Review 21 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
Fox Glacier School is a rural school providing education for learners from years 1 to 8. Its current roll is 8, with 40% Māori, 20% Asian and 40% European/Pākehā learners. The school’s vision is “inspiring curious minds”.
Part A: Parent Summary
Progress since the March 2024 ERO report
The school and ERO worked together to evaluate how well learners were progressing and achieving in literacy, with particular emphasis on priority learners.
The school expected to see:
- programmes that inspired engagement, enjoyment and success
- increasing independence and confidence in literacy learning
- effective monitoring and mentoring to track and support progress, particularly for priority learners
- improved student achievement in literacy, including accelerated progress for identified priority learners.
During the course of the evaluation, teachers effectively monitored students’ progress in literacy and mathematics, including those identified as needing to make accelerated progress. They regularly collected a range of achievement information that informed their planning and teaching.
Children were engaged in literacy and mathematics learning, participating in active and independent learning activities. They benefitted from individualised learning programmes as well as small groupings for literacy and mathematics learning, enabling them to move flexibly between groups and levels depending on need and next learning steps. Learners identified as needing to accelerate their progress in literacy and mathematics made some improvements towards expected levels of achievement.
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 high quality teaching practice that improves progress and achievement in reading, writing and mathematics.
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| 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 | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | A large majority of 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 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 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
- Teachers’ learning design and planning prioritises the needs and interests of learners.
- Learners benefit from flexible learning arrangements in small groups or as individuals to meet their learning needs.
- Leadership builds educationally focused partnerships with the school community, which are informed by and benefit from supportive relationships with learners and their whānau.
- The principal consults widely with learners, whānau, staff and board to determine how to live out its values and vision.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- continue to implement Te Mataiaho | The New Zealand Curriculum to support improvement in literacy and mathematics
- further embed recommended assessment practices to inform teaching and learning which improve learner progress
- continue to improve regular attendance for all learners to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- continue to review the effectiveness of curriculum delivery and modify planning to support improvement in literacy and mathematics learning outcomes
- continue to review assessment practices to identify strengths and areas for improvement
- further strengthen strategies in partnership with the school community to encourage and sustain regular attendance
Every six months:
- evaluate the impact of assessment practices and curriculum delivery on improving student learning outcomes
- evaluate the impact of strategies used to improve regular attendance rates and use this information to identify next steps to increase regular rates of attendance
Annually:
- continue to report to the board on the impact of assessment practices and curriculum delivery on student progress and achievement, as well as the effectiveness of strategies used to improve regular attendance rates; use the trends identified to inform ongoing strategic decision making and annual planning.
Actions taken against these next steps are expected to result in:
- further improvements in progress and achievement outcomes for all learners as a result of high quality curriculum delivery and assessment practices
- more learners achieving at or above expected curriculum levels in reading, writing and mathematics
- improved rates of regular attendance for all learners.
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 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
Director of Schools (Acting)
21 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home