Ero Report

The school’s most recent ERO visit was in May 2007. The following is an unedited copy of the heart of the written report which includes all ‘Areas of Good Performance’ and all ‘Areas for improvement’
The full report is available from the school office or online at www.ero.govt.nz

Areas of good performance

• Engagement
  Most students are highly engaged learners. Students working with teachers in small groups are focused, motivated and celebrate success. Teachers know their students well and generally provide high interest learning opportunities. Students willingly support each other. Most are able to work independently, in pairs and in groups. A strong culture of learning is evident in all classes.
  
• Understanding learning
  Students are purposefully involved in the learning process. Many are able to articulate learning intentions for different curriculum areas. Teachers share the focus of lessons, effectively building on prior learning.
  Students develop skills in goal setting and review as they progress through the school. A wide range of experiences contributes to increasing their thinking skills. Students’ developing understanding increases
  motivation and promotes independence in learning.
  
• Developing learners
  Staff effectively encourage learning through well-developed teaching practices. Examples include teachers’ enthusiasm, skilled questioning and well-planned and paced activities that clearly motivate students. Many independent activities relate directly to the lesson focus and allow students to consolidate new learning. Students are competent learners.
  
• Catering for students needs
  Students learning needs are effectively identified using valid, well-analysed assessment information. Teachers plan programmes well matched to students’ learning levels and needs. Flexible grouping and ongoing monitoring of progress assists teachers to respond to students promptly. Students’ progress is promoted by focused, appropriate teaching.
  
• Addressing underachievement
  Students at risk of underachievement are identified efficiently and strategies are implemented to assist their learning. Teachers plan intervention programmes, led by teacher or teacher aides, for individuals or groups of students. Strategies are clearly designed to respond to the specific learning needs of students. Students are referred to outside agencies when necessary. Most students make significant progress with the support of well-focused intervention.
  
• Relationships
  Friendly, relaxed, respectful relationships are a feature of the school. Students and teachers enjoy positive and affirming interactions in and out of class. Trustees and staff regularly respond to students’ ideas and concerns through liaison with student leaders. Supportive relationships promote student confidence.
  
• Learning environment
  Students work in vibrant, stimulating classrooms. Readily accessible, appropriate resources, including ICT, support learning. Students’ work is displayed and celebrated. Learning prompts and clear routines maximise learning time. Students take pride in their surroundings.
  
• Curriculum
  Student engagement and achievement is enhanced through an integrated curriculum. Teachers relate content from extra-curricular events or other curriculum areas to core learning. Learning contexts reflect the interests and prior knowledge of students, with some student involvement in planning programmes. Students benefit from a balanced range of academic, social, cultural and sporting experiences.

Areas for improvement

• Assessment review
  Teachers collect a comprehensive range of useful data in literacy and numeracy. However, the usefulness of other collections of data is unclear. A review of assessment practices should support the professional development direction already planned for in the next two years. Such review should include an evaluation of the student achievement information given to parents, so that parents are well informed of the actual progress of their children. Development of consistency in sharing the learning focus with students should also further assist students’ ownership of learning.
  
  

Note: The above is not the full ERO report. It is the unedited heart of the report. Copies of the full report are available from the school office or online at www.ero.govt.nz

PRINTABLE VERSION

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Check Newsletters Below for Details   
     Some Dates Subject to Change 

August
20: Teacher Only Day. School Closed
24: Home & School meeting 5pm
31: Aranui x country 5/6

September
  1: MATHEX, Wanganui 5-9pm
  3: Y 7/8 x country, Collegiate 
  7: Cluster Sports tourney Y 7/8    
  9: Cluster sports tourney Y5/6
15: (Wed.) Drama production
16: Late start
16: (Thur.) Drama production
17: Late start - drama clean up
20: ERO visit this week
22: Sport Vs Halcombe
24: Final day of term 3

October
11: Day one, term four
27: School photos
28: School speech finals Y5-8 7pm
29: School x country all classes
30: SHEPHERDS SHEMOZZLE
31: Interschool speech finals 4pm

November
  2: Lamb and Calf Day
  5: Interschool x country, H'ville
  8: Yr 5 depart camp Raukawa Falls
10: Yr 5 return from camp
26: Y 7/8 softball tourney, H'ville
29: Y 7/8 camp Resolution Bay

December
  3: Y 7/8 return from camp
10: School picnic
14: Year 8 Dinner
16: School prizegiving 7pm
17: School closes for year at midday