13 North Road , Clevedon, Papakura
View on mapTēnā 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.
Clevedon School is located in a rapidly expanding, semi-rural area of South Auckland and provides education for learners in Years 1 to 8. The school’s recently refreshed values – ‘Kia Kaha|Be Strong, Kia Atawhai|Be Kind and Kia Whakapono|Be Trustworthy’ underpin the school’s vision of an inclusive community, who are empowered to succeed and make a difference.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Since the previous ERO report of September 2022, ERO and the school worked together to evaluate how well school systems and practices support teacher effectiveness to positively and consistently impact on equitable outcomes for all learners.
The school expected to see:
Increasingly equitable outcomes for learners through teachers' use of adaptive strategies and practices.
Clear processes and systems that focus on and support continuous improvement and sustainability.
The greatest shift that occurred in response to the school’s action was meaningful staff engagement in effective and well-aligned professional learning.
The following findings are to inform the school’s future priorities for improvement.
| Most students' make consistent progress and successfully achieve in an inclusive and supportive environment. |
| Effective leadership promotes collaborative, coherent and continuous improvement across the school. |
| Learners experience high quality teaching and learning across a broad, localised curriculum. |
| Key school conditions are well embedded and aligned to support learner success. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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
Shelley Booysen
Director of Schools
27 September 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of April 2024, the Clevedon School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Clevedon School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
27 September 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were two international students attending the school, and no exchange students.
International students are well-supported with their learning and wellbeing and fully participate in the life of the school. Leaders regularly review the pastoral care for international students well, key next steps are identified.
Shelley Booysen
Director of Schools
27 September 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 10 months of the Education Review Office and Clevedon School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Clevedon School is located in rural Clevedon in Auckland, catering for Years 0-8 students.
Clevedon School’s strategic priorities for improving outcomes for learners are:
Pae Tawhiti - Future focused teaching and learning. A school community who delivers excellence for all
Ako - Learning centred relationships. A positive nurturing school community in which every learner is supported
Whanaungatanga - Citizenship and service: A school community who are responsible, globally aware citizens.
You can find a copy of the school’s strategic and annual plan on Clevedon School’s website.
ERO and the school are working together to evaluate how effectively school-wide systems and practices continue to support teacher effectiveness to positively and consistently impact on equitable outcomes for all learners.
The rationale for selecting this evaluation is to:
ensure learner’s needs and aspirations continue to guide the school's vision and values, underpinning the school’s purpose
ensure teachers continue to realise the aspirations for all learners, valuing their uniqueness, culture, language and identity
ensure coherent systems and processes, including shared values and strategic planning underpin positive equitable learning conditions that have been developed over time
measure the impact of schoolwide practices, including collaboration, moderation and shared expectations focused on improving learning outcomes for all learners.
The school expects to see teachers consistently using effective strategies and practices, in adaptive ways, to promote equitable learner outcomes, supported by processes and systems that focus on continuous improvement and sustainability.
The school can draw from the following strengths to support the school’s evaluation focus of effective school-wide systems and teacher practices that impact on equitable outcomes for all learners:
confident, engaged learners who enact the school values
professional development opportunities for teachers that align with the school’s strategic direction
visible, localised school curriculum well supported by the community
the board’s support for school leadership, strategic planning, and direction.
Moving forward, the school will prioritise:
determining consistency of school wide teaching and learning practices focused on outcomes for all learners
reviewing systems and processes ensuring effective teaching and professional learning practices continue to be sustainable across the school
engaging further with and supporting whānau, whose children are not achieving equitable outcomes, strengthening partnerships that positively impact on student progress
measure the impact of schoolwide practices and processes on learner outcomes.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
6 September 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of April, 2022, the Clevedon School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Clevedon School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
6 September 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Clevedon School has attested that it complies with all aspects of the Code and has completed an annual self- review of its implementation of the Code.
At the time of this review there were 0 international students attending the school, and 0 exchange students.
The school’s process for annual review identifying its provision of pastoral care with reference to quality of education and student participation in the community well meets Code requirements.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
6 September 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Students experience high quality education in an inclusive learning environment. They have a wide range of curriculum and leadership opportunities. A special feature of this school is its rural character which is highly valued by students and the community. Highly effective school leadership and governance result in the school being very well placed to sustain its positive performance
ERO is likely to carry out the next review in four-to-five years.
Clevedon School is a Year 1 to 8 school located in South East Auckland. It provides high quality education for students from Clevedon and surrounding areas. A special feature of this school is its rural character which is highly valued by the community.
Clevedon School has a welcoming and inclusive and culture. The wellbeing of students and staff is a high priority in the school and this fosters a strong sense of belonging. Students respond well to the high expectations for their progress, behaviour and achievement.
