West Eyreton School - 05/10/2011

1 Context

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

The school’s vision, which emphasises a team approach to learning, is having a positive effect on how students and staff work together. The board, staff and students have a shared understanding of meaningful and authentic ways to enhance learning for students.

Students benefit from supportive and collaborative relationships. Staff members know students well.

The board, management team and staff have high expectations of teaching practices and strongly focus on raising student achievement. They effectively promote a range of opportunities for information sharing and involve the community fully in the life of the school.

The board provides appropriate resources in response to the identified needs of the school. Students have opportunities to develop their skills and build on their learning in a spacious and well-maintained school environment.

2 Learning

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

Most students achieve at, above and some well above National Standards in reading, writing and mathematics. Students are making considerable progress in their learning.

Managers and teachers have well developed systems that make use of good quality assessment information to identify student learning needs. This information guides planning and provides timely and appropriate information to parents. The board and managers are developing the use of an electronic system so that they can refine their processes for analysing data.

Teachers use a range of comprehensive planning and reporting processes that are focused on identifying all students’ needs.

Annual targets and detailed action plans are helping teachers to focus on raising the achievement of specific groups of students. Teachers use a wide range of effective practices that focus and engage students in their learning.

Students set useful learning goals and can talk about their achievement in reading, writing and mathematics.

Students’ learning is well supported by opportunities to work in a range of ways that cater for their learning needs and strengths. Targeted and well-organised programmes support and extend students with identified learning needs.

The board, staff and students have a well-developed understanding of the National Standards.

Area for review and development

The management team has identified, and ERO agrees, that the next step is to further extend students’ ability to manage their own learning through continued focus on:

  • establishing personal goals
  • setting high standards
  • developing strategies for meeting challenges
  • knowing when and how to act independently.

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

At the time of this review, 7% of the roll identified as Māori. Most of these students were achieving as well as other students in the school.

Managers have useful systems for identifying, supporting and extend students’ interests, needs and capabilities. They make good use of professional development and Ministry of Education initiatives to improve outcomes for students to achieve success as Māori learners. As a result of this professional development, teachers are integrating more te reo and tikanga Māori into planning and teaching programmes. The principal has also improved the way the board consults with the parents/ whānau of Māori children.

Area for review and development

The managers and staff have identified, and ERO agrees, that the next step is to continue to develop the school’s bicultural focus to further enable Māori students to experience success as Māori.

3 Curriculum

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

The school has comprehensive and useful curriculum guidelines that clearly outline learning and teaching expectations. These guidelines promote and support student learning. The management team has introduced systems such as class interchanges and shared teaching opportunities to meet the range of students’ learning needs.

Teachers help students understand what they are learning about and why, and to set learning goals and evaluate these. This helps students know how well they are learning and what they need to do to improve.

The management team provides strong curriculum leadership that helps teachers to plan and teach programmes successfully. Teachers plan collaboratively and reflect on their teaching practices. They regularly participate in and lead ongoing professional development related to school curriculum priorities.

4 Sustainable Performance

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

West Eyreton School is well placed to sustain its effective practices and to continue to improve outcomes for students. The board has effectively engaged its community in developing the school’s vision, values and strategic direction. Trustees use student achievement information to guide decisions about future planning.

The board of trustees acknowledge the commitment of the principal and senior leaders who have successfully built a community of learners in the school. Staff strengths are recognised to provide and improve outcomes for students. Stable staffing provides a good foundation for consolidating high quality teaching practices.

The board and school leaders have high expectations and are making ongoing improvements to the quality of education for students. They value Māori and include bicultural perspectives in decision making. The board ensures, through the principal, that there is clear alignment between the strategic plan, the annual plan, classroom programmes, and curriculum delivery.

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.

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

5 October 2011

About the School


West Eyreton, North Canterbury

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Girls 51% Boys 49%

Ethnic composition

NZ European/Pākehā


British/Other European




Review team on site

August 2011

Date of this report

5 October 2011

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

June 2008

June 2005

June 2002