Churton Park 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 

Churton Park School provides education for students in Years 1 to 6. There are 380 students currently attending the school. Half of the students are Asian, 40% are Pākehā and 11% are Māori. The school vision, Empowered Connected Lifelong Learners, is underpinned by the school values of Ngahua, Eke Panuku, Manaakitanga, Pou Manawaroa and Hauora. 

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.

The school is improving teaching and learning.

How well does the school curriculum respond to all learners needs?

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

There is a 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?The school is establishing planning and conditions that support improvements in the quality of education for learners.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 is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and SafetyThe 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

A large majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

Most 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 has a suitable plan in place to improve attendance.

Regular attendance is improving towards or beyond the target.

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 improve 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 leaners working at or above curriculum levels since the previous review.

The school is making progress towards Government reading, writing and mathematics targets and is likely to meet them by 2030.

An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
 

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

• Students are engaged and outcomes for learning are equitable and increasingly excellent. Students’ sense of wellbeing and belonging is supported by a wide range of successful initiatives.
• Leaders drive school improvement with collaborative teaching and learning practices and well-developed curriculum design expectations. They are beginning to use evidence to plan and monitor aspects of the school‘s strategic improvement cycle to improve learner outcomes.
• Leaders have developed a productive foundational relationship with local iwi and are building an authentic partnership to develop the curriculum and improve outcomes for learners
• The students are taught reading, writing and mathematics for 1 hour per day. The curriculum design provides for integrated learning opportunities with breadth and depth across learning areas.
• Teaching teams regularly inquire into aspects of their teaching practice to improve learner progress and achievement.
• Responsive teaching and learning reflect students’ strengths, needs and interests, and builds on existing knowledge and skills to promote progress.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• develop and implement an evaluation process to gather evidence and measure the impact of collaborative teaching and learning practices on outcomes for students and inform next steps
• continue professional learning for teaching teams, with a focus on collaborative teaching and learning practices, to promote consistency across the school
• strengthen school-wide assessment systems, processes and data analysis capability to deepen teacher understanding of next steps for learning and further lift learner outcomes.

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

Within six months:

• review assessment systems and the use of student achievement information to identify areas of a professional learning for teachers and leaders
• develop an approach for embedding collaborative teaching and learning practices across the school

Every six months:

• review the use of, and effectiveness, of collaborative teaching and learning practices against established school-wide expectations to identify areas for improvement
• establish professional learning based on identified need to improve outcomes for students
• continue to analyse learners’ attendance, progress and achievement information to inform the next steps and respond with targeted interventions for identified groups of students

Annually:

• analyse and report attendance, achievement and wellbeing outcomes to the board and community; in partnerships with whānau, students and teachers, use this information to inform the next strategic steps.

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

• embedded collaborative teaching and learning practices and improved use of shared spaces
• students know and can articulate their levels of achievement
• strengthened evaluative capability that effectively informs schoolwide improvement
• student achievement and progress is tracked over time. 

Part C: Regulatory and Legislative Requirements

Provision for International Students 

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.

At the time of this review there were four international students attending the school, and no exchange students.

The school’s internal evaluation provides adequate information about the provision for international students. Provision could be more effectively monitored by the Board through regular reporting on the pastoral care, wellbeing and academic achievement and progress of international students.

The International Co-ordinator provides a point of contact for students and families upon enrolment and during their time at the school. Students are settled into school-life, learning and pastoral needs are attended to and provision made to support student progress, achievement and wellbeing.

Parent voice is collected and this is acted upon if required. Students are well integrated, feel like they belong and enjoy school. They participate fully in the wider life of the school.

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 Evaluation 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
Acting Director of Schools

28 February 2025

Education Counts

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