Bromley School

School Evaluation 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.

Context 

Bromley School is in eastern Christchurch and provides education for learners in Years 1 to 6. The school’s values of connected, creative, curious, courageous and caring link to the school’s vision to create innovative global citizens to thrive in a changing world.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part B: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

Learner achievement and wellbeing is improving for most learners.

• A small majority of learners are achieving at or above curriculum expectation in reading and writing, and a large majority are achieving at or above curriculum expectation in mathematics.
• The school is continuing to address disparity for some groups of learners; Māori learners are not achieving as well as non-Māori in reading, girls’ achievement is lower than boys in mathematics, and Pacific learners’ achievement is lower than other ethnicities in mathematics.
• Most learners report that they feel safe at school, enjoy learning and are well-supported through inclusive school practices.
• A small majority of learners attend school regularly; regular attendance is improving but not yet meeting the Government’s attendance target. 

Conditions to support learner success

Leaders collaboratively foster a culture committed to quality teaching and learner success. 

• Leadership prioritises providing professional learning for staff that is well aligned to the strategic focus, to strengthen teacher practice and further improve outcomes for learners.   
• Leadership effectively builds and sustains educationally focused relationships with whānau to increase opportunities for learning and success.
• Leadership builds and sustains relational trust and effective collaboration across the school community to advance the strategic vision and improvement goals. 

Learners are provided with meaningful learning opportunities and experiences that enhance engagement and allow them to see themselves, their identities and cultures in their learning.

• Teachers use a range of evidence-based strategies and clear instruction that increasingly support learners to gain sound reading, writing and mathematics skills. 
• Teachers and leaders closely monitor and respond to learner progress data to improve outcomes for all learners. 
• The school’s teaching and learning resources and targeted professional learning are used effectively by teachers and leaders to support curriculum implementation, classroom teaching and learner engagement.

Key conditions are increasingly strengthened to enable improvement for learner outcomes.

• Parents and whānau are respected partners in their child’s learning and whānau are well-informed about their child’s learning.
• Leaders and teachers are embedding practices that promote diverse learners’ wellbeing needs, inclusion, and confidence in their identities, languages and cultures, and their engagement in learning. 
• The board and leaders effectively work together with the community to develop the schools’ strategic direction and improvement priorities. 

Part B: Where to next?

The agreed next steps for the school are to: 

• further embed the use of evidence-based interventions and support to accelerate learning for learners at risk of not achieving at expectation in reading and writing 
• evaluate the effectiveness of strategies implemented to improve learner outcomes in reading and writing; use this to inform decision making and improve learner outcomes
• effectively track, monitor and evaluate progress against the annual goals to inform board strategic and resourcing decisions 
• continue to increase learner attendance rates to meet the regular attendance target.

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

Within six months:

• implement evidence-based interventions to support target learners in reading and writing across the school
• establish a process for reporting on the school’s progress towards the annual goals 
• prioritise attendance as a strategic and annual plan focus

Every six months:

• monitor and review the impact of strategies to improve attendance and respond to the findings 
• monitor, respond to and report the impact of strategies and interventions to accelerate reading and writing progress and achievement and disparities in learning outcomes

Annually:

• evaluate the impact of strategies and interventions to accelerate reading and writing progress and achievement and use to inform strategic and resourcing decisions
• review progress towards annual plan goals and adjust planning as needed

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

• accelerated progress and reduced disparity in reading and writing for target learners
• improved school wide achievement in reading and writing
• students attending school regularly.

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

18 February 2025

About the School

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