Education Review Office

Community Page

8 February 2011

To the Parents and Community of Ardmore School

These are the findings of the Education Review Office’s latest report on Ardmore School.

Ardmore School is a full primary school located in rural Papakura, Auckland. At the time of this ERO review 348 students, of whom 17% were Maori, were enrolled in the school. The board of trustees and staff share an educational vision for students’ success, enjoyment and valuing of learning, and the development of respect for self, others and the environment. Classrooms across the school have a settled, respectful tone and an emphasis on learning is clearly evident. Students are responsive to teachers’ positive expectations of them and interact confidently with adults and their peers. These good practices provide a sound foundation for promoting student learning and achievement.

Students acknowledge and appreciate the ways in which teachers discuss learning with them and provide programmes that are interesting, challenging, and improve their achievement. They understand the purpose of learning activities and know how to succeed in their learning. Access to a wide range of resources and diverse learning opportunities supports students’ development and achievement. Consequently, students are motivated and are actively engaged in their learning.

The school’s achievement data indicate that the majority of students achieve well in literacy and numeracy. School leaders and staff make good use of collated data to evaluate student progress and to set strategic targets to raise student achievement. Student progress is carefully monitored and information about achievement is shared with students, parents, the board and the community. Students’ evident skills and confidence mean that they are well positioned to benefit from increasing opportunities to direct their own learning.

Together with the board and staff, the principal has reviewed the school curriculum so that it aligns with The New Zealand Curriculum. Teachers are supportive of school developments and share and build on their collective strengths. Their capacity to reflect critically on their own professional practice has been enhanced and, as a result, they are now better able to meet students’ learning needs.

Effective succession planning has enabled the new board to follow sound systems for monitoring school operations and for ensuring that the board fulfils its governance undertakings. Trustees are well informed about the school’s programmes and about student achievement. Effective consultation and networking processes assist trustees to gauge parent opinion and to gain insight into local community perspectives. Strong parent and community support is evident in practical support for school projects and in the success of fundraising efforts.

Over the past three years the board, principal and staff have made significant progress in improving teaching practice and promoting student engagement. As a result, teachers are well positioned to sustain and enhance the quality of education they provide for students.