Fendalton Open Air 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 

​​Tūora Fendalton School is a contributing school that provides education for learners in Years 1 to 6. At the time of the review the roll was 414. The majority of learners identify as Pākehā | New Zealand European. 39% identify as Asian, 9% identify as Māori, and 4% identify as of Pacific Island descent. The school’s vision is Inspiring learners for Life and its values are Whaitake - Relevance, Whanauatanga - Relationships and Whakaute - Respect. 

​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.  

How well are learners succeeding?Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.What is the quality of teaching and learning?Learners benefit from excellent 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 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 SafetyThe school board is taking reasonable steps to ensure student health and safety.

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.  

Less than a third  

Less than half  

Small majority  

Large majority  

Most  

Almost all  

0 to 33% 

34 to 49% 

50 to 65% 

65 to 79% 

80 to 90% 

Over 90% 

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 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 

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

• The large majority of students attend school regularly.
• The school is ​approaching​ the target of 80% regular attendance.
• The school ​has a suitable plan in place​ to continually improve attendance.
• Regular attendance ​is​ improving towards or beyond the target. 

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.​
• ​​Assessment information is used well 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 engagement, 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 and/or pānui, tuhituhi and pāngarau 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 

• Structured literacy and mathematics are integrated into school targets, professional development and teacher practice. This has resulted in improved outcomes for all students.
• Students have a strong sense of belonging and pride in the school.
• The leadership team sets clear expectations and direction for the school through annual plans.
• The school board supports student and staff wellbeing.
• The school’s curriculum is broad and future focused. The curriculum is responsive to the needs, interests and cultures of learners.
• The leadership team maintain partnerships with the school community to benefit teaching and learning.
• Parents are highly engaged and involved.  

Key priorities  

• Continue to develop and deliver teaching and learning programmes aligned with the new curriculum to maintain high levels of achievement in reading, writing and mathematics, including oral language.
• Consult with the community and stakeholders on their aspirations for learners to inform the development of the school’s strategic plan.
• Sustain recent attendance gains and continue to improve levels of regular attendance. 

Actions to bring about improvement 

Every six months: 

• teachers engage in professional learning to support the implementation of the new literacy and mathematics curricula
• leaders provide opportunities to inform and consult with the school community about the changes to curricula, and support the development of oracy skills in learners
• leaders and teachers review attendance data and refine strategies to improve regular attendance 

Annually: 

• leaders review and evaluate goals and targets for the year and report to the School Board on the progress and achievement of all learners and improvement of oral language skills across the school
• leaders and the Board consult with whānau and the school community on the school’s strategic direction, resourcing decisions and curriculum development
• leaders and the Board evaluate strategies to improve attendance, tracking progress against government targets and reallocating resources as needed. 

Expected outcomes 

• A responsive and engaging curriculum that meets the changing needs of all learners.
• Sustained high levels of achievement in reading, writing and mathematics, including improved oral language skills at all levels.
• Improved and sustained levels of regular attendance that meet the Government targets.  

Regulatory and Legislative Requirements 

This section of the report is about how the school meet regulatory and legislative requirements. This includes the provision of education for international students.  

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​ 

Provision for International Students 

This section is about the quality of the provision of education for international students enrolled at the school.  

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 19 international students attending the school. 

The school has robust systems of self-review in place to ensure the health and safety of international students. Students receive regular English language support and are well integrated into school and community life through academic, sporting and performing arts activities. International students achieve well, and their wellbeing needs are met through accessing effective pastoral care services. 

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 (Acting)​ 

​​1 September 2025​