In 2021 our school was assigned an ERO partner and throughout the year the principal and leadership team of the school met with our ERO partner, providing information in order to explain the context and community our school exists within. Getting to know the people, the learning spaces, the organization and the way our school manages day by day; the policies developed by the school board; how our community connects with stakeholders and through consultation, identifying the things that matter to us, as a school community.

At the end of 2021 the evaluation focus of the review was defined in collaboration with ERO, the board and the principal.

To evaluate the consistency of teacher approach to empowering student agency and the impact on progress and achievement in reading, writing and mathematics.

Over the course of 2022-2024 a review team; which included the principal, a school board member, and two teachers reviewed what was happening in the school against the evaluation focus. Regular reports and documentation was sent through to our ERO partner to provide as clear picture of how we were achieving consistency, student agency and the level of achievement in the three core curriculum areas.

This process will continue into 2025 now that we have had a change of personnel amongst our teaching staff. The introduction of structured literacy and mathematics is having a marked effect on building consistency of teaching pedagogy between teachers.

Regular reports will be sent to ERO describing the journey of continuous review the community is involved in. There will be face to face visits and observations by our ERO partner to check what is being developed by the school review team is accurate and based on evidence.

The school board is confident that we have the right people in our review team - people who are always seeking improvement with students.

We will post the school profile reports as they are written.