Review 19 May 2025
LatestSchool 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
Granity School provides education for students in Years 1 to 8. The school has a roll with just over 30 students with 44% identifying as Māori, 44% as European/Pakeha and 12% MELA. The school’s vision of ‘empowering curious minds’ is enacted through the school values of Manaakitanga (respect), Tautaio(sustainability), Whanaungatanga (relationships) and Manawaroa (resilience).
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 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? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| 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 | Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
Attendance
The school is behind 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
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well 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
Learners’ needs are well identified, planned for and supported through quality teaching practice that follows evidence-based research.
Learners feel a strong sense of belonging and wellbeing that enables them to thrive in all aspects of school life.
Staff analyse and reflect on achievement data regularly to inform teaching and learning programmes, ensuring they meet the learning needs and interests of all students.
Structured literacy is well embedded throughout the school and an approach to structured mathematics has been implemented to support learner progress and achievement.
Targeted professional learning is increasing the capability of teachers and teacher aides.
Teacher planning aligns well with the new English and Mathematics curriculum and enhances learning programmes for individuals and groups.
The principal’s leadership gives clears direction and vision through the school’s strategic and annual plan.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- strengthen learning support systems to improve levels of achievement in reading, writing and mathematics for all learners
- refine the schools’ curriculum to effectively align teaching, learning and assessment practices throughout the school
- increase regular rates of attendance for all learners to meet government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- review and enhance real-time tracking and reporting of attendance, progress and achievement of learners, to inform early interventions
- refine guidelines and assessment methods to ensure alignment with updates to the curriculum and reporting requirements
- engage and consult with whānau and the community, including mana whenua, on the strategic direction of the school, including the development of the school’s new vision and values
Every six months:
- review, moderate and analyse student achievement information to further inform next learning steps
- enhance and review teachers use of professional growth cycles to maintain high quality, responsive teaching practice using classroom observations, student voice and progress information
- review shifts in attendance data and refine strategies to improve regular attendance
Annually:
- review and evaluate the impact of identified initiatives that have been most successful in accelerating learner progress and achievement
- analyse, evaluate and report to the board on attendance, progress and achievement information to strategically plan actions that will continue to improve learner outcomes.
Actions taken against these next steps are expected to result in:
- increased levels of achievement in reading, writing and mathematics for all learners
- a well-aligned curriculum and embedded assessment practices that guide responsive teaching and learning programmes and informs improvement priorities
- improved and sustained regular attendance of learners which meets government targets.
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)
19 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home