Springlands School - 16/03/2015

1. Context

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

Springlands School board and staff provide a very positive, caring and inclusive environment that fosters students’ learning and wellbeing. The welcoming and friendly nature of the school has contributed to long-term family and community connections.

The shared vision of the school is central to all decisions made for students and their learning.

The environment is attractive and interesting. It has many unique features that students have been involved in designing and creating as part of their learning. The school continues to be a Green Gold Enviro School. Students and teachers are justifiably proud of this notable achievement.

The board and senior leaders have continued to sustain high-quality teaching and expectations as outlined in the December 2010 ERO report. An inquiry approach to learning is now strongly evident at all levels of the school.

2. Learning

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

Leaders and teachers make very effective use of student achievement information to engage students in meaningful learning that further enhances their achievement. They use well-developed practices that help them make accurate judgements about student achievement in reading, writing and mathematics school wide.

Students achieve very well in reading, writing and mathematics. Many students achieve at and above the National Standards compared to other schools nationally.

School leaders have developed effective systems and support programmes to help students who are not achieving well to improve their performance. The school’s achievement information is used purposefully to provide focused professional development for teachers and targeted resources for students who need additional support.

Teachers have very high expectations for student achievement and behaviour. They meet frequently to discuss student achievement and ongoing ways improve it. Students and teachers make good use of student goals to focus class programmes on what students need to learn.

Parents are well informed about student progress, particularly the parents who have children needing extra assistance. Leaders and teachers use many approaches to involve parents in their children’s learning. Celebrations for students’ learning are frequent and focused on student success in many school and community activities.

3. Curriculum

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

The curriculum is highly effective in promoting and supporting students’ learning.

The curriculum is innovative, constantly evolving and incorporates students’ interests, abilities and needs. A feature of the curriculum is its close links to the school’s vision and values for a successful learner and citizen. It includes strong bicultural components that are successfully interwoven in all learning areas. The curriculum incorporates many creative ideas from students, teachers and whānau. There is a strong focus on literacy and mathematics.

Useful guidelines and well-established systems effectively guide learning and teaching.

Teachers know their students well, are highly reflective and make appropriate changes to practices and programmes to meet identified needs. They work together to plan and share practices including the use of technologies that engage students in a variety of practical and interesting ways.

Teachers and students experience positive and meaningful relationships. Students are strongly supported to successfully manage their own behaviour, and to support and value others.

A wide range of specialist teachers provide students with opportunities to be extended, challenged and to follow their interests.

Area for review and development

The senior managers have identified, and ERO agrees, that is it time to review the school’s gifted and talented programme.

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

The school effectively promotes success for Māori learners as Māori.

Māori students are making good progress in reading, writing and mathematics. Achievement of Māori students is just below that of non-Māori with most students achieving at or above the National Standards.

Teachers include Māori protocols in staff meetings, school assemblies and classroom practices. Professional development regularly includes te reo and tikanaga Māori that teachers regularly use in their classrooms. The kapa haka is very well supported by students, and all those who are involved in the school.

Māori whānau are kept well informed. Their opinions are regularly sought and acted upon. The school maintains strong relations with the local marae which gives the school valuable support and guidance.

How effectively does the school promote educational success for Pacific students?

The school is working to improve the educational success of Pacific students. The number of Pacific students increased significantly during 2014.

Leaders and teachers are establishing better links with families and are looking at ways the Pacific culture can be integrated into the school curriculum.

Area for review and development

School leaders have identified, and ERO agrees, that the school needs to look at further ways to raise Pacific student achievement, and to further involve parents in their children's learning.

4. Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The board, principal and other school leaders are focused on making ongoing improvement to student achievement and school performance. Trustees bring a good range of skills to their work. Strategic goals and plans guide the future direction of the school.

School leaders make good use of professional development and current research to continually improve student achievement, wellbeing and the quality of teaching.

Appraisal of all managers and staff is comprehensive and strongly focused on meeting the school’s vision for a successful learner, improving teaching practice and raising student achievement.

Self-review processes are well understood and used to find out what is going well and where change may be needed. Student and parent opinions are regularly sought and used to guide school improvements.

Area for review and development

To provide greater consistency in self review, some aspects could be more effective. The school needs to review and further refine some existing practices, including increasing the use of measurement indicators and findings from research.

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.


Springlands School provides high-quality learning and teaching for all students. The school culture fosters students’ wellbeing and belonging. Students achieve very well in reading, writing and mathematics. The curriculum is closely linked to the school’s vision and values for a successful learner. The board, principal and senior leaders have very high expectations and provide strong governance and professional leadership.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

Deputy Chief Review Officer

Southern Region

16 March 2015

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls 51%

Boys 49%

Ethnic composition

NZ European/Pākehā 65%

Māori 19%

Pacific 6%

European 4%

Asian 3%

Other Ethnicities 3%

Review team on site

December 2014

Date of this report

16 March 2015

Most recent ERO reports

Education Review December 2010

Education Review December 2007

Education Review April 2005