Woodbury School - 07/11/2012

1. Context

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

The school has a well-established outdoor area that students use effectively to explore the natural environment, develop their imagination, problem solve and play together.

At the time of the 2010 ERO review, the school had a newly appointed principal and board. A commissioner was previously governing the school.

The school has made significant progress bringing about the necessary improvements to the school’s performance. It has a stable motivated board of trustees. Students are now happy and focused on their learning. The families and local community actively support the board, staff and student learning. The school roll is increasing.

2. Learning

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

School achievement information reported to the board in 2011 showed that students made good progress and most students achieved at or above National Standards in reading, writing and mathematics.

In 2012, the board and teachers set achievement targets to raise the performance of groups of students who were not meeting the school's and National Standards in reading, writing and mathematics. These students are well supported within their class programmes and with additional resourcing.

Students participate in interesting and real-life learning experiences. They have many opportunities to make choices and develop their interests, particularly in information and communication technologies (ICT). Teachers successfully use a range of appropriate practices to engage students in meaningful learning.

Teachers use a good range of assessments. New systems and practices have been developed to enable teachers to track student achievement over time. Teachers are making good use of professional development to extend their knowledge and use of effective practices. They are making better use of achievement information to compare students' progress and share different ways to extend student learning further.

Areas for review and development

ERO identified and the principal agrees that the next steps to further improve outcomes for students are to develop consistent teacher practices across the school. This includes:

  • providing regular opportunities for students to set goals and identify their next learning steps
  • developing a shared understanding of the definition of gifted and talented students and how these students could be extended.

3. Curriculum

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

In a short period of time the board, staff and community have established a suitable curriculum for this school. It includes a wide range of interesting and purposeful learning experiences for the students. Teachers have developed a curriculum focus that gives emphasis to developing students’ use of thinking skills and self-management. The board has provided good resources to support these new initiatives.

The principal and ERO agree that the next steps to improve the effectiveness of the school curriculum for learning and teaching include:

  • implementing the new initiatives for curriculum self review that focus more on teaching effectiveness and how well students are learning
  • extending a bicultural focus into all aspects of school programmes
  • ensuring that students’ ideas for their learning are included in curriculum and school decision making.

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

No Māori students are identified on the school roll. However, the school has an inclusive culture that reflects Māori values. Teachers know students and their families well. Older students look after younger students.

The next step for the board and staff is to make Māori culture more visible and valued in the school programmes, environment and documentation.

4. Sustainable Performance

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

The school is well placed to sustain and improve its performance. The board, staff and parents have taken some positive initiatives to improve outcomes for students.

The principal provides strong leadership and the staff work collaboratively to achieve the school goals.

The trustees have developed a good framework and an understanding of governance and management. The board ensures through the principal that the school’s long-term goals are closely linked to improvements in teaching and learning and student achievement is reported on regularly.

The board, principal and staff have established good relationships with families and the community. Parents and community members are actively involved in the life of the school. The board and principal keep the parents and community well informed about the progress and achievement of the students.

The trustees and principal have effectively engaged with the community to develop the school’s vision and values. The next step is to ensure that this vision is fully understood and students can describe how it contributes to their learning and progress.

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
  • 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 three years.

Graham Randell

National Manager Review Services Southern Region

7 November 2012

About the School


Geraldine, South Canterbury

Ministry of Education profile number


School type

Contributing (Years 1 to 6)



School roll


Gender composition

Girls 24; Boys 22

Ethnic composition

New Zealand European/Pākehā


Review team on site

September 2012

Date of this report

7 November 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2010

May 2009

June 2006

1 School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides.