Tisbury 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 

Tisbury School is located on the boundary of Invercargill city and provides education for learners in Years 1 - 6. The school’s roll is 107 students. Tisbury’s school vision is, Growing Lifelong Learners in an Inclusive Environment. 

Part A: Parent Summary

How well placed is the school to promote educational success and wellbeing?

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? Learners benefit from good 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 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 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 is improving its reporting 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

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

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

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing assessment information 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 some 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: Guide to ERO's 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

Leaders build capability well, so that teachers develop expertise in curriculum areas and take leadership to support the knowledge growth of others to increase learner rates of progress.

Teachers plan collaboratively for consistency of practice and approaches in structured literacy across all year levels; having a consistent, structured approach for mathematics is key next step. 

The school community exemplifies a strong commitment in supporting students' education and other activities. Actively engaging students in initiatives nurtures a sense of connection and fosters meaningful collaboration.

The school delivers an integrated curriculum aimed at fostering meaningful and enriched learning experiences for strong student engagement and active participation.

The school actively engages with its community, staff, and students to gather their vision and aspirations, that informs the strategic direction of the school.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• develop teachers' knowledge and capacity to implement a structured approach to mathematics
• identify effective teaching practice and approaches to increase achievement outcomes for all students in literacy and mathematics; of particular focus is raising achievement and success for boys in writing
• build students’ decision making about their learning (student agency) and leadership opportunities in Years 5 and 6
• continue to identify strategies to increase regular attendance and monitor the success of these.

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

Within three months:

• implement a structured, planned approach for mathematics, to provide consistency in teaching practice across the school
• provide professional development for teachers in mathematics - the curriculum and teaching a structured approach
• provide opportunities for students in Years 5 and 6 to explore leadership roles and responsibilities within the school community
• ensure the developing school attendance plan clearly identifies strategies for an increase in regular attendance 

Within six months:

• evaluate learning interventions and identify the impact these have had on lifting achievement for learners in literacy and mathematics
• introduce and implement the school attendance plan to parents and whānau

Every six months:

• evaluate structured approaches and teacher practice in mathematics for effectiveness in improving learners’ progress and achievement and respond
• evaluate the impact of teaching on progress and achievement in literacy overall, and for boys in writing and adjust as needed
• report on students’ attendance rates and progress against the attendance plan

Annually:

• using an evidence-based approach, evaluate and report on attendance, progress and achievement in literacy and mathematics to the board and community to inform further decisions
• develop an action plan with senior students that outlines agreed leadership roles and responsibilities to build student agency
• monitor and review the attendance plan to identify strategies and approaches that have improved regular attendance to inform further actions.

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

• significant increase in learners’ achievement in literacy and mathematics and boys in writing
• consistent, structured approach to teaching mathematics with positive impact on learner outcomes
• noticeable increase in senior student participation and responsibility across the school community
• sustained regular attendance of 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 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)

29 April 2025

Education Counts

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