This school has a roll of 331 children, including 42 Māori children. The roll is steadily increasing and the school population is becoming more diverse.
Staffing has been stable since the 2013 ERO review. The school has become Katote Community of Learning, of which the school’s principal is the lead principal.
The school has made very good progress in meeting the recommendations outlined in the previous ERO report. Over the last three years, children’s achievement in reading, writing and mathematics against the National Standards has continued to be high, and parents are now well informed of their child’s progress. Progress and achievement information is better used to set more meaningful targets for priority learners.
School leaders and teachers are very effectively achieving equitable outcomes for all children.
Processes and practices that are clearly enabling equity and excellence include:
The school is very effectively responding to Māori and other children whose learning and achievement need acceleration.
A strong partnership with local iwi has increased the school’s response to Māori children’s language, culture and heritage.
The school has useful strategies for identifying children who have specific learning needs in reading in the junior school. These children receive well-structured learning support. Teachers effectively monitor the usefulness of interventions in supporting children’s accelerated progress. High expectations for robust moderation practices result in reliable achievement information.
The school has many processes in place that are highly effective in enabling achievement of equity and excellence.
The positive school environment strongly promotes children’s learning and wellbeing.
Practices that have made a positive impact on children’s learning include:
Leaders and teachers share high expectations for programmes and practices that promote equity and excellence. These include:
The board is well informed of children’s progress and achievement. Trustees actively work with the school to develop and regularly refresh their strategic direction. They are clearly focused on equity and excellence for all children.
The school has developed sound reporting processes to inform the board and staff about how effectively they are achieving equity and excellence for all children. Leaders and teachers have not yet reported on how well children are acquiring and using the skills and knowledge gained in curriculum areas beyond literacy and mathematics.
Before the review, the board 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 the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
Children are achieving excellent educational outcomes. The board and school performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.
Agreed next step is to report to parents about children’s acquisition of knowledge and skills in curriculum areas beyond literacy and mathematics.
ERO is likely to carry out the next review in four-to-five years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern/Te Waipounamu
19 May 2017
Location |
North Canterbury |
Ministry of Education profile number |
3600 |
School type |
Full Primary |
School roll |
331 |
Gender composition |
Boys 51%; Girls 49% |
Ethnic composition |
Pākehā 80% Māori 13% Pacific 2% Other ethnicities 5% |
Provision of Māori medium education |
No |
Review team on site |
March 2017 |
Date of this report |
19 May 2017 |
Most recent ERO report(s) |
Education Review September 2013 Education Review May 2010 |