Southbrook School - 18/10/2011

1. Context

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

This review was undertaken after the significant Canterbury earthquakes in 2010 and 2011. The principal and trustees told ERO that this has impacted on the implementation of some planned school developments. The school welcomed a number of students displaced from Christchurch during this time.

Since the last review in July 2008 the board has appointed a new principal, and has recently elected a new board chair.

The school roll has shown steady growth since the July 2008 ERO review.

A new classroom block has been completed. This has added to a wide range of facilities to support student learning experiences.

2. Learning

How well are students learning – engaging, progressing and achieving?

Students learn in a positive and supportive environment. There are good relationships between students and their teachers. Well-understood routines contribute to good learning and progress during lessons. Students enjoy support from their friends, and have a sound understanding of how well they are achieving and what their next steps for learning are. Teachers provide a wide range of experiences that support interests and abilities of students.

Children’s learning is enhanced by very high quality teaching. Teachers have clear expectations and guidelines for programme planning, assessment and evaluation. They collect and use a wide range of achievement information to plan programmes that effectively meet the needs of students. The school’s appraisal practices assist teachers to reflect on their teaching, and identify professional development.

Most students are progressing and achieving at appropriate curriculum levels in reading, writing and numeracy. The school is not yet in a position to report on achievement against national standards. Baseline data has been gathered and this should enable teachers and trustees to make judgements and report to students and parents about progress and achievement against national standards, at the end of 2011. Achievement information is used well at classroom level for identifying student needs and providing appropriate support, and at syndicate level to review programme effectiveness.

How well are Māori students learning – engaging, progressing and achieving?

Māori students’ achievement is similar to that of other students at the school. Students told ERO that the school is a positive place to be Māori. Students enjoy the language and culture programmes provided by a specialist teacher of Māori. This programme is well supported by teachers in their regular classroom programmes and practices.

3. Curriculum

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

The school’s curriculum effectively promotes and supports student learning. This is well implemented in classroom programmes. The curriculum has been developed after consultation with students, teachers and the wider school community. The curriculum kete logo effectively symbolises the values and principles of knowledge, character and relationships, and reflects the culture of the school community. Leaders and teachers have developed a learning model that is well understood and consistent with these values and principles.

4. Sustainable Performance

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

The school is well placed to sustain and improve its performance. The principal provides positive leadership and is respected by students and teachers. School leaders and trustees are improvement focused, and set high expectations for all aspects of school performance. They have developed robust procedures for school operations. Processes to review the school’s performance are embedded, and the findings of those reviews are regularly reported to the board and followed up where appropriate. School leaders and the board have consulted widely with the school community about learning, safety and school development. This information is used effectively to inform the board's decision making processes.

Area for review and development

Strategic planning and priorities

The school now needs to develop more specific strategic goals to fit its clearly understood vision for the future. This should allow planning and reporting to strengthen the strategic priorities of the school.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. 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 students' achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

National Standards

The school board, with the principal and teaching staff must report in writing to students enrolled in Years 1 - 8 and their parents on the students' progress and achievement in relation to National Standards [reference NAG2A(a)].

The school has not yet met the legal requirements of reporting to students and their parents in writing on the students’ progress and achievement in relation to National Standards.

However, school leaders have developed appropriate reporting formats to report to students and parents twice before the end of 2011.

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

18 October 2011


About the School


Rangiora, North Canterbury

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Number of international students


Gender composition

Boys 53%

Girls 47%

Ethnic composition

NZ European/Pākehā










Review team on site

August 2011

Date of this report

18 October 2011

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2008

June 2005

May 2002