Rewa Rewa School - 06/12/2013

1 Context

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

Rewa Rewa is a small, multi-cultural school located in Newlands, Wellington. Since the November 2010 ERO report the board of trustees, in consultation with the community, decided to reclassify from a full primary to a contributing school status. The school now caters for students from Years 1 to 6. At the time of this ERO review the roll of 80 included 15 Māori, five Pacific and 24 Asian students.

The recently appointed principal provides good quality leadership and is promoting significant, positive changes. She has supported the board to respond effectively to external review and the recommendations identified in the previous ERO report.

The school values, developed in consultation with parents, are based on understanding and celebrating differences. These underpin the culture, providing a positive learning environment for all students. Recent and continuing connections with iwi, the Māori community and local marae (Ngā Hau Whā) are helping parents and whānau to be more involved in their children’s learning.

The school is central to community activities that support families and students. The principal, teachers and parents work in partnership to enhance student learning. Parents are assisted, through information evenings, to help their children’s learning at home. The board is proactive in providing services for the local community. It provides after-school care and is working with groups to upgrade the swimming pool. Students have ready access to local community resources and the city environs that support a wide range of additional learning activities.

2 Learning

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

Assessment information is used well to develop targets for raising the achievement of identified students in mathematics, reading and writing.

Valid, reliable achievement information is collated and analysed each term to assess student progress. The principal and staff work collaboratively with schoolwide data, effectively identifying patterns of progress and achievement for individuals, ethnicities, gender and year-level groups. The board receives regular, well written reports that include information about student progress and achievement in relation to National Standards. Mid-year data indicates that many prioritised students are on track to achieve at or above National Standards expectations by the end of the year.

Teachers use student achievement information effectively to inquire into and review teaching strategies and programmes. They plan in response to students' learning needs. Students at risk of not achieving, receive support through specific, well-considered interventions. School leaders identify that teachers' inquiry processes could be strengthened through more explicit recording of ongoing progress and achievement of target groups.

Staff regularly discuss the administration of assessments and moderate their judgements about achievement to be confident that data is valid and reliable.

Teachers assist students to know about their own learning. Students are becoming more aware of their next steps and what they need to do to improve. They show leadership, are cooperative and enthusiastic in their learning.

A planned and considered process has been developed to guide reporting to parents. Student progress and achievement in relation to National Standards is reported and shared with parents each term. This enables both home and school to better support student learning. Senior leaders identify that the next step is to extend the reporting process to include students’ goal setting and reflecting on their progress as part of three-way conferences.

3 Curriculum

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

The school's curriculum is continually evolving and is highly effective. It reflects the school’s high expectations and provides teachers with useful guidance on what is important for teaching, learning and assessment. The use of authentic and relevant contexts effectively enhances students' engagement and promotes positive learning outcomes. Senior leaders have identified that the curriculum could be strengthened to be more reflective of the school’s multicultural context.

A clear rationale underpins the school’s curriculum, aligned with the values, principles and key competencies of The New Zealand Curriculum. School values are explicitly integrated in all class programmes. Literacy and mathematics are appropriately given priority.

Teachers use a range of good teaching strategies to support positive outcomes for students. Respectful and reciprocal relationships motivate and engage students in meaningful learning. Teachers continue to investigate how information and communication technologies can be used as effective tools to enhance and extend teaching and learning.

Students share their work with parents and the wider community at the end of each term. These celebration evenings are valued and many people attend.

Senior leaders are developing and implementing an inquiry-learning model that supports students’ independence in and ownership of learning.

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

Staff have worked collaboratively to develop principles that guide them to support learning and assessment for Māori. Teachers continue to strengthen their understanding of what success for Māori as Māori means. Specific charter targets support the schoolwide focus on raising student achievement in all learning areas.

A significant emphasis has been placed on tikanga Māori this year to assist students to learn and succeed as Māori. Their culture and identity is acknowledged, valued and celebrated. Teachers increasingly seek to integrate Māori concepts in units of work.

Māori students and teachers take on leadership roles and are positive role models. Skills and knowledge about te ao Māori are used to support others. The kapa haka group is well received by the school community and is giving an added focus to teaching te reo Māori.

Connections are being established with local iwi and marae. Whānau have worked with staff to develop protocols that guide Rewa Rewa School pōwhiri and tikanga. Leaders and trustees identify that the next step is to meet with Māori whānau to discuss achievement and further explore aspirations for the success of Māori as Māori.

4 Sustainable Performance

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

Rewa Rewa School is well placed to sustain and improve outcomes for students.

Trustees have a sound understanding of their governance role and responsibilities. They work collaboratively to support ongoing improvement at all levels of school operation. Wide-ranging, planned and responsive self review informs strategic direction and the board's focus on improving outcomes for students. Trustees use self review and student achievement information to effectively make decisions about the future direction of the school. The next step is to involve parents and whānau in evaluating the impact of the curriculum on student engagement and learning.

The principal is a strong leader who provides clear direction that focuses on students’ successful participation in learning. She is effectively assisted by trustees and staff. A well-considered approach to improving teacher practice is supported by a robust, improvement-focused appraisal process. Professional development is linked to appraisal and school priorities. It focuses on building teacher capability to enhance learning for all students.

Senior leaders and teachers have many opportunities to develop leadership skills. The principal and staff work well as a team. They are highly reflective and focused on improving outcomes for students. Teachers regularly review classroom programmes and reflect on how changes to their practice can further lift student achievement.

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.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

6 December 2013

About the School


Newlands, Wellington

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Female 46, Male 35

Ethnic composition


NZ European/Pākehā



Other ethnic groups






Review team on site

September 2013

Date of this report

6 December 2013

Most recent ERO report(s)

Supplementary Review

Education Review

Education Review

November 2010

December 2009

December 2006