Students demonstrate high levels of enjoyment and engagement in learning. They appreciate the range of learning opportunities that are provided and the high levels of support and encouragement that they receive from their teachers. Student achievement is carefully monitored and reported on. Targets for student achievement are set and are reviewed and adjusted so that they remain relevant. Data are used well to identify children who need support or extension. Some good achievement levels are reached. School leaders are aware of the need for accelerated progress for those children who are achieving below national age-related expectations in literacy and numeracy and of the need to improve the achievement of Māori students.
 

All teachers are implementing aspects of formative assessment practices. Most have integrated these strategies into teaching programmes in natural and meaningful ways. This integration is helping them to achieve more targeted teaching that is specifically focused on students' learning needs. Children are now more involved in their own learning and are more aware of their progress and achievement.
 

The principal provides effective leadership. Her strong professional leadership ensures that teachers are well ahead with implementation of The New Zealand Curriculum. The principal makes good use of teachers' skills and distributes leadership opportunities well. Self-review procedures are very well established, are well documented, and operate at all levels of the school. These good practices are enhanced by the principal's ongoing evaluation of the effectiveness of school operations and learning programmes.
 

Trustees are well informed about the school's programmes and student progress and achievement. Self review is well integrated into the board's governance processes and is used to inform decision making. Very good consultation and networking processes assist trustees to forge and maintain supportive relationships with the community. High levels of community support for the school continue to enable the board to provide a wider range of resources for learning and teaching. The board, the principal and staff are well positioned to sustain and enhance the quality of education they provide for students.
 

This report affirms the positive changes that have been made in the school since the 2006 ERO review. It identifies many significant areas of good practice. ERO recommends that the principal and board of trustees introduce more robust quality assurance processes to ensure that school initiatives and effective teaching and learning programmes are implemented consistently.
 

Future Action
 

ERO is very confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in four to five years.
 

Review Coverage
 

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.