Greendale 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 

Greendale School is a small rural school for Years 1 to 6 in mid-Canterbury with a roll of 35 students. Almost all students identify as New Zealand European/Pākehā, 11% identify as Māori and a small number of Asian heritages. A new principal started at the school since the previous ERO report.

The school’s vision is: Growing positive relationships and confident learners in a safe and inclusive environment. Its values are: We Learn - Ako, We Belong - Whanaungatanga, We Care - Aroha.

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

Improvement and progress

This section is about the progress the school has made since the May 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school identified the need to implement mathematics professional development focused on culturally responsive and relational practices to improve student achievement. The school expected to see more community engagement in curriculum developments. Leaders intended to grow evaluation capability to measure the impact of improved teaching consistency and capability.

Findings 

The school created an evaluation plan as the basis for improving teaching practices, including external professional development to support. Leaders and staff purposefully grew a shared understanding of quality practice expectations and closely monitor and analyse achievement data. Since 2022, the school successfully improved learner's achievement in mathematics.  

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 high 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 foundational 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 1 to 6

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 64%

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

A large majority of 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.

• Most students attend school regularly.
• The school is exceeding the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is not yet improving 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.
• Teachers are developing their use of 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 and mathematics targets set for 2030.
• The school is making progress towards meeting Government writing targets and agrees this will need to be a key strategic priority.

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 engagement and interest in their learning. Teachers and teacher-aides work well together to provide effective reading and mathematics programmes.
• Leaders and staff work cohesively as a team to promote progress and achievement; students with additional needs are well supported through individualised planning and programmes.
• The Board, leaders and teachers systematically analyse and use achievement, wellbeing and attendance data to inform responsive, student-centred strategic planning and decision-making.
• A supportive and inclusive school culture fosters learner’s sense of connection, belonging and wellbeing.
• Comprehensive teaching guidelines for literacy and mathematics teaching programmes promotes consistency in high quality practices based on ongoing targeted professional development.
• Consultative partnerships with families and the wider community, including other local schools, contribute to a positive school culture focused on continuous improvement. 

Key priorities

• Increase writing achievement through planned professional development for teachers.
• Strengthen teaching practice through formal teaching observation that provides explicit feedback in relation to the impact of new programmes and practices on learner outcomes.
• School board members clarify their governance roles and responsibilities through targeted training. 
• Evaluate the impact of new teaching and learning programmes, curriculum and practices on student learning, engagement and wellbeing.

Actions to bring about improvement 

Within six months:

• leaders and teachers undertake professional development for writing and assessment tools for writing 
• the principal formalises a process for observations of writing practice, with feedback to teachers
• leaders review and modify school assessment and reporting to reflect national reporting requirements for 2026
• the board constructs new role descriptions for its portfolios based on governance training

Every six months:

• leaders and teachers moderate writing assessments, and receive targeted professional development and feedback to improve practice 
• leaders and teachers conduct and analyse standardised assessments, review progress and achievement, and report to families
• leaders and teachers review the effectiveness of teaching strategies and progress of students requiring additional supports, to further adapt and refine planning, teaching and learning
• the school board and leaders monitor progress toward strategic goals and targets, evaluating the effectiveness of plans and actions, and adjusting resourcing and strategies based on school evidence 

Annually:

• the school board, leaders and teachers monitor and evaluate the impact of their planned actions on student wellbeing, learning and attendance to inform strategic priorities, goals and targets
• teachers and leaders review schoolwide curriculum, teaching, assessment and reporting guidelines and adjust practice for coherence
• the school board identifies regular opportunities for training in relation to portfolio roles and responsibilities, strategic priorities and changing legislation.

Expected outcomes

• Increased achievement in writing.
• Consistent assessment and reporting practices for reading, writing and mathematics.
• School internal evaluation identifies positive impacts of new and refined practices on teaching and learning.
• Clear understanding of governance roles and responsibilities provide strategic student focused school improvement. 

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 meeting 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

26 March 2026