Laingholm School

School Report  

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa. 

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter. 

About the School  

​​Laingholm School provides education for learners in Year 1 to 6. The school’s roll is currently 165. The school values inclusion and aspires to nurture students as unique learners. ​ 

Part A: Parent Summary 

How well placed is the school to promote educational success and wellbeing? 

How well are learners succeeding? ​​Success and progress for all learners is increasing.​ What is the quality of teaching and learning? Learners benefit from ​good quality​ teaching practice that improves progress and achievement in ​reading, writing and mathematics​. How well does the school curriculum respond to all learners needs? 

Learners have ​rich​ opportunities to learn across the breadth and depth of the curriculum. 

There is ​an increasingly consistent​ focus on supporting learners to gain skills in literacy and mathematics. 

Learners with complex needs ​are well supported​ to achieve their education goals. 

How well does school planning and conditions support ongoing improvement? ​​School planning and conditions to support high quality education for learners are driving excellent school performance.​ How well does the school include all learners and promote their engagement and wellbeing? ​​The school successfully promotes learners’ engagement, wellbeing and inclusion.​ How well does the school partner with parents, whānau and its community for the benefit of learners? 

The school ​reports usefully and accurately​ to parents / whānau about their child’s learning, achievement and progress. 

​​The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.​ 

Student Health and Safety ​​The school board is taking reasonable steps to ensure student health and safety.​ 

Achievement in Years 0 to 8 

This table outlines how well students across the school meet or exceed the expected curriculum level. 

Foundation Skills 

 Reading 

​​Most​ learners meet or exceed the expected curriculum level. 

Results are ​equitable​ for all groups of learners. 

Writing 

​​Most​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

Mathematics 

​​Almost all​ learners meet or exceed the expected curriculum level. 

Results are ​equitable​ for all groups of learners. 

Attendance 

The school is ​approaching​ the target of 80% regular attendance. 

The school ​is developing a suitable plan​ to improve attendance. 

Regular attendance ​is​ improving towards or beyond the target. 

Chronic absence ​is​ reducing over time. 

Assessment 

​​The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.​ 

​​Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.​  

Progress 

The school ​has​ good quality planning to increase the rate of progress for all groups of students. 

The school ​has to some extent​ improved achievement and progress for those learners most at risk of not achieving since the previous review. 

The school ​has to some extent​ extended achievement and progress for learners working at or above curriculum levels since the previous review. 

The school is ​making​ progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority. 

An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office

Part B: Findings for the school 

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school. 

Areas of Strength 

​​The school has an experienced, effective and stable leadership team. There are good planning coordination and assessment practices, with strong data analysis capability to inform teaching practice.  

​The school’s signature practice of ‘every student by name’ enhances student wellbeing and learning support and enables inclusion for all learners. 

​Students achieve well in reading, writing and mathematics and the school is embedding structured reading, writing and mathematics teaching and learning.  

​A comprehensive school curriculum is informed by kaupapa Māori principles. The school’s broad curriculum includes a strong emphasis on the arts, physical education and sport.​ 

Key priorities and actions for improvement  

The agreed next steps for the school are to: 

• review and further develop initiatives to increase the regular attendance of all learners
• implement teacher peer review systems to further support critical reflection into practice, to enable all learners to experience consistently effective teaching practice
• focus on sustaining learners’ engagement by aligning of the school’s curriculum to reflect structured approaches in reading, writing and mathematics.  

The agreed actions for the next improvement cycle and timeframes are as follows. 

Every six months: 

• school leaders and the board develop a school community attendance plan within the school’s strategic plan, including strategies to increase parents and whānau support for regular attendance
• school leaders and teachers implement and report to the board on the impact of the peer review systems in supporting professional reflection and further strengthening effective teaching practice
• leaders and teachers align new reading, writing and mathematics programmes with the existing school curriculum to enable sustained extension and engagement of learners 

Annually: 

• school leaders and the board monitor, evaluate, and report on the impact of the community attendance plan on sustaining increases in regular attendance
• school leaders evaluate the teacher peer review system to understand the impact of professional development on the teaching of structured reading, writing and mathematics programmes on student outcomes
• leaders and teachers evaluate the engagement and extension opportunities for learners within new curriculum areas alongside analysis of student achievement information. 

Actions taken against these next steps are expected to result in: 

• improved regular attendance that increases learners' engagement in learning
• a formal teacher peer support system that increases the consistency of effective teaching practice across the school
• structured reading, writing and mathematics programmes embedded within the school curriculum that continues to improve learner outcomes.   

Part C: Regulatory and Legislative Requirements 

Board Assurance with Regulatory and Legislative Requirements 

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements. 

During this review the Board has attested to some regulatory and legislative requirements in the following areas: 

Board Administration 

​​Yes​ 

Curriculum 

​​Yes​ 

Management of Health, Safety and Welfare 

​​Yes​ 

Personnel Management 

​​Yes​ 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years. 

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki 
Let’s continue to work together for the greater good of all children ​ 

​​Sharon Kelly​
​​Director of Schools (Acting)​ 

16 May 2025

Education Counts 

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home