Prebbleton 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.

About the School

Prebbleton School is located on the outskirts of Christchurch and provides education for learners in Years 1 to 8. The school roll is approximately 550. European/Pākehā made up the largest proportion of all learners and approximately 10% identified as Māori.

The school’s vision is for students to ‘Create, Think, Grow’. The values for teaching and learning are community/hapori, excellence/hiranga, curiosity/wairoa auaha, and resilience/manawaroa.

Part A – Parent Summary

Progress since February 2020 ERO report

The previous ERO report identified the next step for the school was for leaders and teachers to continue to develop authentic, learning programmes to fully support the school’s vision and values.

The school now offers a rich and broad curriculum which reflects the school values and local contexts. Leaders and teachers developed and implemented the Prebbleton Pathway, a graduate profile based on the school values and effectively linked this to the Key Competencies of The New Zealand Curriculum. A structured literacy approach has been well embedded school wide. Teachers have meaningfully implemented the Aotearoa New Zealand Histories Curriculum.

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. 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 SafetyThe 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

Most learners meet or exceed the expected curriculum level.

Results are becoming more equitable for all groups of learners.

Writing

Most learners meet or exceed the expected curriculum level.

Results are becoming more 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

The school is approaching the target of 80% regular attendance.

The school is developing a suitable plan to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is not yet 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 significantly 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports

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

Students learn in settled classrooms where teachers adapt learning and take a collaborative approach, using a range of effective strategies to effectively engage learners and meet their learning needs.

Students who have additional learning needs and/or abilities are identified, tracked and monitored and provided with appropriate support and challenge.

School leaders work collaboratively and effectively set and implement meaningful strategic direction. Leadership opportunities are distributed to teachers.

The school has embedded structured literacy practices across all year levels and is well placed to implement structured mathematics. The school curriculum is highly responsive to students’ interests, needs and abilities.

Teachers’ practice is effectively supported by access to a wide range of professional learning opportunities, robust appraisal and collaborative teaching.

The board and leaders use evidence from different sources, including community consultation and student achievement information, to evaluate and inform the school’s strategic direction, with a focus on continuous improvement.

Key priorities and actions for improvement

The agreed next steps for the school are to:

• realign learning goals and progressions to reflect the new phases of The New Zealand Curriculum
• extend teacher confidence and capability in the use of te reo Māori, tikanga Māori and te ao Māori to integrate it in learning programmes schoolwide
• engage with the community to better understand attendance issues and develop shared processes to support students to regularly attend school and meet government targets.

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

Within six months:

• implement the realigned learning goals and progressions and use these to report to parents
• leadership to provide further opportunities for staff to develop their confidence and capability in te reo Māori, tikanga Māori and te ao Māori
• report on student attendance to the board; review the attendance plan, identify effective initiatives and plan actions for improvement for the next six months

Annually:

• continue to use and report to the board student progress, achievement and wellbeing data to inform responsive decision making
• monitor and report to the board on the school wide consistency of the use te reo Māori, tikanga Māori and te ao Māori in teaching and learning
• report on student attendance to the board; evaluate the effectiveness of the attendance initiatives and develop a plan for the following year.

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

• learning goals and progressions have been updated and are used to report to parents
• increased consistency in staff confidence and school wide integration of te reo Māori, tikanga Māori and te ao Māori in teaching and learning
• improved student attendance 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)

28 April 2025

Education Counts

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