West Spreydon School - 22/08/2013

1 Context

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

West Spreydon School provides a safe, friendly and inclusive learning environment. The school has very close home and school partnerships. All staff know students and their families very well. The principal and teachers actively encourage regular contact with parents. They use many ways to keep parents informed about students’ learning and school happenings.

The board and staff have built very close relationships between the school and local community. There is significant involvement from a wide variety of groups. This includes providing assistance with school programmes and extensive additional resources to support students’ learning and wellbeing.

The board and staff have a clear focus on the future direction of the school and improving learning outcomes for all students. The school promotes everyone being a learner.

The school has made significant progress in addressing the recommendations from the 2010 ERO report.

2 Learning

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

The school makes very good use of student achievement information to improve outcomes for students.


School data shows that most students are achieving at or above the National Standards in reading, writing and mathematics. Māori students achieve at or better than their peers. Some Pasifika students’ achievement is lower than their peers. Strategies are in place to support their learning and raise their achievement.

Student achievement information is very well used at all levels of the school to support student learning. Students with specific learning needs are identified early and monitored closely. The school provides quality learning programmes for individuals and small groups of students. These are having a considerable impact on their learning and progress.

The board, senior leaders and teachers have a shared understanding of and responsibility for students’ progress and learning. The board receives regular, detailed reports about student achievement and how well students are progressing against the school’s identified targets. Parents receive useful and regular achievement reports in relation to the National Standards and other learning areas.

The learning support and English Speakers of Other Languages (ESOL) programmes are well led. Teacher aides are provided with clear guidelines and opportunities to extend their knowledge and skills. There is a strong commitment to making a difference to improving students’ learning.

Senior leaders have identified, and ERO agrees, that assessment practices should be reviewed. This includes strengthening the range of achievement information that is collected in aspects of literacy and mathematics, and extending moderation practices.

3 Curriculum

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

West Spreydon School’s curriculum is highly effective in promoting and supporting student learning.

Staff know students well and have a shared responsibility for their learning and wellbeing. Students told ERO that they enjoy school and feel well supported. Teachers show a strong belief that all students can experience success and make progress. They have high expectations, and students are aware of these.

ERO observed high levels of student interest and motivation in their learning. Teachers use a wide variety of ways to engage students. This includes the meaningful use of ICT. Students receive regular and very detailed feedback about their learning. They are able to talk positively about their own achievement and their next steps for learning.

Senior leaders have developed supportive guidelines and structures for teachers. Teachers work well together, regularly sharing ideas and considering ways to improve their teaching. They benefit from high quality professional development that links directly to the school’s identified priorities.

Senior leaders and teachers have identified, and ERO agrees, that it is now timely to review the school’s curriculum to ensure that it still reflects current school practices and beliefs.

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

The school effectively promotes educational success for Māori as Māori.

Māori students told ERO that they enjoy school, and that teachers care for them and have high expectations for their learning. They felt proud to be Māori and their knowledge and expertise was valued.

A number of staff are attending external training to learn about Māori language and culture. All teachers participate in well led professional development. This focuses on ways to improve Māori success as Māori, as well as teachers’ te reo and tikanga Māori knowledge and skills.

The wide range of opportunities for all students to learn about Māori culture is well supported by the local community.

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 governance and leadership is strong.

The principal and senior leaders have high expectations for student learning and for teachers as professionals. They know the strengths of staff and where extra support is required to improve learning outcomes for students. The principal and senior leaders promote a reflective culture that builds on teachers’ understanding and use of high quality teaching practices.

The board is well led and provides effective governance that significantly contributes to students’ learning and wellbeing. Trustees have very good understanding of their governance roles and responsibilities. They have worked closely with the principal and senior leaders to develop strategic goals that give strong direction for the school’s future. There is a cooperative working partnership between trustees, the principal and staff to achieve a shared vision for learning and teaching.

The school undertakes frequent curriculum reviews. The principal and senior leaders have identified the need to develop a more consistent self-review format that gives the board more detailed information about the effectiveness of school programmes.

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

22 August 2013

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls 52%

Boys 48%

Ethnic composition

NZ European/Pākehā





0ther ethnicities







Review team on site

May 2013

Date of this report

22 August 2013

Most recent ERO reports

Education Review

Education Review

Education Review

March 2010

December 2005

September 2002