Over recent years, leaders, teachers and the board have developed a learner-focused culture to guide decision-making and future school development. Shared values provide students and their families with clarity about the expectations for student’s learning, achievement and engagement.
There is a strong commitment to building parent and community relationships in the school, including the school’s positive relationship with local iwi. The parent community is very active in the school.
The school has positively responded to and addressed the recommendations for development identified in ERO’s 2012 report.
Student achievement information is used very effectively to make positive changes to learners’ engagement, progress and achievement.
Students are highly engaged in and can talk knowledgeably about their learning. They understand and can explain how assessment supports them to learn. The school’s achievement information indicates that students are achieving very well in relation to the National Standards. This information also shows very good rates of progress for Māori and Pacific students. Senior leaders plan to focus more on supporting students to achieve well above the National Standards.
Senior leaders and teachers work collaboratively and capably to evaluate the impact of programmes on student learning. Teachers use feedback from students to measure the effectiveness of teaching programmes. Teachers use data analysis well to understand students’ learning strengths and needs and to guide teaching programmes. They set targets to support students who need to accelerate their progress.
The school places high value on ensuring all students are well supported in their learning. The progress of students requiring additional learning support is closely monitored. This additional support is generally part of classroom programmes that cater well for the needs of individual students.
Parents have many opportunities to discuss their children’s progress in relation to the National Standards. Written reports provide parents and whānau with good information about their children’s achievement and next learning steps.
The board makes good use of well-analysed achievement information, provided by senior leaders, to guide resourcing decisions and planning. This places the board in a strong position to make carefully considered decisions about priorities to further improve outcomes for students.
The school’s curriculum is highly effective in supporting and promoting student learning. It reflects the context of the local community and is inclusive of the school’s increasing cultural diversity.
High quality teaching practices are supported by teachers’ reflective culture and ongoing professional learning. The principal, senior leaders and teachers continue to refine the student focused curriculum. Teachers and students work together to develop programmes that encourage students to lead their own learning.
Other features of the school’s curriculum include:
Clevedon School is very effective in promoting educational success for Maori, as Maori. The school’s long-term commitment to bicultural practice complemented by its culture of high expectations for students’ educational achievement supports Māori children to succeed as Māori learners.
The board, leaders and teachers have a shared commitment to fostering relationships with local iwi. Initiatives such as the end of year prize-giving held on the local Marae have positively influenced the school and the wider school community.
Te Ao Māori is valued and it is planned and assessed as an integral part of the school’s curriculum. The board employs a specialist Māori teacher, enabling all students to learn te reo and tikanga Māori. The Māori curriculum team are developing assessment progressions for te reo Māori me ōna tikanga. Such progressions may help to develop students’ levels of language and cultural capability as they progress through the school. Many students are involved in the school’s kapa haka and they report that participating in this group is a highlight for them.
Clevedon School is very well placed to sustain and improve its performance.
The school benefits from high quality professional leadership. The principal and senior leaders are a cohesive and collaborative team. They are well supported by an experienced and dedicated board. Trustees and senior leaders have worked collaboratively to build school leadership and to foster excellence throughout the school.
Senior leaders maintain effective and coherent systems to guide self review, and teaching and learning practices. They lead professional learning programmes that are relevant to teachers’ developmental needs and interests, and that promote student-centred learning. Teachers’ appraisal processes are well aligned with the school’s curriculum, and they promote high expectations for continued improvements to teaching practices.
The board governs the school very effectively and is committed to the school’s vision and values. Trustees are strategic, improvement focused, and committed to the wellbeing of the staff and students. They are highly reflective and use self review evidence and findings to inform the board’s planning. The board values and continually seeks parent perspectives as part of the board’s self review to guide school development. Senior leaders support the board’s decision-making through their clear reports about student progress and curriculum developments.
Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Students experience high quality education in an inclusive learning environment. They have a wide range of curriculum and leadership opportunities. A special feature of this school is its rural character which is highly valued by students and the community. Highly effective school leadership and governance result in the school being very well placed to sustain its positive performance
ERO is likely to carry out the next review in four-to-five years.
Dale Bailey Deputy Chief Review Officer Northern
25 May 2015
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Location |
Clevedon |
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Ministry of Education profile number |
1249 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
368 |
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Gender composition |
Boys 50% Girls 50% |
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Ethnic composition |
Māori NZ European/Pākehā Australian Pacific other |
12% 83% 1% 1% 3% |
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Review team on site |
March 2015 |
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Date of this report |
25 May 2015 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
May 2012 June 2010 December 2007 |