shows that at mid-year 2016 almost all students were achieving at or above in relation to the National Standards in reading, writing and mathematics. This includes Māori and Pacific students. Data shows that there has been an increase in the number of students achieving at and above the National Standards in mathematics since 2014.

The school uses an appropriate range of assessment tools, along with teacher observations and collaborative discussion to support the reliability of judgements about student achievement.

Since the December 2013 ERO evaluation the school has:

  • undertaken professional learning and development (PLD) in mathematics
  • introduced digital technology to increase student engagement
  • developed an understanding of teaching as inquiry
  • introduced new programmes to better meet the needs of underachieving students
  • continued to use school outings to provide authentic contexts for writing.

3 Accelerating achievement

How effectively does this school respond to other children whose learning and achievement need acceleration?

The school responds effectively to children whose learning and achievement needs acceleration. Trustees, the principal and teachers:

  • build positive relationships with students and their families and whānau
  • identify individual learning needs, use deliberate strategies to promote learning and track student progress over time
  • inquire into the effectiveness of teacher practice
  • work with external agencies and participate in PLD to increase teacher capability.

Reports to parents include useful information about their child's progress and achievement.

Students requiring additional support are well catered for. Teacher aides work alongside students in classrooms and provide language learning support when needed.

Using evaluation to know about the effectiveness of strategies and initiatives to improve student outcomes, is a next step.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

A learning and improvement culture is clearly evident.

Trustees are clearly focused on student wellbeing and achievement for all learners. They allocate resources to meet identified needs. The charter reflects the special character of the school and documents appropriate targets for improving learning. Board members actively seek ongoing training. They are using Hautū - Māori cultural responsiveness self-review tool to reflect on current practice and plan future direction.

The principal works collaboratively with staff, trustees and families to develop and enact the school's vision and drive school direction for equity and excellence. She actively seeks appropriate PLD to build teacher capability and participates fully in these development opportunities. Strengthening the robustness of feedback in the appraisal process continues to be a next step.

The school's curriculum clearly reflects The New Zealand Curriculum, the local area and the special character. Teachers have developed caring supportive learning environments. Students are keen to contribute ideas. Students knowing about their learning should be further developed so that each student can confidently talk about their achievement and next learning steps.

The school is working towards strengthening learner-centred relationships with whānau. Consultation with whānau and iwi is informing curriculum development. The use of social media is increasing opportunities for communication with families in the community. Strengthening partnerships with the school's Pacific community remains an area for development.

Continuing to develop a shared understanding of evidence-based evaluation will:

  • better inform strategic and annual planning, and resourcing
  • assist the school to know about the effectiveness of teaching, learning and new initiatives and programmes to raise achievement.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school is performing well. Leaders and teachers know the children and have targeted responses for those whose learning and achievement needs to be accelerated.

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

ERO is likely to carry out the next review in three years.

6 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

7 Recommendation

ERO recommends that trustees, leaders and teachers:

  • continue to develop a shared understanding of evidence-based evaluation
  • strengthen partnerships with the school's Pacific community. 

Joyce Gebbie

Deputy Chief Review Officer Central

12 December 2016

About the school



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Female 17, Male 16

Ethnic composition









Review team on site

October 2016

Date of this report

12 December 2016

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

December 2013

December 2010

November 2009