Review 3 March 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
Yaldhurst School – Tōtara Tūkaha is in Canterbury and can provide education for learners in Years 1 to 8. There are currently 120 learners in Years 1 to 6. European/Pakeha students make up more than 80% of the school roll with just over 10% Māori students and the remainder from other ethnicities. Learners are encouraged to know and use the HERO values of Healthy, Enthusiastic, Responsible and Open Minded. A new Principal began in 2025.
Part A – Parent Summary
Progress since March 2020 ERO report
To sustain improvement and future learner success, three next steps were identified: build understanding and use of internal evaluation to inform improvement; strengthen leaders’ capacity to gather, analyse and report on schoolwide progress and achievement; and build leaders’ and board members’ understanding and capability to ensure ongoing school improvement.
Since the last review, leaders and the board have worked together to develop capability and ensure ongoing school improvement through the development of strategic and annual planning. Data is gathered systematically, analysed and reported. Internal evaluation capability is being intentionally developed by leaders with staff.
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 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
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place 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 to some extent 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 making progress towards Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 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
- Learners express a strong sense of belonging along with sound knowledge of the school values.
- Learners are well supported by teachers, support staff and leaders in a culture of care, reflected in high levels of engagement, progress and the involvement of their families.
- Leaders use data and research well to inform their practice, focus on strategic goals and support staff to assist learners in meeting their potential.
- Structured, explicit teaching is a strength across the school; this benefits learners’ progress and achievement.
- Intentional, collaborative planning and teaching meets the needs of diverse learners, supporting their learning effectively.
- Ongoing evaluation of programmes and response to progress strengthens teaching and learning for learners.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- formalise and embed self-review processes for effective governance
- pursue further progress and acceleration of learners in reading; sustain achievement in writing and mathematics
- continue to refine and develop the school curriculum incorporating national changes; maintain collaborative teaching and learning practice across the school
- pursue increased regular attendance for learners through effective use of school strategies and resources.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- refine self-review for the board, along with assessment practices and tools with staff, so learner needs are clearly identified and responded to
- develop the collective capability of staff, aligned with strategic goals, to extend collective teaching capability
- analyse progress towards the goals of most learners achieving at or above their curriculum level in reading, writing and mathematics and make changes where appropriate
- evaluate the effectiveness of strategies and resources to lift regular attendance, adjusting as needed to maintain momentum
Annually:
- confirm assessments and assessment practice for the next year align with learner needs and continued progress, achievement and national changes
- review and evaluate the effectiveness of staff professional learning on building capacity and learner progress adjusting as needed
- evaluate the extent to which targeted resources and support for learning has improved and sustained progress and achievement; use this evaluation to plan next steps
- check progress towards improved regular attendance and reduced chronic absences; plan strategically for the best use of resources to lift attendance further.
Actions taken against these next steps are expected to result in:
- effective board governance supporting robust school assessment practices that inform next steps and improved outcomes for learners
- most learners achieving at or above expected curriculum levels in reading, writing; sustaining the trajectory of achievement in mathematics
- increased regular attendance and reduced chronic absences.
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
Acting Director of Schools
3 March 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home