Wilson Street , Geraldine
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.
Geraldine Primary School provides education for learners in years 1 to 6. The school roll is around 260 learners. Approximately 90% of its learners identify as European/Pākehā, 11% Asian and 9% Māori. The school values are: Achieving|Takakawe, Caring|Manaakitanga, Responsible|Takohanga, and Respectful|Whakaute.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from high 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 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 responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
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.
The school has had increased numbers of English second language learners in recent years.
The school is developing 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Students report they have a strong sense of belonging and wellbeing; caring and respectful relationships between students and teachers are evident.
Leaders set and review strategic goals in partnership with the school community. Leaders foster relational trust and pursue excellent and equitable outcomes for all learners.
The curriculum is well designed, appropriately structured to support learning and makes good use of local contexts. There has been a strengthened focus on supporting the social and emotional capabilities of learners. Structured literacy and mathematics practices are embedded in the school and are being aligned with the new English and Mathematics curricula.
Staff are well supported to grow their teaching practices and curriculum knowledge and to implement school priorities.
Teachers and leaders regularly use a range of evidence to plan and implement actions for improvement.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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:
Yes
Yes
Yes
Yes
ERO has identified the following areas of non-compliance during the board assurance process:
The board has since addressed the areas of non-compliance identified.
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)
24 March 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Geraldine Primary School is for Years 1 to 6 students from the town and surrounding rural areas. It has a roll of 296 students, 38 of whom are Māori and 29 of other ethnicities.
The vision of the school is: ‘Desire to learn, Aspire to achieve’. Its values are for students to be: ‘Caring, Achieving, Respectful and Responsible’ citizens. The school’s valued outcomes are for students to strive for personal excellence, be effective communicators and team players, confidently face challenges, and have a strong sense of who they are.
The strategic goals for 2019 are focused on enhancing the use of digital technologies; supporting smooth transitions into, through and out of the school; and, ensuring the health and wellbeing of students and staff.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Since ERO’s 2015 review, the school has a new board. School staffing has remained stable over several years. The school has initiated work to address all the recommendations from the previous review. While significant progress has been made in most areas, some of this work is ongoing.
The school is a member and the principal is the lead principal of the Ka Awa Whiria Kāhui Ako |Community of Learning.
The school provides equitable opportunities for all students to learn. However, disparity exists for some Māori students and boys in literacy.
The school’s achievement data shows that over the last three years most students have achieved at or above the school’s expectations in reading and writing, and the majority in mathematics. Disparity over the last three years is evident for boys and Māori students in literacy. An upward trend in achievement is evident for Māori students in mathematics, with little difference between them and their non-Māori peers in 2018.
The school effectively identifies, tracks and closely monitors the progress of individual students and can show good levels of acceleration for those who need extra support to succeed. While analysis and collation of this information is occurring, some of this information needs to be further analysed to better show how successful the school has been in accelerating the progress of these students overall.
Through a sustained strategic focus, the school effectively promotes children’s wellbeing. Children learn in a positive and supportive learning environment. The school is inclusive and welcoming. Children learn in settled and well-managed classrooms where they are able to focus on their learning. They know and show the school values.
There are very effective systems to identify, monitor and support children who need extra help to succeed in their learning. Teachers know each child well as an individual and as a learner. They use assessment practices well to target their teaching. Children with additional learning needs are very well supported. Those needing extension take part in a range of engaging programmes to enrich their learning.
Children benefit from a wide variety of learning experiences and opportunities. Māori language and culture are valued in the school environment and events, and within the classroom. As a result, Māori children in the school feel proud in their identity as Māori. Older children are encouraged and supported to develop their leadership skills.
The school’s strategic and annual plans clearly set out the direction and priorities for school development. School goals are intentionally aligned to Kāhui Ako goals. Within the school there is also strong alignment from strategic goals and priorities to other practices, such as professional learning and appraisal.
The principal and other senior leaders have implemented very effective school-wide systems. There is a systematic approach to introducing new initiatives and curriculum developments, such as digital technology, te ao Māori and wellbeing. There are well-considered systems to build consistent practices and understandings across the school.
Amongst the staff, there is a collaborative and collegial culture. Teachers are supported to take on leadership roles. Their skills and strengths are valued and used to lead different curriculum areas or other developments.
There is useful regular and evaluative review of each curriculum area informing ongoing improvement. Students’, parents’ and staff contribute to this. The school consulted widely when developing its desired learner profile. This profile explicitly recognises the voice of Māori whānau.
The school has effective governance practices. Trustees have relevant work skills and knowledge, and a sound understanding of effective governance.
The school’s charter targets should focus on accelerating the progress of all students who are below expectations. Leaders need to show and report how successfully the school has accelerated the learning of children who have not reached these expectations.
Leaders and teachers should extend internal evaluation to cover other aspects of teaching, learning and school priorities. Formal observations of teaching need to become part of the appraisal process.
Before the review, the board 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 the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Geraldine Primary School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
24 May 2019
| Location | Geraldine |
| Ministry of Education profile number | 2107 |
| School type | Contributing Primary (Years 1 to 6) |
| School roll | 296 |
| Gender composition | Boys 54%, Girls 46% |
| Ethnic composition | Māori 13% NZ European/Pākehā 77% Asian 4% Other ethnicities 6% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | March 2019 |
| Date of this report | 24 May 2019 |
| Most recent ERO reports | Education Review December 2015 Education Review December 2012 Education Review June 2009 |