Normandale 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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School 

Normandale School provides education for students in Years 1 to 6. 67% of students identify as Pakeha | New Zealand European and 16% identify as Māori. The school’s vision statement prioritises a sound educational foundation for all students within an environment that is inclusive, future focused, fun, challenging and supportive. This is supported by the school values of respect/whakaute, thoughtfulness/kohuki, resilience/manawaroa, empathy/aroha and enthusiasm/whakaria.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation. 

Achievement in Years 0 to 8 

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The small majority of learners attend school regularly.
• 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.
• Chronic absence is reducing over time. 

Assessment

This section is about how the school assesses learner progress and achievement.

• The school uses an appropriate approach and reliable practices to 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

This section is about how well the school supports all learners to make sufficient progress.

• The school has good quality planning to increase the rate of progress for all groups of students.
• The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is meeting Government reading, writing and mathematics targets set for 2030.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• Students demonstrate a strong sense of belonging and pride in their school. The school values and restorative practices are well known and understood by students.
• Achievement is high and most students make sustained progress in reading, writing and mathematics. Teachers are implementing the revised English and Mathematics curricula.
• Teachers are increasingly incorporating local contexts into their teaching and learning programmes in ways that learners can see themselves, their identity and their culture.
• Learning is supported by respectful, inclusive and collaborative learning environments.
• There are high quality practices in place for identifying and tracking progress for priority learners, including effective transition and pastoral care provisions.
• Leaders foster a culture of high-quality teaching through building strong connections with whānau, parents and the community. Leaders ensure professional growth opportunities for all staff.
• Te reo Māori and te āo Māori are increasingly woven through all aspects of the school’s curriculum. This reflects a strategic commitment to Te Tiriti o Waitangi and success for Māori learners.
• The Board and school leaders effectively communicate with parents and whānau and the community is regularly invited to contribute to the school’s strategic direction. 

Key priorities 

• Fully implement the revised English and mathematics curriculum.
• Set clear expectations for teaching and learning.
• Strengthen opportunities for students to take ownership of their learning, including setting relevant learning goals across all year levels.
• Refine assessment systems and processes to align to the revised curriculum.
• Strengthen the evaluative capability of leaders and teachers to enhance schoolwide decision making.

Actions to bring about improvement 

Within six months:

• leaders and teachers refine classroom practices and processes, including assessment practices, to reflect the revised English and Mathematics curricula
• school leaders undertake professional learning to strengthen their evaluative capability

Every six months:

• leaders observe teacher practice and provide feedback against revised curriculum expectations
• leaders and teachers provide opportunities for students to self-evaluate and set relevant learning goals
• leaders and teachers continue to analyse attendance, progress and achievement information to inform next steps and to respond with targeted interventions for identified groups of learners

Annually:

• leaders and teachers collect student voices to inform schoolwide decision making
• leaders utilise effective internal evaluation processes to review strategic and annual planning
• in partnership with communities, whānau, students and teachers, the Board uses reported information and analysis of attendance, achievement and wellbeing outcomes to inform decision making.

Expected outcomes

• The revised English and mathematics curriculum and assessment requirements are consistently implemented across the school.
• Students know and can articulate their levels of achievement and have more ownership of their learning choices.
• Strengthened evaluative capability of leaders and teachers informs schoolwide improvement.
• Sustained, equitable, and excellent student achievement.
• Improved levels of attendance that meet or exceed the government’s 80% target for regular attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

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

The next public report on ERO’s website will be a School Report and is due within four 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

20 October 2025