Templeton School - 09/09/2013

1 Context

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

School leaders ensure that students experience a good quality education where their self esteem and wellbeing are nurtured. Students show pride in their school, their achievements and those of others.

The school has very strong partnerships with parents, whānau, families and the wider community. Warm, caring relationships are evident across all levels of the school. Leaders and teachers understand the significance of how positive relationships clearly link to student learning and wellbeing. Considerable effort is made to find out what parents want for their children and how the school can support this.

The philosophy of being a WISE learner (working together, inquiring, self managing and enthusiastic) is central to the attitude and approach of the school community. It underpins the positive learning culture that is highly evident in the school. Students learn in settled classroom environments and are well engaged in their programmes.

2 Learning

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

The school is making effective use of information about student learning to promote their engagement, progress and achievement.


The board receives useful information about student progress and achievement. This shows most students are achieving at or above National Standards in reading, writing and mathematics.

The senior leadership team makes very good use of student achievement data. Leaders set specific annual targets to lift the achievement of selected groups of students who are not meeting National Standards and require additional support. These students are carefully monitored and are making good progress.

Teachers and leaders regularly track and discuss the progress of all students. They frequently review their teaching practice. Teachers skilfully use this information to adjust the content and style of their teaching to better meet the individual needs of students.

Teachers sensitively and honestly share a wide range of assessment information with students. They provide high quality written feedback to students who have a very good understanding of their own learning and next steps.

Students, in consultation with their teachers, set specific goals for their academic learning and to help them become a WISE learner. They evaluate their own learning in thoughtful measurable ways.

Teachers and students work together on learning logs that clearly show student progress and achievement. These are viewed with pride by students and regularly shared and celebrated with parents.

Reports to parents are of good quality and are easy to understand. Parents are kept well informed about their child’s progress, next steps and how they can support learning at home.

The school maintains close relationships with local early childhood centres and high schools. Considerable thought is given to transitioning students to and from school. Appropriate changes are made to suit students’ individual circumstances.

School leaders, teachers and ERO agree that it would be useful to continue to develop teacher moderation of overall judgements against National Standards and review the management of assessment.

3 Curriculum

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

The school’s WISE learner philosophy combined with its curriculum is effective in promoting and supporting student learning.


The school curriculum is varied and effectively promotes high expectations for student work and behaviour. It is comprehensive and clearly shows the attitude and approaches to learning and teaching that are expected by students and teachers. There is good guidance for teachers about subject content across all year levels. Student achievement in literacy and mathematics is a high priority. The arts are valued and are a strength of the school.

Teachers use a good range of strategies to help students achieve the focus of lessons. They make suitable changes to their teaching practice to support ongoing learning for groups and individuals. Some particularly effective strategies teachers use with students are:

  • acknowledging prior knowledge, extending ideas and helping them to review their learning
  • assisting them to gain independence and take responsibility for their learning and resources
  • effective questioning to help develop problem-solving skills and critical thinking.

Lessons are purposeful and move at a steady pace to maintain student interest and engagement. Students who spoke with ERO commented how much they appreciate the care and interest teachers show in their learning and wellbeing.

Teachers make good use of professional development. They work well together to build consistency of teaching practice across the school. New approaches, such as recent changes in mathematics, are shared with parents so they are better able to support their children’s learning.

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

The school is making good progress in promoting success for Māori as Māori.


A strength of the school is the time and effort put into building strong relationships with parents. Senior leaders and teachers get to know students and their families very well and use this knowledge to provide good opportunities for students to succeed. Successes are celebrated with them and their families.

The school has a specific programme to extend students' understanding of aspects of Māori culture and local history.

Senior Māori students are encouraged to take on leadership roles and share their skills.

Senior leaders are committed to strengthening the bicultural practices in the school and promoting success for Māori, as Māori. Seeking the views of Māori students on a regular basis would support this goal.

4 Sustainable Performance

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

The school board and leaders take a carefully considered approach to decision making and are very well placed to sustain and improve school performance.


The board and principal work well as a team. They make effective decisions based on student achievement information and school reviews. These self reviews are detailed and comprehensive. They are informed by research and contain parent, student and teacher perspectives. Useful next steps are identified for future planning and are linked to raising student achievement and effectively resourcing the school.

The principal and deputy provide strong support for teachers. They have a clear picture of what is happening in the school. Their leadership is well respected. They effectively promote the school's values and actively develop supportive partnerships with the wider community.

Trustees and senior leaders make sure that there are cohesive links between the school’s strategic direction, professional development and appraisal.

Teacher appraisal is making a positive difference to the quality of teaching. It is used to share good practice and is contributing to the strong learning culture evident across the school.

Senior students are provided with many opportunities to be leaders. Some of these are formal roles while others are self appointed as students show a willingness to support younger students. Senior students were keen to tell ERO that their views are sought and listened to and that they can and do make a difference in the school.

The board and principal have identified the need to refine and prioritise strategic goals and how these will be met over time.

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 four-to-five years.

Graham Randell

National Manager Review Services Southern Region

9 September 2013

About the School



Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Boys 51% Girls 49%

Ethnic composition

NZ European/Pākehā




Other Ethnicities






Review team on site

July 2013

Date of this report

9 September 2013

Most recent ERO reports

Education Review

Education Review

Education Review

July 2010

April 2007

September 2003