Ranzau School - 13/03/2020

School Context

Ranzau School is a semi-rural, Year 1 to 6 school near Richmond, Nelson. The current roll is 167 students.

The school states that its vision is: ‘To create an environment where everyone can shine.’ Four valued outcomes align with its strategic goals and aim to develop the following attributes in students as: responsible community members; competent in communication and numeracy; inquiring learners, and active and creative learners.

Two further strategic goals are that the board, management and staff work together to raise student achievement and provide effective governance and management.

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

  • achievement in reading, writing and mathematics
  • progress and achievement in relation to school targets
  • achievement in relation to valued outcomes.

The school is currently undergoing significant building redevelopment. Leaders and staff are active participants in the Waimea Kāhui Ako|Community of Learning.

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 successful in achieving equitable and excellent outcomes for most students.

The school’s achievement information for 2017 to 2018 shows that most students achieved at or above curriculum expectations in reading and mathematics. In 2017 and 2019, most students achieved at or above curriculum expectations in writing.

As a group, boys achieve less well than girls in writing. These differences are evident in the school’s data for 2017 to 2019.

In relation to the two targeted valued outcomes for 2019, almost all students met the school’s expectations for being inquiring learners and responsible community members.

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

The school has had moderate success in accelerating learning for those Māori and other students who need this.

Achievement information for 2018 and 2019 shows that:

  • progress in reading was accelerated for approximately one-third of target learners
  • progress in writing and mathematics was accelerated for approximately one-fifth of target learners.

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?

School leaders work collegially to make effective research-informed decisions that are sustainable and improvement focused. They manage change and innovation thoughtfully in an environment of high relational trust, a culture of shared ownership for improving student learning outcomes, and efficient processes for information sharing. There is clear alignment between strategic, annual and classroom planning.

The curriculum provides broad, engaging and localised learning experiences for students. The school’s valued outcomes are incorporated meaningfully into learning experiences within and beyond the classroom. Student agency in learning is promoted through clear expectations, success criteria and a classroom culture which empowers students to take control of their learning. Teachers engage with and empower whānau to be supportive participants in their children’s learning. Effective transition practices help children to maintain a continuity of learning as they enter the school and move between classes.

Teachers and teaching practices are responsive to the needs of students. The culture of collaboration, which is evident at leadership levels, remains strongly evident at classroom teacher levels. There are clear expectations for teachers around assessment and monitoring of student progress. A system of flexible target groupings supports students who need additional assistance with their learning.

Teaching as inquiry and reflective practices inform changes to teaching practices for the benefit of students. The shift to team teaching in collaborative learning spaces has been well managed. Thoughtful change management, with children at the centre of decision making, has ensured that positive and productive learning environments are maintained. Professional learning opportunities for teachers are well designed and align with annual school goals.

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

Schoolwide data needs further analysis to determine patterns and trends for all students and groups of students. In particular, analysed data needs to be scrutinised to identify if students are making sufficient progress as a result of teaching programmes and practices. Analysed learning information forms the basis for high quality internal evaluation.

It is timely for the school to improve the use of internal evaluation and determine which practices are most effective in accelerating learning for those students who need this. The existing culture of critical reflection and inquiry should be extended by building knowledge and understanding of internal evaluation and evaluative thinking at all levels of the school. An evaluative framework should be used to ensure a systematic approach to strategic evaluations of processes and practices.

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 Ranzau School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success 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:

  • effective leadership and governance that focuses on sustainable approaches to teaching and learning
  • a well-developed approach to building educational relationships that engage and empower students and their whānau in learning
  • a culture of reflection, inquiry and evidence-informed decision making that leads to innovation for improved learning outcomes.

Next steps

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

  • extending analysis of schoolwide data to identify and report patterns of progress and achievement for priority learners
  • the use of internal evaluation and evaluative thinking to determine which programmes and practices are most effective in supporting learning and accelerating progress for those students who need this.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

13 March 2020

About the school



Ministry of Education profile number


School type

Contributing (Years 1-6)

School roll


Gender composition

Boys 60%, Girls 40%

Ethnic composition

Māori 15%
NZ European/Pākehā 80%
Other Ethnicities 5%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

November 2019

Date of this report

13 March 2020

Most recent ERO report(s)

Education Review October 2015
Education Review October 2012