"The learning environments are characterised by respect, relational trust, cooperation and teamwork."

There is much to celebrate in the latest ERO report, having just been confirmed and made available to our school community. 

 Following below, is a copy of the section entitled "School conditions supporting equity and excellence". We feel that the Review team have captured the emphasis we place on holistic education and giving all our children equitable access to a variety of learning experiences.

We also have some areas we had identified prior to the visit which need to be developed further. These are areas which relate to the new leadership structure which has been formed over the last year. New systems have developed this year and have been progressively implemented to ensure sustainable practice. This leadership structure change has come about as our roll has grown, and the school organisational structure has changed to accommodate this.

 School conditions supporting equity and excellence

Children participate and learn in caring, collaborative, inclusive learning communities. The learning environments are characterised by respect, relational trust, cooperation and teamwork. Children participate in group-based activities and develop the skills of working together. Older children support younger children in deliberate tuakana teina relationships.

Priority learners are engaged and succeeding in their learning. They benefit from meaningful contexts for learning. Teachers focus on each child in a holistic approach to find the special interest that ignites their learning.

The school strongly supports Māori children to identify as, and take pride in being Māori. Their parents' views are sought and used to support their children's learning. Māori children have opportunities to succeed in ways that support Ao Māori – a world view and values.

The curriculum successfully makes connections to learners' lives and prior understandings. For example, the environmental education programme gives children valuable opportunities for learning skills that develop their confidence and communication skills.

Communication with parents effectively supports and strengthens reciprocal learning-centred relationships. The new online system is adding a greater depth and frequency to the ways that parents can share in and support their child's learning.

The board of trustees is well informed about all aspects of the school. Trustees actively participate in making decisions about resourcing and school events in their role as stewards of the school.

For the full report, follow this link to the ERO website. You can also find a full copy of the report here on our own website.