Seddon School 26/07/2013

© ERO 2010

About the School
Location: Seddon
Ministry of Education profile number: 2988
School type: Full Primary (Years 1 to 8)
School roll: 120
Gender composition: Male 54%, Female 46%
Ethnic composition:Māori 15% NZ European/Pākehā 79% Pacific 6%

Review team on site June 2013

Date of this report 26 July 2013

Purpose of an ERO Report
The purpose of ERO’s reviews is to give parents and the wider school community assurance
about the quality of education that schools provide and their children receive. An ERO school
report answers the question “How effectively is this school’s curriculum promoting student
learning - engagement, progress and achievement?” Under that overarching question ERO
reports on the quality of education and learning outcomes for children and for specific groups
of children including Māori students, Pacific students and students with special needs. ERO
also reports on the quality of the school’s systems for sustaining and continuing
Individual ERO school and early childhood centre reports are public information and may be
copied or sent electronically. However, the Education Review Office can guarantee only the
authenticity of original documents which have been obtained in hard copy directly from either
the local ERO office or ERO National Office in Wellington. Please consult your telephone
book, or see the ERO web page, contact us, for ERO office addresses.

1 Context
What are the important features of this school that have an impact on student learning?
Seddon School is semi-rural, situated in the Awatere district and located 25 kilometres from
Blenheim. There is a strong sense of identity, with the school being the centre point of the
community. The ‘Friends of Seddon’ parent group supports the school through social and
fundraising activities and events. Collaborative partnerships with the neighbouring playcentre
and community preschool assist students’ and their families’ successful transition to school.
A positive school tone effectively supports learning. Involvement and relationships with the
wider community provide students with an extensive range of academic, sporting and cultural
activities to cater for individual interests and abilities. Shared values and an emphasis on
students achieving and developing pride in themselves and their school underpin the
family-like culture.
Trustees, leaders, teachers and students promote a safe and inclusive environment.
Expansive, wellmaintained grounds encourage exploration and challenge for all students. The
recently introduced ‘Friday Programme,’ a vertically grouped curriculum programme, allows
students to discover and follow their own interests and broaden their understanding of others'
pursuits. Students initiate activities and events which contribute to the richness of life in the

2 Learning
How well does this school use achievement information to make positive changes to learners’
engagement, progress and achievement?
Teachers are developing their use of achievement information to support student learning.
School leaders used end of year 2012 achievement information to set targets for 2013 to raise
overall student achievement and to identify students who require additional support with their
learning. School data shows that most students are achieving above expectation in reading,
writing and mathematics. Assessment data collated to inform progress and achievement of
Māori and Pacific cohorts indicates similar patterns to the whole school cohort for reading and
mathematics. Achievement for Māori students is marginally lower in writing.
A wide range of strategies and interventions is in place to support those students identified as
underachieving. Schoolwide systems to regularly collate and analyse progress and
achievement information for students identified in target groups are being refined. Such
review should assist in measuring the impact of intervention programmes.
Teachers work collaboratively, and with local schools, to improve the consistency of
judgements in relation to National Standards. They willingly share collective responsibility for
the learning and wellbeing of all students. Teachers discuss learning, progress and
achievement with students and assist them to set goals. Students can talk about their learning
and its relevance within authentic contexts.
A teacher inquiry model is used by teachers to reflect on their practice. Staff should review
this model to investigate how it can be used to support them to determine the effectiveness of
their teaching practice. In particular, they should continue to consider how well student
assessment information is used within the process, and to assist development of personal
professional learning goals.
Students with special needs are well included and supported. The use of external agencies
and resources complements the school’s internal capacity to meet the learning and social
needs of these students. Students are very supportive of each other and all are included in
activities inside the classroom and beyond. Trustees and leaders are committed to providing a
highly inclusive learning environment.
A planned and well considered process guides reporting to parents. Teachers support
students to be involved in the process and parents contribute to goal setting.

3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum meaningfully reflects the vision ‘knowing ourselves, connecting with
others and growing towards the future’. There is a clear rationale for design of the curriculum
and selecting areas for emphasis. Literacy and mathematics learning are a strong focus.
Teachers use a concept approach to collectively plan integrated units of learning that include
a range of learning areas, strategies and skills.
High quality teaching, reflective of the school’s priorities, effectively promotes student
engagement and achievement. Teachers successfully use a range of strategies to engage
students in meaningful learning. Students work confidently and purposefully. They reflect on
and share what they have discovered through their learning with peers. Classroom displays
celebrate learning and provide prompts to guide students.
Teachers know their students well and use their knowledge to identify learning priorities and
programmes. Respectful relationships and positive interactions are evident amongst teachers
and students. Students have opportunities for leadership in class programmes and
schoolwide activities. Older students assist younger peers in the playground.
Students use information and communication technologies (ICT) resources effectively to
support their learning and to access the wider world. Recent review has informed the board of
trustees’ (board) commitment to upgrade ICT infrastructure and hardware to continue to
enrich teaching strategies.
How effectively does the school promote educational success for Māori, as Māori?
The school's charter acknowledges cultural diversity and the unique place of Māori as tangata
whenua in New Zealand society. Bicultural perspectives are increasingly being included in the
Māori students’ sense of belonging and identity at the school is promoted by kapa haka, a
schoolwide te reo Māori programme and positive relationships with teachers. Teachers
actively promote opportunities that value and include Māori students’ culture, language and
identity in the programme.
School leaders and ERO have identified that a next step is to continue to investigate how to
support Māori learners to succeed as Māori. This should involve continued consultation with
whānau to help inform strategic direction and develop a plan to extend the school's
responsiveness to Māori learners.

4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The board works collaboratively with the principal to provide effective governance. It consults
widely with parents and the community to inform the school’s strategic direction. Trustees
have undertaken training and have a sound understanding of school governance and
management. They bring experience and expertise to their roles. Well considered succession
planning supports new trustees.
The principal provides information to the board on student achievement in relation to specific
assessment tools and the National Standards. Trustees use the comprehensive and
informative reports they receive to build their understanding of school operations and make
decisions focused on improving outcomes for students.
School leaders identify the need to increase the frequency of reporting to the board about:
the progress and achievement of target students, to assist with evaluating the ongoing
impact of interventions throughout the year
students’ progress towards meeting National Standards expectations.
Well-focused professional development, linked to identified priorities, encourages teachers
and leaders to extend their practice. Professional learning is focused on building teachers’
capability to enhance learning for all students. It is responsive to evidence.
The principal provides clear direction focused on students’ and teachers’ successful
participation in learning. Distribution of leadership among teachers strengthens the capability
of all staff. The principal’s performance management goals are appropriately aligned to the
school’s priorities and linked to professional development. Involvement in the local schools'
cluster extends her professional knowledge and capability. The appraisal process for teachers
is being reviewed and refined.
There is good communication within the school community. ICT tools are well used to share
information among staff, trustees and the community, along with regular newsletters and
facetoface contact. The senior leadership team is very accessible to students and parents.
Decision making is informed by a school-developed self review framework. The next step is
for school leaders, staff and trustees to refine self-review processes to include evaluation of
the impact of initiatives to sustain ongoing improvement.

Board assurance on legal requirements

Before the review, the board of trustees 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:
board administration
management of health, safety and welfare
personnel management
financial management
asset management.
During the review, ERO checked the following items because they have a potentially high
impact on student achievement:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
When is ERO likely to review the school again?
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
26 July 2013

Link to website with full report ?