Sunnynook School

 

 ERO REPORT 2017

  

HIGHLIGHTS FROM OUR 2017 ERO VISIT

‘The school’s achievement information shows that children are achieving well. Data shows that between 2015 and 2016 the school has successfully lifted overall student achievement in National Standards in reading, writing and mathematics’.

‘The school has robust internal processes for moderating assessment information that is used as a basis for teachers making overall judgements against the National Standards. Senior leaders agree that this could be further strengthened, and have already developed a plan to refine aspects of tracking and data analysis for individuals and groups of children.’

‘Since 2014 the board, senior leaders, teachers, parents and whanau have transformed school systems and processes to align with the school’s ‘learner-focused’ culture. Most notably, developments in leadership, bicultural practice and the school’s responsive curriculum are key contributors to supporting equity and excellence.

'School leadership is focused on building collective capability for both teachers and students. High levels of relational trust and collaboration are evident at every level of the school community. Senior leaders have introduced a number of new initiatives that have strengthened teaching and management processes.’

‘Reciprocal learning-centred relationships are evident between the school and parents/whanau. Board, senior leaders and teachers actively seek to collaborate with the school’s diverse community to enhance learning outcomes for children. The school is ready to strengthen this relationship by including parents/whanau as active participants in curriculum design.’

‘The school’s curriculum is responsive, integrated and holistic. Children benefit from the many opportunities to collaborate in a caring and inclusive learning community. Children’s ‘voice’ is valued and their thinking and interests are clearly visible in many classes. A school culture of high expectations and success for all promotes children’s sense of owning their own learning. Teachers have introduced inquiry and active learning to support children’s understanding of how to learn and how to be successful learners.’

‘Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused and embedded processes and practices. The school has successfully addressed in-school disparity in educational outcomes.’

ERO is likely to carry out the next review in four-to-five years.