Springdale School - 08/06/2016

1 Context

Springdale School, located between Morrinsville and Te Aroha, caters for children in Years 1 to 8. The school is the focal point of the Springdale community and recently celebrated its centenary. There are high levels of parent involvement in school events and activities. A significant number of parents have intergenerational links with the school.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are, that they develop to reach their highest potential through the school's programmes, values and beliefs. Springdale School believes that every child is a learner, and mathematics and literacy are the core of learning. These beliefs contribute to positive relationships and a strong sense of belonging for all children and their families.

The school’s achievement information shows that, at the end of 2015, 14 children were below National Standards in reading and writing and 10 children in mathematics. The school's 2015 achievement data clearly indicates that six of the 14 children made accelerated progress in reading, a third of the children in writing, and half in mathematics. The school's data also identifies children who have been below the standards are making expected progress, toward acceleration.

Since the previous ERO evaluation, continued improvement has been a focus with the implementation of a range of initiatives. These include:

  • strategic resourcing to reduce class sizes and multi-year levels within classes
  • the promotion of positive and respectful relationships
  • opportunities for children to work cooperatively in groups in classroom programmes
  • teaching and learning practices adapted to improve children's engagement and achievement
  • professional development with a focus on writing
  • the review of the mathematics curriculum.
  • regular discussions between teachers and parents about children's learning needs and progress
  • responsive and reciprocal interactions with external agencies that support individual children and their families.

3 Accelerating achievement

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

Springdale School has responded well to those children whose learning and achievement need acceleration. The school is able to identify those children who are not achieving at their expected levels and are able to show how they respond to their identified needs. They know the targeted children making expected progress in reading, writing and mathematics. The impact of the work being done shows that a number of the children make accelerated progress and others are progressing towards their specific learning targets.

Teachers use a range of assessment tools to monitor children's progress and achievement in reading, writing and mathematics. Children requiring extra support in their learning, including the small number of Māori children, are targeted and a range of programmes put in place to accelerate their progress.

Teachers have participated in professional development in writing. Teaching strategies are modified so children experience success in their learning. Teachers are beginning to evaluate the effectiveness of the programmes of learning they provide to respond to the needs of children. Children are working with teachers to identify their learning progress and their next steps.

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 priorities for equity and excellence?

Springdale School's curriculum, processes and practices effectively promote learning and achievement for most children. The school's curriculum has appropriate emphasis on reading, writing, mathematics and the key competencies, and includes relevant local contexts. Reading and writing are key focus areas for 2016 / 2017 with staff attending board-funded professional development. Children benefit from a wide range of extra-curricular opportunities, including sports, arts, science, rural events and educational visits. These initiatives foster children's engagement and participation.

Teachers use assessment information to set targets for children. They know their children and their families well. They are working to assist children to better understand and take greater responsibility for their learning. They are improving the overall teacher judgements that they make about achievement for those children in their first three years at school. Teachers work collegially and use a range of teaching and learning strategies. The school participates in local education clusters.

Experienced board members provide effective governance. Trustees have a sound understanding of their roles and responsibilities, are committed to school development, and improving outcomes for children. They have employed an additional staff member for five years prior to the increased teaching entitlement in 2015. They use achievement information and parent input to support them with considered decision making.

The principal has a clear vision for school direction and works effectively with staff, children and the community. Parents are well informed about their child's achievement. Informal discussions, student-led conferences, and reporting strengthen learning partnerships among teachers, children and parents.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

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.

Springdale school provides a broad curriculum relevant to the children and the local community. Classroom programmes are supplemented by teacher aide assistance. These things support the direction for accelerated learning. The school should celebrate the things they do well. The key next steps include:

  • Strengthening the process for making overall teacher judgements about achievement for children in their first 3 years at school.
  • Strengthening the school's response to promoting culture language and identify for Māori.
  • Reviewing the school's strategic plan to more clearly identify long term plans for the development of school priorities in achieving 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

The board, principal and staff have appropriate systems and practices in place to support them to progress the areas identified within this report. 

Lynda Pura-Watson

Deputy Chief Review Officer

8 June 2016

About the school


Te Aroha

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 32 Girls 23

Ethnic composition







Review team on site

February 2016

Date of this report

8 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

August 2008

November 2005