Brockville 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

Brockville School provides education for learners in Years 1 to 8. The school currently has 130 students including 51% that identify as Pākehā/New Zealand European, 26% as Māori, 12% are Middle Eastern, and 11% from other diverse ethnicities. Since the previous ERO report, a new principal has been appointed.

The school’s vision is: Discover a life of learning - Tūhura ora ako. Its values are Respect (Kia Whakaute), Excellence (Kia Rawe), and Determination (Kia Manawanui). The school provides students the option to spend part of their day learning through the medium of te reo Māori in a bilingual classroom, Te Rei o Whakaari.

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 November 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school expected to raise achievement and accelerate progress, so all students achieve well and transition successfully to secondary school. 

Key priorities included strengthening teacher capability, knowledge and practice in reading, writing and mathematics, alongside implementing a local, integrated curriculum to enhance engagement, achievement and progress. The school sought to strengthen learning partnerships with families/whānau through improved reporting and consultation and to grow the use of evaluation to identify the impacts of improved practices. 

Findings 

Leaders implemented targeted professional development in structured literacy and mathematics to improve student achievement and accelerate progress. Staff developed an engaging, culturally responsive curriculum that increasingly reflects te ao Māori, tikanga and te reo Māori. Achievement data shows this has not yet resulted into improved progress for students.

Families/whānau engagement strengthened through new events celebrating student success. Enhanced data analysis enables leaders to track achievement trends and inform priorities, but evaluation is not yet consistently used to drive improvement.

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?The school is working towards high levels of success and progress for all learners.What is the quality of teaching and learning?The school is improving teaching and learning.How well does the school curriculum respond to all learners needs?

Learners have sufficient opportunities to learn across the breadth and depth of the curriculum.

There is an increasingly consistent focus on supporting learners to gain skills in foundational skills in literacy and mathematics.

Learners with complex needs require better support to achieve their education goals.

How well does school planning and conditions support ongoing improvement?The school is establishing planning and conditions that support improvements in the quality of education for learners.How well does the school include all learners and promote their engagement and wellbeing?The school reasonably 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 is improving its collection and use 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 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 64%

65 to 79%

80 to 90%

Over 90%

Reading

A small majority of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Writing

Less than half of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Mathematics

A small majority of learners meet or exceed the expected curriculum level.

Results are not yet 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 small majority of students attend school regularly.
• The school is behind the target of 80% regular attendance.
• The school is developing a suitable plan to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absence is reducing over time.

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 is developing good quality planning to increase the rate of progress for all groups of students.
• The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is not making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 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

• Learners benefit from calm, well-organised classroom environments that promote focused engagement and affirm their strengths and learning successes.
• Leaders and staff actively maintain a culture of care and respect, building supportive relationships with students and their families that reflect the school’s values and strengthen student wellbeing and belonging.
• Leaders actively work together to strengthen staff capability and understanding of positive behaviour management strategies, providing an inclusive environment where learners feel affirmed.
• Teachers and leaders demonstrate a strong commitment to professional development, establishing shared expectations for high-quality, structured teaching approaches that promote improved learner progress and achievement.

Key priorities

• Accelerate progress and reduce inequity through targeted teaching strategies and interventions for learners working below expectations.
• Build staff capability and consistency through a strengthened Professional Growth Cycle (PGC) to ensure high-quality teaching and learning.
• Systematically use achievement data to guide teaching and strategic decisions.
• Implement targeted strategies to increase engagement and improve attendance. 

Actions to bring about improvement 

Within three months:

• leaders and teachers review classroom practice to ensure one hour of focused daily instruction in reading, writing, and mathematics to improve achievement
• leaders collaborate with the Learning Support Coordinator to create a learning-support register
• teachers identify priority students, set goals and adapt planning and teaching to meet their needs
• leaders implement a deliberate training programme for teacher aides to ensure coherent classroom practices
• leaders formalise termly monitoring and feedback processes, including planning, observations and providing feedback, to strengthen teaching and learner progress

Every six months:

• leaders monitor and track student progress and achievement to inform adjustments to professional growth cycle (PGC) actions and professional development needs
• leaders and teachers review shifts in practice and impact on outcomes for learners
• teachers provide opportunities for families to learn about improved literacy and mathematics approaches
• the school Board reviews progress in improving teaching practices, achievement and attendance

Annually:

• the school Board and leaders evaluate achievement information and review strategic and annual plans to inform targeted next steps
• leaders assess the impact of strengthened teaching and learning on student progress, and refine the PGC approach to further build staff capability
• leaders and teachers evaluate strategies for engaging families and identify improvements
• the school Board and leaders analyse attendance data and refine strategies to improve attendance and engagement.

Expected outcomes

• Increased achievement in reading, writing and mathematics, accelerated progress for priority learners and greater equity of outcomes for all learners.
• Consistently high-quality teaching and learning practices are evident across the school.
• Deepened engagement between the school and families, fostering positive outcomes for learners.
• Improved and sustained regular attendance that meets or exceeds Government targets.

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

Actions for compliance 

ERO has identified the following areas of non-compliance during the board assurance process:

• ensure that persons without a practising certificate or a Limited Authority to Teach (LAT) authorisation are not appointed to a teaching position
  [section 92(2) Education and Training Act 2020]
• keep accurate records about each aspect of the safety checking process undertaken for risk assessment prior to making a staff appointment 
  [part 1 Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]
• ensure one hour-per-day of reading, writing and mathematics is explicitly planned for and provided across the school 
  [section 90 Education and Training Act 2020].

The board has since addressed the areas of non-compliance identified.

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

19 February 2026